WHAT’S WRONG WITH COMPETENCY-BASED EDUCATION?

Another great article.

The Underground Parent

Competency-based education (CBE) has been defined as a system in which students advance at their own pace upon “mastery” of “content, 21st-century skills, and dispositions.”[i] It is associated with computer-based training, known euphemistically as “digital learning” or “personalized learning.”

  • CBE is the antithesis of a liberal-arts education. It focuses not on academic knowledge but on workforce skills. The natural devolution is to allow politically connected corporations to develop “badges” and “credentials” that will be required and to convert K-12 into merely a training program for their entry-level employees.
  • CBE does nothing to transmit our culture and our civilization. “If education is beaten by training, civilization dies,” C.S. Lewis wrote, for “the lesson of history” is that “civilization is a rarity, attained with difficulty and easily lost.”
  • Even if education were properly viewed as workforce-development, CBE fails the test. The German model shows that students who have such…

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Will “smart” cities lead to surveilled education and social control?

Wrench in the Gears

“What is a Smart City?” is the third entry in my slide presentation series “Education in the Cloud.” If you haven’t yet seen them, prior posts include an introductory essay and “Digital Classrooms as Data Factories.”

Part 3 of Education in the Cloud: What is a “Smart” City

A growing number of metropolitan areas are being shaped by “Smart” City policies. Bloomberg Philanthropy’s “What Works Cities” aims to bring these programs to mid-size cities as well. Even in communities without explicit “smart” initiatives, “innovation” or “empowerment” zones are being proposed, often around school districts, enabling outside interests to sidestep existing legal and contractual protections under the guise of “autonomy” and “flexibility.” I hope the information I’ve pulled together will reveal how “smart city” and “learning ecosystem” interests often intersect and encourage others to think critically about similar programs in their communities. It is important…

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Public Schools or Public Screwels? Part 9

speak out against Common Core

I’ve gone to a part 9 in my blog.

Here is a post from an anti-Competency Based Education (an extension of Common Core, so to speak) group:

Utah’s State School Board just posted that they are discussing an assessment MOU tomorrow. The MOU is with 10 “parties” and American Institutes for Research to share assessment items. The parties are: Connecticut, Idaho, Hawaii, Oregon, Rhode Island, Utah, Vermont, Virgin Islands, West Virginia, and Wyoming. Upon going to the American Institutes for Research’s website, the MOU is for implementation of Next Generation Science Standards (NGSS) assessment.
http://www.air.org/event/what-s-next-next-generation-science-standards

But, wait, Utah is not supposed to be using NGSS. And, AIR started work with the 10 parties WAY BACK in August 2016–without any transparency or public knowledge. Or, for that matter, State Board knowledge.

Things that make you say, hmmm.

 

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

So, I went to the Wappingers BOE meeting last night because there was a presentation on the agenda about the progress of the “Strategic Plan” developed by the District 5 years ago (i.e. the implementation of Common Core without reference to what it actually was).
The agenda packet included responses from teachers to a survey about how they thought the standards impacted their teaching and their students.
Since a number of the responses from the teachers included almost verbatim the significant concerns that parents and educators from across the country were screaming and warning districts and legislators about from the moment they were released, the presentation merely referenced the survey but not the actual results.
Shout out to Board Member Ed Sloshower for speaking up about the concerns and not allowing them to go entirely buried and unmentioned.
The presenters (sans Mrs. Lizette Ruiz-Giovinazzi who spoke very authentically and sincerely) instead focused on the “wonderful efforts and continuing professional development of the teachers”.

Fraught with the incessant and chilling jargon-

Rigor
Horizontal and vertical analysis
Matriculation
Data
Models
Profiling
Mapping
Certification pathways
External supports
Strategies
Graduation rates
Framework
Resources
Alignment
Systemic review
Qualitative and quantitative responses
Content
Techniques
and of course, the ever popular “Collaboration”
(“Critical thinking” as always thrown in as verbal window dressing but with zero actual presence)

This ^^^^^^
is how education administrators in this district and across the state and country discuss your children.
This is what they are concerned about.
This is what drives your children’s day, every day, in every grade in every school, 5 days a week all school year long.

There was no mention (from the presenters) about the fact that the teachers acknowledged that Kindergarteners were being overwhelmed with absurd and confusing, age inappropriate curriculum content but starved for actual learning.
That the same is true for virtually all of the special ed students.
And that the high school math as PREDICTED FROM DAY ONE was an overly burdensome, ill conceived program which the elementary math programs fail to prepare the high school students for.
We KNEW.
They KNEW.
EVERYONE KNEW GOING IN.
That this was a train wreck.
And now we have students who have spent the last five years being educationally laid to waste.
And now we have open validation from the teachers that that’s exactly what’s happening.
And the Board and Administration still making presentations about “mapping”.
And having “conversations”.

They’re not coffee table books.
They’re CHILDREN.
REAL LIVE HUMAN BEINGS.
And now they’re in college taking (and paying for) remedial courses. [Remember ‘college and career readiness’? The reason we were doing this to begin with? I guess it didn’t work that well.]
Or struggling through grade school and high school without the most basic skills they need to be successful or simply prepared to meet their own needs in the world.

Whatever “conversations” are going on, they’re not at the board meetings or with the legislators who could change this.
They’re certainly not meaningful enough to move anyone to authentic action. From what was mentioned at the meeting last night, it seems the conversations amount to pity parties for the fact that “there’s nothing we can do because this was forced on us” (as if the board members and administrators are the actual victims here – _-), and then giant planning meetings of the Administrative Mutual Admiration Society about how to map and move our children along through the system before anyone realizes they’ve been educationally starved and destroyed while simultaneously keeping the pensions intact.

We have failed our kids.

We fed them into this destruction machine five years ago and have spent every moment since finding new ways to keep our heads down so no one knows what we did.

I stood at the end of the meeting to state the obvious which should have been stated by the Board Members but of course (save for Ed) wasn’t.

Several of my former colleagues and administrators kind of shrugged their shoulders slightly and hung their heads a bit low.
Others sat up in their standard and tell tale arrogance and dismissiveness.
And as I spoke of the travesty of having allowed our children to be decimated by this financial and political destruction machine with no end in sight, the Board President nodded in agreement as she always does…..before banging her gavel to end the meeting and doing absolutely nothing about it.

Pity the children. 😞

 

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

Cobb County Schools will waste precious instructional time next week field-testing questions for the Milestones exam. In total, over 200,000 students across the state are being used as test-company guinea pigs for free.
Thankfully a large group of Cobb parents are screaming ENOUGH! They are refusing to allow their children to participate in these tests.
While the state claims these worthless wastes of time, energy and MONEY are mandatory, it has been made very clear by Governor Deal that parents have, and always will have, the right to refuse participation by their children. The district may choose how to handle refusals. Given the negative value in this effort, we imagine Cobb County would be thrilled not to have to put its students through more hoops for worthless testing.
Opt Out Georgia, its founders, administrators and members support these parents in their efforts to stop the over testing of Georgia’s children. Instructional time is already at a premium.
If the testing company needs to align questions for inclusion in the final tests, we suggest they take an ad out on Craigslist for participants, just like they do for scorers. Its time more parents took back control of their schools.

The tests will return no usable academic information (much like the actual Milestones tests), and no scores will be returned to the state.

 

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

Do video games collect data? You betcha. #Read and #Share.

The ability to profile and collect information about a player’s interactions with “educational” video games (also called “serious games”) is evidenced by this research collaboration which catalogs each interaction into a standardized vocabulary of data which are collected in real-time and each player can be profiled, analyzed. To see the list of detailed interactions, (like players speaking, dialog, objects clicked on, objects released, buttons pressed, skipping forward or backward in a video, conversation with characters, levels achieved, time spent, mouse clicks, any answers to questions posed because “Many serious games use the Q&A mechanic to assess players”), click the link below.

What is considered an “educational” video game? Interestingly, Microsoft, who owns Minecraft, has created an Education Version of Minecraft, even though many say it adds no value to the classroom. Anyone whose child is into Minecraft, can tell you how addictive that game is. Ever wonder why edtech is promoting video games in the classroom? If you guessed that it is because they KNOW video games are addictive, (the preferred industry buzzword is *engaging*), and they can collect massive amounts of very lucrative data about the child’s behavior and interactions, you might be onto something.

If you are wondering WHO has access to all this data collected, and what they do with it, you are not alone. ADL is partnered with IMS Global, as is Microsoft. Online curriculum and educational games are being touted by the US Department of Education, in something called the Online Education Resources, OER, or #GoOpen. These are all tied to another federal agency, The Federal Learning Registry, which is a joint data gathering project between the US Dept of Defense and US Dept of Education. We wrote about IMS Global, OER, Learning Registry data collection, here. We know that online math programs like DreamBox collect 50,000 data points per hour, and Knewton, an adaptive learning platform, collects 5 to 10 million data points, per student, per day. Don’t forget that another project called LearnSphere, funded by the US Government, makes it possible to connect and collect student data from all online activity, across multiple websites, platforms.

If you are wondering HOW online vendors and even schools can collect and share your child’s data without your knowledge or consent, it’s because a federal law meant to protect children’s privacy, FERPA, was weakened in 2011 so that “parents wouldn’t get in the way” of data collection.

YOU CAN PUT A STOP TO THIS by asking the new US Dept of Education Secretary, Betsy DeVos, and President Trump to fix FERPA and protect children’s privacy. Oh, and ask to opt out of screens at school. **It is your right.**
READ MORE including many links:

http://missourieducationwatchdog.com/educational-video-games-collecting-detailed-interactions-data/

 

Here is another post from the anti-Competency Based Education group:

We are backward engineering P-20 education into human capital management. E-portfolios are designed for seamless “lifelong learning” not to empower workers, but rather to allow employers to efficiently screen out most applicants. Look up Yet Analytics. They are all about using IoT and online learning to track employee productivity. This is all very concerning. In many respects HR is even further along than public education.   https://www.learningsolutionsmag.com/articles/1949/the-experience-api-xapi-a-gps-for-learning

 

A high school in Northern Virginia has a transgender indoctrination assembly:  http://www.frc.org/washingtonupdate/20180112/public-school

 

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

Question.

This note below came home today in my son’s folder. My child is in second grade. (I taught 2nd, 3rd and 6th).

I thought my child could exempt out of the STAAR. Apparently, my child must sit there and just not take the test?!?!

Clarification is appreciated.

texas sneaky

And here are some replies to said post:

Why is the 2nd grade team worrying with STAAR stuff? They don’t start taking them until 3rd grade? Are they having them do a practice STAAR while the rest of the school is testing?   My oldest is a 5th grader, we’ve opted out by staying home for the entire testing window in the past, which is usually the full week. And my youngest is in kinder, and I plan to keep him home on STAAR testing days this year. Mostly because the younger kids schedules are disrupted even though they’re not taking the test, and they usually don’t even get to have their normal recess times. It’s awful. So, don’t feel bad to keep him home, Momma.

 

Keep him home and enjoy the week off! Thats what we did:)

 

Welcome to Texas public schools, where destroying true education and love for learning comes with a pat on the head as if you, as a parent, have anything to say about it.

 

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

My 3rd grade boy came home yesterday telling me about the tests he will be taking toward the end of the year. He started crying saying he will never pass the essay part because it has to be done in one hour. He was literally stressed out about it. He is only 8!!! I consoled him and encouraged him the best I could. It is ridiculous they put this much pressure on a child.

 

And here are some replies to said post:

And they administer the tests during Child Abuse Awareness Month.

 

I refuse the test and no stress for my kid!
REFUSE the test for your child!!! It’s child abuse!
I was told it will hurt my school if I refuse the test.
So they put that pressure on you, too. Their bully tactics are really annoying. I do what is right for my children. I don’t care about saving any system.  Honestly, I would encourage you to find a way to homeschool. Such pressure is not healthy for your son or your family. Even if you opt out of the test, he is still in that environment.
It’s a scare tactic…i think if a certain percentage refuse, they do lose CCRPI points, but the only way that the testing will change is if parents push back against it. No school that i know of has ever been hurt by refusing the test.
My son did the same thing however his stress started in 2nd grade knowing he was going to have to take those test when he got older. He began getting migraines around the same time.
It’s sad.

 

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

PARENTS & TEACHERS: Students whose parents have opted them out of the MCAs will be marked as “not participating”. This wording came out of the recently US DOE accepted (Jan 2018) Minnesota “State Plan”.
If your school has the old MDE forms from 2015/2016 these are invalid and out of date. You may write your own letter. Thanks to MDE Commissioner, Brenda Casselius, for hearing the thousands of emails, phone calls and testifiers. #OptOutMCA

 

And here are some replies to said post:

I have a question: For clarification, does this OPT OUT apply to “mid-year assessments”, as well? I have a child who is doing “online public school”. I was told that my daughter is “required” to do a “mid-year assessment” of her reading and math skills. She had to sit at a computer, and read words and sentences to a “teacher”, and figure numbers, for about 20 minutes. I think my daughter did very well. Ten minutes after we were finished, I received an email saying my child does not meet “benchmarks” and tested below grade level in all areas. I was pretty livid. Needless to say, I am regretting my choice to do this online school. My question here is, “Legally, Can I opt out of these types of assessments in the future?” I understand about opting out of MCAs, and polls, and surveys, and such, but is there the same “provision” to refuse these types of assessments? thank you very much for everything!

 

I know for those who work with Pearson (K-12 etc.), Pearson is pretty strong in NOT letting opt outs occur. You can always try! But these tests are how many of the companies make their living. If it’s not a standardized test though, but part of the regular class structure, I would think your child would need to take it.

 

Thx. My 6 year old sat in front of a computer and read words from a long list that appeared on the screen. The woman would point to the words with an arrow and give her a few seconds to say the word. If she started to say the word incorrectly, my daughter would be interrupted and the woman would say the word for her .

 

 

Here is another post from said group:

So state testing time is coming up here in Minnesota and I reached out to my child’s principal to tell her we are opting out, here was the teacher’s response to this

“This new way of opting out, that is having to fill the form out is new to us to. We were told that if a student opts out it will go in their permanent record that they “did not meet” state testing.”

Will this affect my daughters ability to get into college in regards to having good grades? She is an excellent student and her grades show that, I just don’t want these darn tests to affect her negatively if she doesn’t take them. Thank you!

 

And here are some replies to said post:

We have been awaiting news that the federal DOE has accepted the MN “State Plan”. It is all good for the opt out families!! No language that states students are failing standards. Opt out students are listed as “not participating”.

 

And to add- you do not have to use the state form. I write a simple letter to testing coordinator, about a month before testing dates. I call or get confirmation of receipt if letter too.
Maybe also let the principal know that the form is not valid.

 

Those state forms are now out of date with the acceptance of the US DOE for our State Plan. I suggest writing your own letter, too. These keeps the conversation about students under parental authority, not the state’s-want-to-be authority.

 

My child’s school has just told me that if she is opted out of the MCA’s she will be considered “not proficient”. I’ve been concerned about what this means on her permanent record, too.

 

 

What your school told you is old language. The MDE changed it in the summer after thousands of people emailed and called them. Some of us here also testified (including [names withheld] and others) asking the MDE to remove that language. And they did!

 

Tell them you are opting out your child and send the actual language of the Minnesota State Plan, just approved and emailed to the state last night. Kelly Lars just posted below.

 

Thank you! The school has been pushing pretty hard to not have me opt her out, and I wasn’t sure what to do.

 

They don’t want anyone to get out of their snares.

 

This article has a nice summary.

http://progressive.org/public-school-shakedown/opting-out-of-standardized-testing-get-ready-to-be-labeled/

 

It is unfortunate of the continued flawed letter from the MDE. Because, they put out the statement last year that the non-proficient determination would be gone.

 

Cleavland State University joins Ohio State University on the gender pronoun/alternate reality bandwagon:  http://thefederalistpapers.org/us/sign-tells-students-need-wear-stupid-pronoun-stickers

 

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

IF FEPA PASSES, AMERICA WOULD BECOME LIKE COMMUNIST CHINA

1.12.18 – WHAT IS FEPA?

http://www.educationviews.org/if-fepa-passes-america-would-become-like-communist-china/

 

The newest invention of the Left at PC colleges:  pyramids of white supremacy:  https://www.theblaze.com/news/2018/01/18/pyramid-of-white-supremacy-taught-in-required-class-for-colleges-elementary-education-majors

 

Here is a post from the anti-CBE group:

Who is behind Kiddom?

“A Silicon Valley startup called Kiddom is banking on the trend continuing for the foreseeable future — and it’s already in 70% of US school districts. Today, a typical school where just a few teachers adopt Kiddom ends up registering 95% of the teaching staff within six months, the company said in a March 2017 statement…”

http://www.businessinsider.com/kiddom-startup-using-personalized-learning-in-most-school-districts-2018-1

And here are some replies to said posts:

Their page: https://www.kiddom.coManage

Partnerships…

kiddom partnerships

 

Oh, look. There’s iXL. Here are some of the more than 300 student reviews of that software. How is this even still on the market?
https://www.commonsensemedia.org/…/ixl/user-reviews/child

 

70% of US school districts according to whom…?

According to Business Insider.
Seriously folks, check out those iXL reviews. I’m not kidding.
I’m looking at them. They’re a piece all by themselves. I’ll do it in the next couple of days.
My son’s algebra teacher tried to force him to do IXL. I couldn’t believe the pressure he used on me too. He now just chooses 10 questions per unit printed off instead of the torture that the online program is
this is a post I wrote a few days ago on two charter schools that were denied at district/county levels and rubber stamped at the state level. They were funded heavily by “Silicon Schools Fund” and “Innovate” schools. Perseverance was approved in full and Promise as a K8 instead of K12 (even though material revisions are not legal through the appeals process). Double check this number if you post it but Silicon Schools Fund has somewhere around 70 Million dollars to throw around to push whatever they want into our communities. I learned about iXL from analyzing these petitions. DM me for more. https://eduresearcher.com/2018/01/18/charter-red-flags/
5 yrs ago my sons’ elementary school started using iXL. My son quickly discovered that it was giving wrong answers. I took screen shots and informed the teacher and principal. Nobody cared and they are still using that program!

They peddled this on my son FIVE years ago. We never participated since he had slower processing speeds and this program amongst other ramped up his anxiety. Is it me, or is it rocket science that you don’t put timed assignments in front of a child with processing difficulties?

I’m sorry, but may I ask where all of the “educators” have gone? #PedagogyIsDead #ImJustAMom

More trash to be terrified of
<break></break>
This is being forced on school districts all over the country–as a money saving (teacher salaries)–but really money making (corporations) mandate. Bring it to your school committee while they still have any power at all. Soon, that will end too…
<break></break>

I found this on the page of Conservative talk show host Shannon Joy:

A parent from West Irondequoit High School sent this to me today with concerns about a few of the seminars. Specifically:

* In school showing of the highly controversial
movie ‘I’m Not Racist Am I?’

* Privilege Walk Exercise

* Blue Eye Brown Eye Exercise

While some of the presentations seem perfectly fine… the above are highly controversial and parents were NOT notified until today. This is happening on FRIDAY of this week.

I would encourage parents to ACCOMPANY their kids to these seminars at the very least. Very confusing and nuanced topics are presented that often cause emotional distress for kids. Or contact the school directly to question the wisdom of this endeavor.

Just an FYI.

Leftist sneaky

 

And I found this too on the page, again from Shannon Joy:

This letter was sent out today …

“Dear IHS Parents/Guardians:

This is an important message about this Friday, January 26, 2018. As you know, Friday is no longer a midterm testing day, it is a regular school attendance day for students, and attendance by all students is expected. Since it is the last day of the 1st semester and a day following 4 days of testing, we decided to put together a great series of activities, presentations and assemblies pertaining to social justice, equity, diversity, healthy decision-making and wellness. We are truly excited to hold our first “IHS Community Values and Wellness Day” on Friday.

All students will attend 6 sessions and have a lunch period on Friday. The sessions are, Building a Community, A Privilege Walk, A Class divided: The Blue Eyed/Brown Eyed Experiment, More Than a Label, Pause Before You Post and a Delphi Substance Use/Wellness Presentation. There is an opportunity for ELA extra-credit as well as raffles for IHS gear and gift cards to some of our local businesses. Friday is wonderful opportunity for our students to grow and learn more about themselves and explore challenging, real-world topics. Please see the descriptions and more specifics in the attachment. Thank you in advance for your support.

Respectfully,
Douglas W. Lauf
Principal”

 

Here is another one from Shannon Joy:

Parent ALERT!!!!! Please share —->

‘Privilege Walk’ Exercises are making their way into suburban schools. I’ve been told this is mandatory. I’m gathering info about specific schools and will share them here. Please DM me if you’ve seen this in your district.

This exercise is designed to place all white males at the front of line ahead of anyone who identifies with a grievance group. It’s meant to divide. It is sick and abusive to children, in my opinion.

https://www.albany.edu/ssw/efc/pdf/Module%205_1_Privilege%20Walk%20Activity.pdf

privlege malarkey

 

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

i am so glad that the school can co-parent with me…what would I do without them…

School attendance has a huge impact on a student’s academic success… starting in kindergarten and
continuing through high school.
We realize some absences are unavoidable due to health problems or other circumstances. We also know that
when students miss too much school – regardless of the reason – it can cause them to fall behind academically.
Your child is less likely to succeed if he or she is chronically absent – which means missing 18 or more days
over the course of an entire school year. Research shows:
• Children chronically absent in kindergarten and 1st grade are much less likely to read at
grade level by the end of 3rd grade.
• By 6th grade, chronic absence is a proven early warning sign for students at risk for
dropping out of school.
• A child is chronically absent if he or she misses just two days every month!
Some considerations that will help ensure that your child attends school regularly on time are:
• Make sure your children keep a regular bedtime and establish a morning routine.
• Lay out clothes and pack backpacks the night before.
• Ensure your children go to school every day unless they are truly sick.
• Avoid scheduling vacations or doctor appointments when school is in session.
• Talk to teachers, counselors, or administrators for advice if your children feel anxious about going to
school.
• Develop back up plans for getting to school if something comes up. Call a family member, neighbor,
or another parent to take your child to school.
Let us know how we can continue to partner with you in behalf of your children so that they can attend school on
time every day. Together we can help your child to be successful in school! If you have any questions or need
more information please contact Windridge Elementary.

 

 

I found the following post in the above Utah anti-Common Core group and I believe it hits the nail on the head:

Many parents do not care because our culture has made them irrelevant.
Remember the Village? If children are raised in care facilities, schools, and after school activities, where do they learn to run a home, have any kind of routine, much work ethic, and how to care for others? The Village somehow does not teach these things and many families stopped teaching them before I entered college. In the 1970s.

School was sold to the parents of the boomers as life’s panacea and my generation was raised for careers. When I got to college, precious few of my room mates had any life skills.They could not manage a check book, no wonder so many ended up in debt! They had very limited cooking skills. One roommate could only make tacos. None of them cleaned up after themselves. They said their moms did it all because they wanted a perfect house. That generation got married, went to careers and many of their children ended up latch key and not trained to either run a home or raise children. Many of those entered parenthood with even fewer skills. We have gone down hill because parents stopped parenting, thinking, if I get the best teachers, Sunday school teachers, coaches, and youth leader, my job is done. But as long as we provide the Village mentality, no one takes responsibility for the outcome. Its always someone else’s fault. Parents, society, and the village are all partners in this mess.

Most parents I have worked with, it never occurred to them they needed to train their children. They just thought all they had to do was tell them what do do or stick a chart on the wall. When their children are untrained and developing executive function, they are asked to do things independently they are not ready for, parents get in battles with their children.

We have made a mess of things as a society. We just cannot blame the parents only, most of whom were never taught by their parents–
Gen Xers, because they were not taught by their parents
Boomers, because they were not taught by their parents,
Boomer’s moms were not taught by their moms during the war, because they were too busy doing the work left by the men who went to war.

After WWII the men came home. 10% of homes had tv in 1950 by 1960 90% had them. The false narrative sold to moms in the 50s via TV (moms who had not been taught during the war) was that dad went to work, children went to school, moms did everything else. Why do I say false narrative? Because mom doing everything, was not the previous norm, families worked together and children got work ethic and how to run a home by working with their parents. Now all of the sudden the modern mom was shown women in dresses with pearl necklaces, immaculate homes, and children with little responsibility outside school.

The 60s women rebelled against that narrative. So we threw the baby out with the wash. Most men and women still marry. We prepared generations for careers but intentionally did not raise them to deal with domestic duties of running a home or parenting. As if getting a high paying job would somehow cause the house to run by its self and the village can raise the children. This was short sighted. It is a result of myopic feminism.

Later some tv working moms had housekeepers.

Now Moms get told to assign chores, but chores assigned without the training, underlying habits, and the developed executive function needed to work independently, do not usually lead to work ethic, but to procrastination.

As a result, many parents are filled with unrealistic expectations and few skills to cope– they check out. Sure, there are parents that can parent and run a home, but too many struggle with this, because they were not taught and because all the years they grew up they were given the message in school that somehow, the domestic work of rearing families and caring for our homes is demeaning. Of course it does not need to be that way. But society is unwilling to face the issue and make the changes needed. The result is this will continue. And for every family in this situation that has more than two children, that means more of the next generation will be unprepared.

We could revalue families. Revalue carring for our homes. Revalue the discipline of habit. Nah, I doubt it will happen..

 

And here is a reply to said post:

You make some really excellent points! I especially was drawn to the concept that schools and society are training kids for the job world, but no one is training them for family life and responsibilities. And the latter of the two is infinitely more important. Remember the quote, “No other success can compensate for failure in the home.” What does success in the workplace matter if our families are in ruins?

 

And here is yet another post from the Utah anti-Common Core group:

Shall we take up a collection and send a copy of this to every member of the state school board, local boards, legislators over education, Governor’s office and Utah Technology Council?

“Rather than deepening students’ intellectual curiosity, educational technology is too often cumbersome and distracting, causing needless frustration and greatly extending homework time. Rather than becoming the great equalizer, electronic devices are widening the achievement gap. On a mission to educate and empower parents, Clement and Miles provide many real-world examples and cite multiple studies showing how technology use has created a wide range of cognitive and social deficits in our young people. They lift the veil on what’s really going on at school: teachers who are powerless to curb cell phone distractions; zoned-out kids who act helpless and are unfocused, unprepared, and antisocial; administrators who are too-easily swayed by the pro-tech “science” sponsored by corporate technology purveyors.”

https://www.goodreads.com/book/show/34734562-screen-schooled

 

And yet another post from said group:

This is some bulls***! It took my son 2 hours to do his homework tonight. 😣

homework torture

 

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

State Representative Briscoe Cain publicly maligned one of his own constituents yesterday, making unfounded accusations against him on social media of all places. I pray his constituents make it very clear to him that his libelous gossip was not only unbecoming for an attorney but violated the public trust, as he is supposed to be the voice of the people.

January has been a tough month for Conservative voters in Texas. Jonathan Stickland has called us liberal, crazy and unreasonable because we are shining the light on the lie of school choice.

One of Dan Patrick’s morning shows attacked conservatives who have backed a particular legislator, calling them liberals and crazies, going as far as to call the rep a drunkard and say he would not help his neighbors if they were drowning.

The Texas Republican party is about to feel the effects of this huge divide. Texans tend to put up with this crap a lot longer from Congressmen. We are on the bubble in Texas and this one issue could be enough for Texas Rs to lose their power play. People have had it with the lies and personal attacks. These cowards won’t debate us publicly. Instead they use tactics like we saw the GOP use on Roy Moore. Not smart. Look at their results.

#fakeconservative#fakecowboy#fakeschoolchoice

 

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

Question? We opted our daughter out of testing and now they put her in a 2nd grade classroom during testing and had her doing the second grade work which was math. My daughter was confused as to why she wasn’t doing her own math. I called the teacher and she said that she felt that by doing the second grade math would help her with her current math by giving her confidence and help other kids with their work. So I told her that I didn’t know our daughter was that far behind in math. She said that that was just her thinking on the matter? What should we do? Can we pull her from school for that time? I don’t want my daughter made fun of or feeling bad like she is dumb?

 

And here are some replies to said post:

You can tell the school in writing that this felt like a punishment. You do have the option to keep her home, especially if they can not make adequate arrangements and this was not okay for anyone.

 

Make sure thay everything, and I mean everything is in writing. You can pull her suring the testing times. The teacher should have discusses this plan with you first, but acvorsing to OSPI, theu are under no legal authority to tell parents anything. Want to know? Better ask very clear concise questions. Yes, I know from experience.

 

Is she in 3rd grade? Can they not find a same grade level classroom to put her in?

 

Yes she is 3rd grade. The other two 3rd grade classes are doing the testing also.

 

Well, talked to the teacher today and she got a little tight liped as she said that she could make provisions to give our daughter other work. I proceeded to tell her with our daughter next to us that our daughter felt demeaned being part of the 2nd grade class. The teachers attitude seemed to change and she told my daughter that that wasn’t her intentions. I told the teacher that I would rather have her in school doing something productive rather than keep her home and tge teacher then agreed. Thank you all so much for your help!

 

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

I have always opted out of benchmarks for my kids. Now 9th grader has a teacher that says it’s a unit test, but calling it a benchmark. Says info is only between teacher and student but district has access to. Is it necessary?

 

And here are some replies to said post:

This is what I’m running into. I kind of gave up on opting out b/c in high school it becomes vaguer and I want my child to do the tests he needs in order to complete the class (esp the ones with college credit) I was alot more vigilant in elementary/middle school with all the testing that I believed was unnecessary but face it, kids DO take tests to show knowledge.

 

My solution to this is, my children are opted out of all Chromebook activities(including my high schoolers). If it is an important test it can be taken on paper and done with a pencil. Just my opinion and teachers have honored my choices.

 

yup – cause you will NEVER convince me that any work now or testing, etc is only between student and teacher – especially when ALL work is done on a computer – it’s all DATA being gobbled up and the teachers are FORCED to tell parents differently. I like your requirement – and there are plenty of kids that are doing things on paper because of it.

 

We have never used the chrome books or in our case iPads, that are made available to students. I do fee that regular tests and quizzes administered throughout the duration of the class should be suffice.

 

Here is a post from an anti-Competency Based Education group:

http://jenni.uchicago.edu/papers/Borghans_Duckworth_etal_2008_JHR_v43_n4.pdf

SEL training programs are directly linked to human capital management plans for our children. I think this is a very important paper from Duckworth and Heckman on documenting personality traits and making economic projections. Scary stuff.

 

And here are some replies to said post:

Duckworth and Heckman are working on a thinly-veiled version of modern-day Galton eugenics. https://cehd.uchicago.edu/?page_id=265

 

A high school student makes a video about the bullying (so bad that a student committed suicide because of it) at her high school and got two days suspension for it:  http://dearly.com/2018/01/62864-student-creates-anti-bullying-campaign-peer-commits-suicide-got-suspended-efforts/

 

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

What this article does not say:

…That there isn’t a person in the State who can tell you how much it costs Utah to comply with the Federal mandates to get that funding. From where I sit, it looks like it could be a net loss, but the fact that it hasn’t been tracked is outrageous. Think about it, they’re threatening to withhold the $ because the 1% of opt outs over their threshold slightly skews their data. How does government have rights to data on citizens and citizens not have the right to data on our $?

…How Senator Hatch, who was the co-sponsor of the Federal Bill under which these funds are threatened, promised everyone who didn’t bother to actually read the bill that it would return control to the states in spite of the fact that the USED could hold our state hostage over one percent of one detail of our overall plan.

…That the opt out is protected under State Law and it’s the Federal Bureaucracy holding the “poor” kids hostage to force a change to State law, not the parents who are merely exercising their natural and lawful rights to direct the education of their own kids.

… The article does admit that the test has “lost favor” with both teachers and parents, and that it’s the higher performing students whose engaged parents are opting out which begs the question, why are they forcing a test that those whose lives are most impacted are finding useless and rejecting? As a parent from the assessment review panel, it is my opinion that test is so flawed that it is absolutely unfair way to measure teachers and schools and a stress-inducing waste of time for students.

How much is your liberty to direct your own child’s education worth to you? I’m not ready to sell my birthright for a mess of SAGE pottage.

https://www.sltrib.com/news/education/2018/02/01/utah-board-of-education-flirts-with-turning-away-up-to-123-million-a-year-over-letting-parents-opt-their-kids-out-of-testing/

 

And another post from said group:

I DO NOT support HB 235 Family School Partnership which creates a $345,200 ON-GOING pilot program (pilot programs usually turn into statewide programs) to identify schools that have a certain percentage of students who were absent at least 10% of the time. The State Board selects schools to participate in the program & if the school accepts, they receive grant money to implement HOME VISITS.
The program requires DATA COLLECTION/STATE REPORTING & the Board can contract with a THIRD PARTY to do the evaluations. This is a part of cementing our ties to federal ESSA requirements…
Taking us further down the federal oversight of education rabbit hole.

https://le.utah.gov/~2018/bills/static/HB0235.html

 

Here is an alarming post from the anti-competency based education group:

Our district now determines who makes honor roll based off “habits of work” ONLY. Got a bright but talkative kid? Maybe speaks their mind a little too much and rubs a teacher the wrong way? No honors for you!

 

And here are some replies to said post:

They are trying to turn them into mindless drones😢

 

I’m not sure if we are doing that. All I know is SEL is half the report card.

 

Wow. I would have failed from day 1.
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Rewarding compliance over performance
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There is no way to see this as anything but further and deeper insistence upon compliance.
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you hit the nail on the head! My oldest is what you describe.

Sadly, in my short experience all I can see is “you must conform” or you don’t get the nifty certificate and accolades. CC was never about equity, well kind of I guess if you consider the dumbing down of at least 3 decades of children equity.

Many like to point at the D or the R for blame of where we are. I don’t see a side really. I see career politicians becoming millionaires who drool over power and control. What better way to keep that than by dumbing down generation after generation and putting us against each other.

Koch, Gates, blah blah blah they are all in on the take.

Time to turn the tables. If we can’t find a way to do that then we might as well wave the white flag and enjoy our short time here.

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My kids would be doomed. I’m teaching them to think for themselves.
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Sounds more like a “Brown-noser roll” than an Honor roll.
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What state is this?

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Maine.
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I came across this one on my own.   Apparently now STEM is being used to push SJW goals such as “climate change” and “income inequality”.   More proof that STEM, along with the rest of the stuff in Common Core, are part of the United Nation’s sinister “Sustainable Development” Goals:  https://www.insidehighered.com/views/2018/02/05/stem-professors-choices-content-are-political-whether-they-it-or-not-opinion
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The PTA of a school in the state of New York caved to the PC police in the Department of “Education” and called off a father-daughter dance on “gender guidelines”:  https://nypost.com/2018/02/03/pc-culture-killed-our-schools-father-daughter-dance-parents/?utm_source=twitter&utm_medium=site%20buttons&utm_campaign=site%20buttons
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Now it appears that a bunch of SJWs at another New York school managed to get a play to be canceled, starting with when a black student quit in protest, over a white student getting a lead role:  http://www.foxnews.com/us/2018/02/06/high-school-cancels-musical-after-white-student-lands-lead-role.html
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Here is a post from a  Nevada anti-Common Core group:
You do NOT have to allow your 3rd-8th grade children in NV public schools to take the SBAC test. Some schools will pressure parents to have their children take the SBAC test, just say NO and use one of the forms in the link below. White Pine County School District may be the only district in the state where parents can contact the superintendent’s office to get the official SBAC opt-out form, other districts will attempt to jerk parents around. If you get an “official” opt-out form from your district please send it to me & I’ll post it here. If candidates let me know they will sponsor and/or support SBAC opt-out legislation in the 2019 session I’ll post their names here. Most states have already dropped the federal government sponsored Common Core tests, SBAC and PARCC. Some states that haven’t dropped the SBAC yet, like California and Oregon, have official statewide opt-out procedures.
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And another post from the Nevada anti-Common Core group:
I successfully opted out my daughter from testing for the second year in a row, not a problem. As a matter of fact, they had an official form for me to sign off on this year. Last year several children were vomiting and feeling sick during the testing. As a hypnotherapist, I hate to think of the possible long term effects of these testings on our children. OPT OUT! for the safety of your childs mind and well being.
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Here is a post from the anti-CBE group:

#Watch this video #NOW before it gets removed.

In this 2011 video presentation, Vander Ark essentially says personalized digital learning is more productive and cheaper than teachers and urges leaders to ‘make the shift’. “It means a different staffing model which costs less and works better”

“I want to give you a quick and conceptual look at why I think the pivot to ‘personalized digital learning’ is a really big deal, said Tom Vander Ark. He told the education leaders that they should “have a team of teachers work with two to three to 400 students” virtually and online….in short, it’s not Blended Learning in my definition if you’re not changing your staffing model and that’s where this gets tough because you’re talking about differentiated staffing. That means different levels, and distributed teaching. That means some teachers teaching remotely. So if you’re going to staff your school in a different way, that means a different staffing model that costs less and works better. ..it’s time to plan the shift.”
——
We know there’s little to no evidence that “personalized learning” works. Many parents, education advocates, and teachers are concerned about safety, privacy, efficacy surrounding online personalized learning.

Why did policy makers, school board members, teachers unions, jump on the artificial personalized learning bandwagon to sell out teachers and students? Did they buy into the Vander Ark gotta make the shift sales pitch without evidence to support personalized learning’s effectiveness or researching its health risks? Are these same policy makers and Silicon Valley folks going to repackage and rebrand personalized learning, give us a new name for the online learning system that collects and remembers and analyzes every click? Will they repackage personalized learning as something “new” like competency based (blockchain) education and tell it is somehow different and better and safer?

We need to hold tech companies and educrats accountable.

Parents need to be given the choice of textbook and face to face human teacher, rather than screen learning. Sensitive data (biometric, medical and mental health, behavioral evaluations) should never be collected or leave the school without parent consent. In recent days, former Silicon Valley folks have acknowledged problems with the tech industry.
Let’s hope these ex-Silicon Valley folks and policy makers will truly help us protect children.

Let’s hope they will give parents a voice.

http://missourieducationwatchdog.com/2011-video-personalized-learnings-plan-to-replace-teachers/

 

 

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

Anonymous Parent. Georgia.

“I am beyond pissed right now. This very sweet and very smart boy was just crying hysterically to me when I sat him down to talk about one of his grades. He just broke down when I asked what was going on and he said,

“Mommy, I’m just so scared to get the answer wrong that I keep reading it over and over again until I start to second guess myself and I’m scared to fail a test because of that. ”I asked him what test are you scared of, because I can help you and he said “the Milestones”.

I then asked, “How often do they talk to you about the Milestones”, and he said “All the time Mommy! My teacher always says, “you better remember this because it will be on the Milestones.”

This is absolutely ridiculous and for a 9 year old, who is and A/B student, to have this much anxiety about a damn test is so disheartening!!”

 

One of the University of Madison schools is forcing students to take pro-globalist brainwashing classes as a graduation requirement:  https://dmlnews.com/university-requires-students-appreciate-global-perspectives-order-graduate/#comments

 

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

I’ve been instructed to know longer have contact with my child’s teacher or the classroom that includes classroom parties field trips etc. because of the things I have posted on Facebook about the common core method. They actually wanted me to sign a contract and I said no way. So I just had to give them my word. Just going to try to make it through these next few months of school. 😣

 

Here is an article that was posted in the Utah anti-Common Core group that explains that dangers of too much use of technology in schools:  https://www.utahnsagainstcommoncore.com/11-technology-perceptions-parent-teacher/

 

Here is a post from a friend of mine:

My High Schooler just gave me this.
We must stop the brainwashing of our young!

liberal stuffs

UPDATE: The bullies at the school in the Utah anti-Common Core group post above made the parent take down the Facebook posts calling them out.   This is the latest I can find from the parent:

Contacted the district superintendent, told him what was going on and gave him the name of the school. Now my son is worried that the school will be mad and move him out of the class. Can the school do that? They can’t, can they??

 

A school in California has banned the national anthem from rallies for being “racist”:  https://www.washingtontimes.com/news/2018/feb/13/san-ramon-california-high-school-bans-racist-natio/?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetwork

 

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

BTW, Jim Renacci, candidate for US senate, voted to reauthorize Common Core (NCLB) in 2016. NCLB expired in 2007 but Congressmen like Renacci reauthorized it. Jim Jordan voted no to reauthorization. If you think the federal govt should stay out of our schools vote for someone else.

 

Kudos to these North Carolina parents and teachers for their quick pushback against explicit sex education being pushed in North Carolina schools.   The globalists had tried to pull it off secretly but, thankfully, they can keep it secret no longer:   https://soundcloud.com/family-research-council/craig-autry

 

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

Forgive me if this has already been talked about

My 12 year old 7the header said that her school is going to use the Ny State Common Core test to see if she will be in advanced math next year. Can they do that??? Is this just a scare tactic to get smart kids to take it and up their score?

 

And here are some replies to said post:

Yes, they can.

 

 how–?

 

The school gets the scores back before you do. You don’t get them back until much later.

 

If you know more then explain and don’t just say I’m wrong. I know they use the test scores to place children the following year. I know it because it happened to my child before I stopped allowing her to test.

 

http://codes.findlaw.com/ny/education-law/edn-sect-305.html

 

There should be a portfolio type review. That score alone should not be used.

 

Legally it cannot be the only measure!
In NYC it’s used for promotion. Rest of the state is different
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And here is another post from said group:
Gradually, embedded assessment is taking over where end of year testing left off. The Philadelphia School Reform Commission intends to spend $19.5 million online curriculum and data-mining tools. They are pushing algorithm-driven programs like iReady, Achieve 3000 and Lexia Learning. That amount of money would restore half the school libraries in our district (there are only a few left). It’s important to track the funds and speak out when they are being used to harm children and undermine teaching as a human profession. Opt out needs to include pushing back against learning management systems, too.
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And yet another post:

Hold onto that GOVERNMENT monopoly! The latest outrage from Diane Ravitch that quotes the once revered Carol Burris…

“You would embrace “education savings accounts,” which are vouchers by another name, (no they’re not!) which remove from the State any responsibility to educate any child. Just give every student a debit card, to be used at will.

(Good! get the government out of parental choice decisions for higher quality education, they’ve ignored us Long enough)

Carol Burris explains the ‘hoax’ here. (Mmmkay)

“Parents pledge not to enroll their son or daughter in a public school or a charter school. In exchange, they get nearly all of what the school would have spent (usually 90 percent) placed on a debit card or in an account. The remaining 10 percent is used to fund program administration.

“Parents can use the money for private or religious school tuition, online learning, books, hippotherapy (horseback riding for therapeutic purposes) and home schooling — or they can choose to spend minimal dollars on K-12 education and save for college.”

===> “There is no obligation that the curriculum that is used to teach students who use ESAs to attend private schools be “developmentally appropriate, challenging or even accurate.”

(Like common core?…that’s a GOOD THING!)

Ravitch, Burris of NPE and the two largest teachers unions (AFT & NEA) along with NYSUT and NYSED Keep towing the line of narrowed government mandates and worsened status quo. #NotWinning

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Here is a post from an anti-Common Core group (BTW, AZMerit is an Arizona test.)

Warning!!! These are being passed out to every student in every school, tomorrow.

 

Here is a post from the anti-Competency Based Education group:

Heads up.
“With the emergence of virtual reality in 2016, tech implementation within schools is progressing. It’s anticipated that both virtual reality and robotics will become increasingly widespread over the next 2 to 3 years. Additionally, wearable tech is expected to be adopted in K-12 education within the next 4 to 5 years, according to the COSN New Media Consortium Horizon Report released recently.”

http://www.theedadvocate.org/3-technologies-making-their-way-to-mainstream-education/?utm_source=ReviveOldPost&utm_medium=social&utm_campaign=ReviveOldPost

 

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

Please help us STOP HB319 Early Care and Learning Coordination Amendments! It is currently on the House 3rd Reading Calendar. Contact your House Representative and urge them to vote NO on HB319! https://le.utah.gov/GIS/findDistrict.jsp

This bill brings together multiple government agencies and entities to track and interfere in the lives of babies, toddlers, and preschoolers.

We believe in limited government. The unified data system and interagency data sharing this bill allows will further grow government and lead to more government programs and policies.

Link to the bill: https://le.utah.gov/~2018/bills/static/HB0319.html

Bill language included in the meme (by line #):
Lines 15-18 (Top-left square – summarizes what the bill does)
Lines 142-143 (Top square – defines Early Childhood)
Lines 119-120 & line 197 (Top center square – unified data system/data sharing)
Lines 217-218 (Lower center square – interagency data to inform policy)
Lines 230-237 (Right square – collaboration)

#protectchildhood #utpol #utleg

utah bad stuffs

 

And another post that was posted in the Utah anti-Common Core group:

Ohio has moved passed putting the Dept. of Workforce on Early Learning/School Readiness boards, commissions, and task forces (like Utah’s trying to do); and is combing the departments of Education, Higher Education, and Workforce into one department! This is insane.

“How do we continue to align Ohio’s education system for the workforce of tomorrow?” Rosenberger said. “That’s what this bill’s all about.”

Pray this doesn’t happen here in Utah (although, we’re moving in this direction with every education bill that passes).

Education is NOT about the workforce!

Please watch this video!:
https://www.youtube.com/watch?v=PprP5TCZBRI&t=258s&list=PL2Fq9Sg5Av3AFBS1dFy_boHD_Tg9EYd9u&index=4
“Today we find ourselves in a nation that produces workers. Everything is career and college preparation. Somewhere our Founding Fathers are turning in their graves, pleading, screaming, and trying to say to us that we teach to FREE MINDS. We teach to INSPIRE. We teach to EQUIP. The careers will come naturally.”

#uted#utpol#utleg

http://www.cleveland.com/metro/index.ssf/2018/02/ohio_would_merge_its_school_university_and_workforce_systems_into_one_under_new_bill.html

 

And here are some replies to said post:

Current Utah bills to pay close attention to:

H.B. 380 Utah School Readiness Initiative Amendments – turns the School Readiness Board over to the DWS, among other things.
(Will be heard in the House Education committee TOMORROW Feb 16th) https://le.utah.gov/~2018/bills/static/HB0380.html

H.B. 319 Early Care and Learning Coordination Amendments – puts several government agencies, including DWS, on a commission for Early Care & Learning for babies (still “in utero”) on up.
(This bill isn’t even going to the House Education committee…. it’s going straight to the Economic & Workforce committee…)
https://le.utah.gov/~2018/bills/static/HB0319.html

H.B.164 Early Childhood Task Force – put the DWS on a Task Force for Early Learning for 0-6 year old children.
(Narrowly failed in the House. They even tried to revive it at one point because the vote was so close.)
https://le.utah.gov/~2018/bills/static/HB0164.html

https://www.facebook.com/groups/utahnsagainstcommoncore/permalink/2468814013344661/

 

Why is 319 not educational? Not that I agree with it, but this is just ridiculous.

 

This is the plan and it is a matter of time before they do this in every state, unless Utah pushes back differently. So far they haven’t.

 

They are combining systems for the data. Its all about the data and sense of control it give them.

 

Yep, that’s it. Ugh, this just furiates me!
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Holy smokes.

“Removing the state school board from the policy process, he said, would allow faster response and better match other state departments.”

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fight it Ohio. fight it with everything you’ve got.
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This reminds me of the book The Giver.
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As if we didn’t have to worry enough with just public schools, apparently we now have to worry about the government medically kidnapping our kids too (I’m sure this data mining via the ESSA, etc, will help curb abuses, NOT!)

https://medicalkidnap.com/2018/02/16/california-christian-homeschool-family-torn-apart-as-children-are-medically-kidnapped-forced-into-public-school-and-mother-is-forced-out-of-family-home/

 

The Schools Can Decide the Definition of STEM for OPT?

More villainy from the colleges that are profiting off of the Common Core “college and career ready” push into colleges, high college costs via federally subsidized loans where they get paid whether the students can ever pay the loans back or not, and where they support H1Bs, OPT, and “Dreamers” to get more money at the expense of American students.

Upon Closer inspection

Optional Practical Training (OPT) is a controversial aspect of the F-1 foreign student visa. It allows a foreign student to work in the U.S. for one to three years after graduation, with the longer period being for Science, Technology, Engineering and Math (STEM) fields.

It should be no surprise that OPT is controversial. As Ron Hira has pointed out, it amounts to claiming that the international student, typically with a master’s degree, still needs a three-year internship. It is also controversial because both its origin and later expansions have come through Executive Branch action, not Congress. A lawsuit against the expansion, based on this point, is still pending (contrary to recent claims in the press that the courts have already upheld the action, which don’t disclose the fact that the one court decision along these lines was later vacated).

Oddly, USCIS has publicly admitted that their reason for extending OPT…

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Worse-Than-Doing-Nothing Bill Passes House Committee

Another interesting article. Where is that STEM shortage again that we have to have STEM shoved down our throat via Common Core?

Upon Closer inspection

Today’s Wall Street Journal ran a story reporting that the Issa H-1B “reform” bill has now passed the House Judiciary Committee. Unfortunately, the article, which at least for now you can read in full here or here, does not question the Intels Good, Infosyses Bad presumption on which the bill is based; it takes this as an “obvious” given. The article states (emphasis added)

Scott Corley, who runs the pro-immigration Compete America coalition made up of technology companies, said the bill was a welcome step toward separating high-tech companies from outsourcers.

The article offers no explanation as to why such a separation is warranted.

I’ve been warning for years that this kind of bill not only would not help matters but would actually make things worse. I won’t review the reasons for this in the current post, but did want to call attention to one passage in the…

View original post 364 more words

Big Data Control Freaks, Don’t Tread on Me #StopFEPA #STOPCTA #StopKGIS #StopKBYG

COMMON CORE

How much bleeding out of freedom do we need before we take action –to demand from  Congress an end to the privacy erosion that’s going on in multiple big-data bills right now?  (To track what’s going on in Congress, click here).

Taking liberty, including privacy, for granted is a lazy, dangerous luxury.   We suppose that freedom is as forthcoming as sunlight, but Constitutional norms of freedom are the new kid on the block historically, and both intentionally and unintentionally, Congress –and initiatives of the U.N. promoted in our Congress, are running away with our rights today.

So what?  Still not moved?  Please, then, take a moment for the real “why” factor:  remember what life looks like when freedom gets fully eroded.

Remember the 1600’s  – People who read the Bible in England were burned at the stake  by their own government.  This was a catalyst for pilgrims to leave…

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Public Schools or Public Screwels? Part 8

stop cc 8

I decided to make a part 8.

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

Parents: has your school ever required you to provide a doctor’s note to excuse your child’s absence due to their illness?

 

And here are some replies to said post:

I gave one when both of my boys had surgery. I pre-excused them, chatting with teachers as well as office staff. They were out for 2 weeks for recovery. Still got the misdemeanor letter and had to deal with that drama while taking care of a kindergartner and 2nd grader who were recovering from surgery.

 

Yes, when my son had pneumonia after a terrible respiratory virus, his absenses accrued to more than their maximum–can’t remember, but I think it was ten days. They insisted on a doctor’s note to prove he was sick for that long.

 

In WA State yes. In UT heavily suggested… But not followed through.

 

Yes- Granite school district when my daughter had her wisdom teeth out.

 

Nope! because I am principal teacher, mentor, and parent!

 

Nope, because I homeschool.

 

Never requested a Dr’s note, but every time they’re absent, I’m asked if I’d like to give a reason. I say no. When they directly ask me what the reason is, I either ignore them or tell them it’s none of their business.

 

I’ve been told by several High Schools in Jordan that if my kid is sick, they need a doctors note…I finally stopped telling them the reason my kids wouldn’t be in school despite some school admins asking and trying to push. ..

 

I’ve been through the court system for compulsory education attendance… whether you have doctors notes or not, they can still take you to court and throw you in jail.

 

Is this in box elder county?

 

No… we were in Weber County until August of this year.

 

I’ve been told that Box Elder County is better, but I won’t go through any of that again. My daughter has an immuno suppressed system and being in the public school system where parents use school as a daycare and send their kids to school sick, my daughter is sick a lot. I could compile volumes of doctors notes bc they’re required when a student misses a day. It’s a mess. I will note that having her home this school year has only resulted in 1 bad upper respiratory infection. She is excelling in her school work and is a much happier child.

 

Why are we allowing the state to dictate whether or not our children go to school? I understand that everyone needs an education but it is not their responsibility 2 insure my child receives that education. The states are overstepping their bounds in this instance.

 

This is why we homeschool now. There is too much control by the government… and we all let it happen. Now what? The school’s get paid for bottoms in seats. You have school districts offering you healthcare for your child. They don’t miss school, you don’t miss work. How much more are we going to let them take before we’ve had enough?

 

I completely agree. We have got to find the courage to stand up and say enough is enough…and a lot of money to fight the state would help as well. People just don’t understand their rights as parents. There needs to be a way that we can inform parents of their rights and how to stand up too aggressive School administrators.

 

I agree

 

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

Via parent [name withheld[ from another group, shared with permission. Mississippi.
9th grade assignment given to my 14 year old daughter at Ocean Springs High School today:

*EDIT* I just want to add, my kid loves her school and her teacher. Her biology teacher didn’t make them answer the question, but still it was handed out to them and of course that’s inappropriate on its own. It was her teachers judgement call not to make them answer it— but who knows what other teachers did with this packet…

bad assignment.jpg

 

Good job for these 200 students in standing up to the gender-confusion insanity at their school!  http://www.foxnews.com/us/2015/09/01/students-protest-transgender-classmate-use-locker-room.html

 

Schools in Washington state are thinking of adopting a Planned Parenthood sex-ed program:  http://dailysignal.com/2017/11/02/washington-state-schools-might-adopt-planned-parenthood-sex-ed-program/

 

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

I was previously under the impression that I could use my own form to opt out of sage testing for my son. Do we have to use the state provided paper only? I think they threw my opt out away becuse it wasn’t “their” form. Then they didn’t tell me about it. I only found out when my son had to participate in a sage exam because they said they didn’t have an opt out from me. I had filled out an opt out at the beginning of the year.

 

And here are some replies to said post:

Uh-oh… don’t mess with Mama Bear….
Do you have to opt out every year… like maybe you all of a sudden lost your mind and decided SAGE testing is fine?!?!?!

 

You have to do it every year. I did it at the very beginning of the school year. His teacher even asked me because she knew I had told her it was done and he was opted out.

 

the school is in the wrong. they should’ve contacted you.

this is current state law that says “at the request of a student’s parent….an LEA (school) shall excuse a student…”, it also requires the State Board to make rules “to establish a statewide procedure for excusing a student”:
https://le.utah.gov/…/Chapter15/53A-15-S1403.html…

State Board Rule says this:
“(4)(a) In order to exercise the right to exempt a child from a state required assessment under this provision and insure the protections of this provision, a parent shall:
(i) fill out:
(A) the Parental Exclusion from State Assessment Form provided on Board’s website; or
(B) an LEA specific form as described in Subsection (4)(b); and
(ii) submit the form:
(A) to the principal or LEA either by email, mail, or in person; and
(B) on an annual basis and at least one day prior to beginning of the assessment.”

it also says this:
“(b) Parents may further exercise their inherent rights to exempt their children from a state required assessment without further consequence by an LEA.”
https://rules.utah.gov/publicat/code/r277/r277-404.htm

like i said above, you are not in the wrong. the school is. if the school felt they could not accept your form, they should’ve contacted you to have you fill out their opt out form or the State’s opt out form. i would let them know. also, please call the State Board hotline & let them know: (801) 538-7813.
https://www.facebook.com/electmichelle/posts/1000309850105274

 

 

Thank you! This is exactly the clarification I needed.

 

Always make a copy for yourself so you can re-present it when they ‘lose’ it. I also send it to the individual teachers. Between the lot of them, they cannot deny that SOMEONE received it.

 

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

This was just posted on a community group here in Payson. TO ALL CITIZENS IN THE NEBO SCHOOL DISTRICT BOUNDARIES:
On September 27, 28, and 29, a pornographic movie was shown in a classroom setting to approximately 125 students at Payson Jr. High. Among other things, the movie contained an 8 second close-up of 10 full frontal images of 10 naked women.
We became aware of the situation on the 29th and immediately requested that the parents of each student be notified. We requested that the notification be 2-way communication and that it contained language which addressed the seriousness of the situation. AFTER 15 DAYS OF TIRELESS COMMUNICATION WITH ADMINISTRATORS AT EVERY LEVEL, a generic email containing very vague information was sent out. To our knowledge, not all parents received the email.
We have explored EVERY possible avenue within the Nebo School District to try to rectify the situation. We have been told many things including “it is not worth the stir” and that the information, in the hands of parents, is unsafe.
If this concerns you in any way, we urge you to help change the policy and procedures in our School District.
Things that you can do:
ATTEND THE SCHOOL BOARD MEETING. NOVEMBER 8TH at 6 pm
SHARE THIS MESSAGE THROUGH SOCIAL MEDIA AND WORD OF MOUTH
PLEASE MESSAGE KATHRYN BOLTON FOR QUESTIONS AND OTHER WAYS TO HELP!

 

And yet another post from said group:

On the Parental Exclusion form I found here, it says that there is no state data collection for the Interim and Benchmark SAGE tests. A teacher mentioned to me that the data stays there at the school only. Is that correct?   https://www.schools.utah.gov/assessment

 

And here are some replies to said post:

no. but i can see why they might be saying that. the data from SAGE Interim & Benchmark does not go to the State, but it also does NOT stay in the school. because the students log on to the SAGE Portal, they are logging on to AIR’s servers. AIR, the testing company, receives ALL the data on an individual basis because the students use their student ID’s to log in.

 

Thank you, that’s what I suspected.

 

As if allowing kids to choose their gender wasn’t bad enough, Delaware is now thinking of letting kids choose their race too:  https://www.toddstarnes.com/column/delaware-could-let-students-decide-race-gender-without-parental-consent?cmpid=NL_tadspth

 

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

Looking for ideas, suggestions, alternatives to the following policy. “Truancy” is when a student is out of school without parent supervision, sluffing, or playing hookie, NOT being late for class or already being in school.

“TARDY/TRUANCY POLICY CHANGE
Granite School District high schools are implementing several changes to their Tardy/Truancy Policy. Here are the changes for Kearns High School:
1. 1A & 1B – If you are less than 10 minutes late to 1A or 1B, go directly to your class. Do not stop for a Tardy Ticket. You will still be late and marked “tardy” but you will not receive a $3 Tardy Ticket. If your tardy results in missing a “Self-Starter” you cannot make that activity up.
2. 1A & 1B – If you are more than 10 minutes late, you will get a ticket as in the past. The ticket will now be called a “TRUANCY ticket” and will result in a $3 fine.
3. All Other Periods – If you are less than 5 minutes late go directly to your class. Do not stop for a Tardy Ticket. You will still be late and marked “tardy”, but you will not receive a $3 Tardy Ticket. If your tardy results in missing a “Self-Starter” you cannot make that activity up.
4. All Other Periods – If you are more than 5 minutes late, you will get a ticket as in the past. The ticket will now be called a “Truancy Ticket” and will result in a $3 fine.
5. All Periods – If you are 20 minutes or later to a class you will be marked as “absent”.
6. The remainder of the Tardy/Truancy/Absence Policy stays the same.”

 

Some good news from a Texas anti-Common Core group:

11.10.17 — VICTORY FOR SURE: The Texas State Bd. of Ed. decided to take no action on Tony Diaz’s racist, militant, divisive, Mexican-American Studies (MAS) textbook. This means that the Texas SBOE refused to adopt the book. The book did not meet the SBOE’s high standards for what such a MAS book should teach our Texas public school students. Now it will be up to us at the local level to make sure that our local school administrators do not do a work-around by using SB 6 funds to purchase Diaz’s inferior textbook.

Donna Garner
Wgarner1@hot.rr.com

 

Another, though not as good news, post from said group:

Two years ago, Texas Governor Greg Abbott had formed the Texas Commission of the Next Generation of Assessments and Accountability to review the current STAAR test and its replacement. The commission was stacked with state legislators, industry types, nonprofits and organizations such as TAMSA that battle the high-stakes testing model. Strange thing is they all have a vested interested in the NGAA and Computer Adaptive Testing, which will lead to the behavioral-manipulation business plan that Google and Facebook utilize today for marketing purposes, and yes, political purposes.

The solution is to restore FERPA to its original intent of protecting student data privacy. In Texas, we should be demanding the repeal of HB 2103 that was passed unanimously in the 83rd Legislature. The bill that allows third-party entities to data mine our children’s personally identifiable information and is being stored in the state longitudinal data system. Which the TEA is proactively working on reciprocity agreements with other states and eventually the federal government to allow our children’s data to flow freely and into the hands of who knows who and who? And for what purpose?

https://economictimes.indiatimes.com/small-biz/security-tech/technology/father-of-virtual-reality-sees-techs-dark-side-facebook-google-as-behavior-modification-empires-jaron-lanier/articleshow/61572041.cms

 

And yet another post:

THE TIME FOR ACTION IS NOW!! Please stop what you are doing and make the call!!

A bill recently introduced in Congress will create a massive new federal data collection of students during and after college. H.R. 2434, titled the “College Transparency Act,” would allow numerous federal departments and agencies to collect and retain a wide range of information on students attending and graduating from colleges and universities.

Furthermore, Page 7 of H.R. 2434 allows the U.S. Department of Education to decide what information to collect. This opens the door for a major invasion of privacy for college students and graduates.”

http://www.magnetmail.net/actions/email_mobile_web_version.cfm?recipient_id=2707359552&message_id=14944265&user_id=HSLDA&jobid=39247102

 

And yet another post:

I support a knowledge based, fundamental public education for a number of reasons that I do not wish to debate, but first and foremost because we do not need or want an uneducated general.populace.

Texas has sold out to the feds and abdicated its responsibility in education. Your reps will tell you that it is because we need fed money, but here is a hint… it is all our money. The same people paying the local taxes are paying all the other taxes. In truth, it is about money, but not about the money that goes to the schools. It is about the political money that lines their pockets. It is about the windfall that all of.those who.are manipulating the system are setting themselves up to gain from.

Independent school districts should have been and should still be fighting this at every level, but they are not. Administrators have been bought by lobbies and school boards are lazy and complacent, doing as TASB and superintendents direct them to do. School board positions have become a joke and it is the fault of the people. All of us.

Get into your child’s curriculum and lesson plans. Know your teachers. Talk to your children daily about the classroom. Go observe classroom instruction. Review your child’s tests.

We are setting our state and our nation up for a generational crisis by undermining the learning of these children.

Even if your child manages to escape without many scars from this with tutoring and help at home, the more educated will be carrying the under educated on their backs in society. That is not a future we hoped for our children when we learned we were bringing them into this world and it is not a future we should allow to be forced upon them.

Stop procrastinating and get involved today.

 

 

Here is a post that a friend of mine shared:

One Mothers Journey.

Oh…I’ve been a busy bee.
My work is almost done here in my school district.

This past Tuesday was School board election night.

This is the second and the last time I will help clean out the board room.

Clean sweep. No incumbents made it back into their seats. 6 brand new board members will take their seats in a few weeks.

8 years ago, I watched the incumbents take their seats. I helped put them in those seats. Over the last couple of years, I began to notice a big change in the board members I campaigned so hard for and supported long after they’d been elected. They were not the people I thought they were. Something changed. There was a disturbance in the Force. They became arrogant and snotty and they began to bully new board members or those who didn’t vote with them.

They stopped listening to their constituents and started looking down their noses and talking down to the people who elected them. They began shaming parents and I sat paralyzed as the board President smirked at a mother while she was telling them how a teacher bullies her daughter so badly, the 14 year old had to be institutionalized.

No one did anything. Not the principal, the superintendent, the guidance counselor, NO ONE. The woman was in tears. I knew her story. I know the teacher is a bully. He got after my youngest just 2 years before. THIS BOARD KNOWS the teacher is a bully. EVERYONE in the district KNOWS…yet, they do nothing.

Every year he gets a fresh batch of kids and every year it’s the same story only it’s coming from a different parent.

The woman left the board room in tears. They shut her down. They said “This is not the time or the place.” They warned her she could be held liable and possible sued for slander.
And from the cheap seats I yelled “Well, when is it a good time to talk about this with all of you. Let’s set that up, right now.”

Silence and that’s when everything changed. I “WOKE”
and I knew they had to go. Not just one. ALL OF THEM.

I helped put them there…damn straight…I would help take them out. I felt a little responsible for the mess and when I make a mess, I clean it up. All done. It’s clean.

I will attend to watch the finale and to see the losers take their final curtain call. Their Sh*t Show is over but a new one is about to begin. I’m not sticking around for this one. I’m giving up my season tickets. I will no longer be attending school board meetings. I’m done wasting the first and second Monday of every month, sitting in the cheap seats with the rest of the peasants as they pay each other on the back and sing praise to the almighty Superintendent.

I can’t do it anymore. It’s killing me.

I no longer believe or support or care to save Public Education. It’s a waste of time. I’ve got nothing nice or positive to say about my school district or public education as it exists today.

It’s a mess. It’s not getting better and I don’t see it getting better.

I can’t think of one good reason to put or keep a child in the public school system. I spend more time encouraging parents to stay away from it or get out of it.

I think it’s way too late to save it. I’d much rather think and talk about and figure out what WE CAN DO to build something new and better.

I’m so tired of hearing what they/we CAN’T do at our school board meetings. I’m tired of teachers talking about everything they CAN’T do.

I can’t listen to one more teacher whine about how hard and difficult their jobs are or how much they hate their jobs: Some simply will not do anymore than what they want to do or what their union tells them they’re allowed to do.
They want a contract and then b*tch because they feel so confined. WTH?

They don’t get it. Their unions do not give a sh*t about them. The union doesn’t give a sh*t about public education or the children.

As long as they keep paying those union dues and doing whatever ‘Union Simon-Says’…this is how it’s going to be.

They don’t think they are responsible for what’s happening. They blame the kids and/or the parents They may not be the ones who are dumping the poison into the system but they have poison on their hands. Their dues are being used to buy the poison. When are they going to wake up?

KAREN SILKWOOD!
I don’t think one damn teacher in my district ever watched the movie or read the book. She had union protection.

I’m done. Done with trying to fight this on the local level.

Now I’m going to start b*tching about my crazy expensive school property tax bills, pushing for school tax reform and school choice and who knows…maybe I’ll open a private school.

I’ve always wanted to own and renovate an old school building.

I think parents need to abandon the government run public school system and put their time and energy into building a system we know will work and benefit THE CHILDREN.

Build schools around the kids.

I’m done fighting for a crappy system. We are better than this and our kids deserve better and damn it…YES WE CAN do it. It would be a lot of work but so much fun and so worth it.

(Note, the story isn’t hers, but she shared it for them.  More can be found here:  https://denisianblog.wordpress.com/2017/11/13/one-mothers-journey/   )

 

Here is a post that I found in an anti-Common Core group:

Just a reminder to parents, if your children are taking surveys on their Chromebooks in school, they are NOT anonymous. You do have the right to opt your kids out of completing surveys, however, you most likely will not get notification in advance. Have a discussion with your child. They can opt out on their own. Many school district will put pressure on kids to participate but you can always give them a note to keep in their backpack or send a letter to principal for the year.

While some may think tracking mental health in schools is a good idea and will provide early intervention, please remember once this kind of information enters a child’s education record it is no longer protected by HIPAA. School districts do not have the qualified personnel to make a decision about your child’s mental health. And due to the gutting of family privacy laws, the school district can collect and share this information without parental consent. This allows for other state agencies to intervene in your home. Mental health needs to be addressed by parents, caregivers, physicians and/or counselors outside of a school setting.

“However, he told the regents that Schenectady faculty are beginning to approach students’ behavioral problems as manifestations of underlying mental health and behavioral problems that need to be diagnosed and treated.”

https://dailygazette.com/article/2017/11/13/state-ed-wants-every-school-in-the-state-to-measure-school-climate

 

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

Parents – check out this site : connection.naviance.com

My daughter came home from HS (grade 9) yesterday and told me all the counselors met with her grade, and had the kids do a survey for this group. Check out the above page and go to the bottom right corner and click on ‘Privacy Policy’.I did not like what I saw….getting my letters re. surveys in again, sigh…..

 

And here are some replies to said post:

My district uses this as a resume of sorts. Student is supposed to update it accordingly. It becomes part of transcript unfortunately.

 

The Jesuit Prep HS my son is interested in attending next year…as part of Admission process they advised we will be receiving academic survey called ACT Engage. Researching now… https://www.act.org/…/documents/ACT-Engage-user-guide.pdf

 

If it’s anything like college board (SAT)survey refuse

 

Good for these parents in Oregon for standing up to a school letting boys in girls restrooms:   http://www.foxnews.com/us/2017/11/16/parents-sue-oregon-school-district-over-transgender-policy.html

 

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

We recently moved back to Utah from a 3 1/2 year stay in Wyoming. I and my freshman and junior daughters went on oct 30 to register at their new Utah high school. We were told they couldn’t help us that day because they were too busy and would be able to help until nov 1, I told them we were leaving town to study for 2 weeks in DC that day and they refused to register my children because we weren’t allowed miss that much school and still get credit for it.
We told them they were wrong but didn’t fight too hard because we had this experience in DC we were prepping for. They said come back when you get home and we will make some time to help but it may take a few days. We just went back this morning to see if they could help us get into school and again they said the principal was in a meeting and really busy this week. I asked if we could meet with the counselor and get started on scheduling and they refused and said the FIRST part of the process is to meet with the principal to talk about school rules.
I have two straight A, advanced learning students wanting to go to school and they won’t let them in!!!!😜😂
Parents have no educational rights in the state of Utah.

 

And here are some replies to said post:

Which school?

 

Richfield High school

 

I’d be at the district office ASAP and then would also make a record of this, a written one, because you can be held accountable for truancy in some states.

 

I think the way to have full parental rights for education in Utah is just going the homeschool route. It isn’t the right choice for everyone, obviously, but Utah is one of the absolute best states for homeschooling. Good luck with that school! I would look for a different one (but I am kind of cranky like that! 🙂 )

 

Parents have no medical rights in Utah either. I’d leave if I were you

 

Why would you want to enroll your children into a government controlled education system or in other words a “socialist system”? Everyone needs to FLEE the school system!

 

Looks like a New Jersey school is pretending that gender is whatever you want it to be in student athletics:  https://activistmommy.com/new-jersey-schools-break-barriers-transgender-athletes-totally-disenfranchise-female-athletes/

 

Let’s see, with all that data mining, what could possibly go wrong?  Oh, right, hackers!  https://www.edweek.org/ew/articles/2017/11/29/schools-struggle-to-keep-pace-with-hackings.html?cmp=eml-enl-eu-news1&M=58297235&U=1994866

 

The Left in Delaware was going to allow tranny bathrooms to be the rule via their “education” department, as is shown here , but people are pushing back, though the bad guys are still refusing to cooperate.

 

It seems that Indiana will now be forcing the Career Pathways tyranny on students as a graduation requirement:  https://www.theindychannel.com/news/local-news/indianapolis/new-indiana-high-school-graduation-requirements-will-start-with-class-of-2023

 

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

I want to pull my son out of public schools. This morning my son talked to me about what is happening in his school. The increasing days with substitutes. They are on chrome books learning more than teacher led lessons. His homeroom and math teacher being gone until after Christmas break. They get punished if they say the words “bro” or “breh??….not sure what this word is or means and neither did my son.
He said if they say those words, they get a walking ticket. This means they walk in circles around the playground during recess. He said sometimes they have to write sentences too. If they get the sentences done, then they do the walking ticket too. If they dont get the sentences done, the walking ticket gets served the next day. He is in 4th grade and hates school. My teachers tried to make school fun. He says the music teacher doesn’t have them sing songs or try out different instruments to see if they are interested in possibly playing one. My heart aches for him and I feel trapped because I have to work full-time and can’t just drop everything and run to the school to address problems. I would be doing this at least once a week and no employer nor my vacation bank is going to tolerate that! If any of you know anyone or co-op that has a homeschooling parent who also works full-time outside the home, please let me know. This is why we must fight Common core!!!!

 

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

Well i guess i am going to go get my Ged considering i just got threatened by the secretary of Brinns new school she just started. This lady leavrs a voicemail on my phone saying if i don’t call her and let her know where my child was that i would go to court. Ok first of all she started school there second i did not know they were on a 2hour delay and even if she did miss and i didnt call who the hell.is she to threatened me when my kid has never missed any school before. I literally felt like im being treated with no respect. What gives her the rigjt to know where my kid is if i don’t call. She really said if she doesn’t know where my child is i will go to court. Lol well for starter’s i believe my child would have to have many unexcused absentee s and no calls. That’s not the case here. This is the first time my daughter has ever been absent. And it would of been the second day of her going to school. I am so mad i mean who does that. I see im goi g to have problems with this school already sad. But really this lady called my phone and was extremely rude and out of line. I know the laws. Never have i been treated this way by any secretary until now. Like the way she said it too. If i dont know where brinna is then she will be marked absent and you will go to court. Like wth hell lady she only midsed one day and you think you have the right to threatenen me and what if i didnt have a phone. Litteraly i have never been treated like this by any other school she has went to. This old lady has no respect for parent’s and i will not let her talk to me this way again. So Ged here i come. Ive had it with schools letting my child down and passing her when she was not ready now im getting falslt threatened.

 

Here is a post shared in a Texas anti-Common Core group: (Part 1 was added so there wouldn’t be a gap)

SO WHAT’S ALL THIS TALK ABOUT THE WAIVER?

Some of you who read my post yesterday on the state of public education, wanted more information on The Waiver, so today I’m going to lay some groundwork. Understanding the Waiver and how it relates to No Child Left Behind (NCLB) is one of the best modern day examples of the Hegelian Dialectic, or problem-reaction-solution, there has ever been. The key to understanding the Dialectic is to grasp the concept that those who created the problem, also managed the reaction, and then when the public is sufficiently revved up, provides the solution. In other words, a completely managed agenda from start to finish is what we have with the connection between NCLB and The Waiver. If I now have your interest piqued please read on.

I am going to have to leave some information out because it will get too lengthy. Yesterday’s post was long enough and this one could get out of control if I go back too far. Suffice it to say, things were in a mess in public education by the year 2011. A new term had entered everyday America’s lexicon called school failure. Instead of students failing, schools were failing, and failing by the thousands nation wide. What were they failing? They were failing to meet standards set by the U.S. Department of Education (USDOE). What standards were they failing to meet? They were failing to meet Adequate Yearly Progress standards set each year by the USDOE. In 2002 when NCLB was passed under President George W. Bush, a mechanism for meeting standards was put in place called Adequate Yearly Progress or AYP. This mechanism is what was used to incrementally move Title One schools to the point of failure. AYP was causing schools to fail. Here is why that was happening. Every year the percentage required to meet standards (AYP), was increased. Not only that, it was increased in each subgroup. Subgroups are the collective groups of students broken down into ethnicities (African American, Hispanic, White, Asian and Pacific Islander), Economically Disadvantaged, English Language Learners, and Special Education students. If just one of these groups failed to meet standards (AYP), then the entire school failed to meet standards.

The AYP percentages required each year increased steadily bringing those schools that were located in areas of extreme poverty in the crosshairs of the USDOE because they were failing to meet AYP. If a school failed to meet standards for five years in a row they entered the School Improvement Program. The School Improvement Program should have been a euphemism for you’re about to be taken over. Once in the School Improvement Program few came out until they were taken over and turned into a charter school or given over to a private entity to determine what needed to be done to get those scores up.

You’re question should now be, why were the AYP requirements going up every year? I’m glad you asked. Here is a key point to help the picture come into focus. In 2002 when everyone was celebrating the passage of No Child Left Behind, George W. Bush made the declaration that by 2014 ALL students would be proficient on the state test. All meant 100%. Therefore to reach 100% the AYP requirements had to increase each year. The percentages required were relatively low at the start, but by 2010 we were beginning to have a crisis on our hands because the requirements for AYP were 73% for English Language Arts and Reading (ELAR) and 67% in math. That meant that each subgroup collectively had to meet those percentages or the entire school failed.
Failure increased dramatically across the nation. Getting out of the School Improvement Program was next to impossible because try as hard as they could, the schools would continue to fail because the percentages went up the next year. Why did they go up? The percentages were due to max out in 2014 at 100%. Each year the percentages had to go up in order to get to 100% by 2014.

Step back and take a deep breath at the enormity of what I just said. Who in their right mind would devise a system like this? Better still, why did school districts and state education agencies across the country put up with it. By 2011 the percentages went up to 80% in ELAR and 75% in math. The number of failing schools was massive. Many of the Title One schools located in extreme poverty were now being taken over by their state education agencies because they were now at the five-year limit to be in the school improvement program. Along the way thousands of teachers and principals lost their jobs due to their testing outcomes not meeting standards. Looming on the horizon, the percentages were going up in 2012. We had an educational crisis in America. Enter President Obama with the solution….The Waiver.

Tune in tomorrow and we’ll finally get to this item that has so shaped the educational landscape of today.

What’s All This Talk About The Waiver? – Part II

Yesterday’s post discussed the lead up to the education crisis that gripped the country in the 2010-2012-time period. Please visit my Facebook page to catch up on the material presented about No Child Left Behind (NCLB), AYP, and the crisis of school failure in America.

We left off with the states dealing with the catastrophic number of schools that were failing, meaning not meeting AYP standards. NCLB mandated that by the year 2014 all students in every state were required to be proficient on the state test. In this time period there were many different versions of the state test being administered across the country. Here in Texas we had the Texas Assessment of Knowledge and Skills (TAKS). Other states had varying renditions of a standardized test using different names, each with its own acronym.

In the time period between 2009-2011 much attention was being given to the rising number of failing schools. During this same time a new standardized test was being formulated built around a set of common standards. The most popular name given to this set of standards was College and Career Ready Standards (CCRS). These same standards were also called Common Core State Standards (CCSS). The word State was purposely put in the title of Common Core to mislead the masses, in my opinion. Yes, the National Governors Association and the Council of Chief State School Officers had a hand in approving the CCSS, but each of these organizations has steering committees that control the agenda of their respective organizations, make decisions for the collective body, and are located in Washington DC. I’ll leave it to you, the reader, to research where you think Common Core came from, but in the end I believe you will conclude, as I did, that the origins of Common Core go directly back to UNESCO and the United Nations. There is an excellent link for you to find a timeline of events leading up to the adoption of Common Core here:
https://bradleycountynews.wordpress.com/…/common-core-unes…/.
Yes, this is not a peer reviewed scholarly article, but the timeline is accurate. Because of the parties involved with the development of Common Core, we can easily see that this is not just an American agenda, but also a global agenda.

Those parties and individuals that control the agenda for global education wanted the United States on one set of educational standards that would drive the curriculums across the country. The first attempt to do this came with President Obama’s Race To The Top (RTTT) program. RTTT provided incentives to states in the form of federal dollars to help with their education improvements. The catch with receiving RTTT dollars was that the state receiving the money had to agree to change over their educational standards to Common Core, and legislate for the expansion of charter schools. Nineteen states applied for and received RTTT funds. RTTT did not accomplish what it was intended to do, that being enticing all states to apply, receive and agree to move to Common Core. Therefore, a new approach was required.

In 2011 Obama laid out how states could apply for a waiver to get relief from the most pressing mandate of NCLB, that being the oppressive AYP program. The formal name for the Waiver was the U.S. Department of Education Flexibility Package. There was an initial low smattering of states that signed on, but soon 45 states were in the fold, and by 2013 all states had written their application to get the waiver. You can understand why all the states signed on. Who can achieve 100% proficiency? As we know, the state or federal government never gives away gifts without powerful strings attached. The strings that went along with The Waiver were primarily three: (1) Adopt rigorous college and career ready standards (Common Core), (2) Link teacher and principal evaluations and appraisals to the outcomes of their students performance on the state test, and (3) develop your own plan for public school assessment and accountability. Each plan had to be approved by the USDOE. Nothing has changed. It is the same today with the most recent plan to the USDOE for ESSA approval.

Texas’ application was submitted through then Commissioner of Education, Dr. Michael Williams, in 2013 and updated in 2015. The Waiver application that Texas wrote was accepted. In the document it lays out the provisions for assessment and accountability that Texas public schools are going by today. The bottom 5% of schools are called priority schools, and the next 10% of schools, after the 5%, are called focus schools, and these are schools that are lowest in closing performance gaps among the subgroups. You can read the Waiver here
http://www.voicesempower.com/…/2015-September-16-FINAL-ESEA….
To find the details for priority and focus schools go to pp. 38-49. Special thanks go to Voices Empower and Alice Linahan for putting the Waiver application in this format for easy loading. On page 36 we see another provision of the Waiver, which was to demonstrate the state’s plan for taking their students to 100% proficiency. By 2020 Texas is suppose to hit 100% according to the table. You can find each school’s federal report card on TEA’s website. Virtually all Texas schools are failing their federal report card. I don’t know what that means except that we are obviously allowing the state report card to overwrite the federal report card. All Texas schools were suppose to have all subgroups reach 91% proficiency last school year.

The last item I will point out in this much too lengthy post is page 14 of the Waiver application for Texas. Please note that Texas is 92% and 75% compatible in English Language Arts and Math with the Common Core standards. There it is in black and white. Yet, our legislators think we don’t have Common Core because they passed a law stating Common Core would never be in Texas public schools. We wonder why so many of our students are struggling, especially in math.

I’ll stop there. I hope this was helpful in helping you to understand a little of what is happening with accountability in our public schools in Texas. Hopefully it explains why our schools operate the way they do, why parents are so frustrated, and why students are being short changed with their education. Much of what I have written in my last two posts and more, can be found in my book, The Takeover of Public Education in America: The Agenda to Control Information and Knowledge Through the Accountability System.
www.aphuff.com.

 

Looks like the University of Minnesota is being a PC Grinch about Christmas related things and it’s time that somebody decked their halls:  http://www.foxnews.com/us/2017/12/15/santa-christmas-trees-not-appropriate-for-holidays-students-told-at-university-event.html

 

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

I am feeling so defeated. I watched my daughter complete her math homework (on the chromebook) and then submit it to check for errors. There were errors, and she can do the incorrect problems as many times as needed untill all problems are correct. Then she can turn in the sheet. I have 3 observations: 1) Her teacher will know her skill set, but will never get to know her. 2) The less a teacher knows about their students, the less necessary he/she is to teach them. 3)This math teacher is grooming her replacement.

 

 

And here is another post from said group:

One day after the bizarre banning of “evidence-based,” and already folks are coming out of the woodwork to peddle their products … If I didn’t know better (and I don’t…), I might say the inclusion of this term on the ban-list was actually designed to create this type of opportunity. Keep your eye out for more of this.

“And that’s where ProofPilot sees an opportunity. We encourage other scientists and policy-makers to go beyond the surface bias on terminology. No one wants to spend valuable resources on programs that don’t work. It’s just we don’t agree on what works and what doesn’t, because we don’t actually know. The reality is we know so little about what works and what doesn’t to improve health and society. Social and behavioral science is just beginning to scratch the surface. We need to focus on improving on the ground capacity of local organizations to measure the impacts of healthcare, social service, and educational programs. We need to give them that accounting system.”

 

And yet another post from said group:

My 12 yr old decided on his own that he wanted to take the career survey at school to see if he could disrupt the data. He’s opted out of the iPad so the counselor gave him one with the user ID as “anonymous.” He was aiming for a career feedback of McDonald’s worker so he answered “strongly disagree” for every response. He got “no career” as his feedback response, lol. This was done on the CA gov page which ties career tracking and education per the legislation passed for the Common Core standards.

 

And here are some replies to said post:

They just sent this… “The Counselors had a wonderful time presenting to your students about Career Exploration in their Science class this past week. Be sure to ask them about their career personality profile and what career they researched. The website that was used for this activity was www.cacareerzone.org. The presentation can be viewed on our website under the counselor tab under career presentation. ”

 

From a wholly different world (just popped into my head): Back in my antediluvian HS days, the Kuder Preference Test told me that I should be a mechanic, but I wan’t allowed to take auto shop. In those pre-Big-Brother times, nobody kept the results except the students.
Our kids were given a career path, data-mining thing to fill out. They sold it to parents as a wonderful tool to help your child get put on the “right” career path. I sent an email to the guidance counselor and told him my daughter would be opting out of this “survey” because I do not want her forced into a career path based on the answers she selects. Not to mention…she is only 12. My nephew changed his major 4 times in college (UMass Amherst). This is the link to the career survey they gave our kids:
MyCareerShines (https://www.floridashines.org/find-a-career/plan-your-future)
My son did that two years ago. Didn’t tell me he was going to do it. I just spoke with his high school guidance counselor because in her meeting with him he refused to use the system. She told him he couldn’t get into college if he didn’t……she was corrected.
And yet another post from said group:

What a crock. Who needs knowledge when you can Google it, right?
The author thinks that we need to re-design curricula and need urgent action on the nonacademic qualities young people need for success. And so, we need to shift from a purely knowledge-based education toward a focus on SEL skills / Competencies to prepare students for a future of AI.

OPINION
We Need to Modernize Education. The Clock Is Ticking
By Charles Fadel Education Week Dec. 11, 2017
Enlarge
-Christophe Vorlet
Technologies such as artificial intelligence, robotics, and biotech are redefining what it means to be human—and employable.

Jobs are disappearing as automation replaces the need for people. New occupations are emerging that demand competencies that can transfer across the multiple assignments workers will experience in their lives. The disappearance of global boundaries presents opportunities—and risks—for all workers.

These changes demand a significant, ambitious evolution in how we prepare students for their future in a world that’s increasingly volatile, uncertain, complex, and ambiguous. We need a relevant and modernized education.

Mass schooling may have served us well so far throughout much of modern history, but the 21st century bears little resemblance to the past. Children today must still learn traditional disciplines such as math and language, but these are not enough if they are to succeed in a very different world. So why not also teach entrepreneurship? Social sciences? Technology and engineering? Wellness?

Commentary Collection … read more
What should we teach young people in an age where search engines have answers for factual and procedural knowledge? When artificial intelligence analyses, synthesizes, and creates? We must begin by pushing a lot harder to reach “transfer”—the ability to use one’s competencies outside an original classroom setting, in the real world, perhaps many years hence. This was always the goal of an education but rarely a deliberate, comprehensive, systematic, and demonstrable focus. In essence, we should be “flipping the curriculum,” inverting our focus from information and knowledge into expertise and transfer (refer to chart on page 22).

Further, we need urgent action on the nonacademic qualities young people need for success. And so, we need to shift from a purely knowledge-based education toward a focus on skills (creativity, critical thinking, communication, and collaboration), character (mindfulness, curiosity, courage, resilience, ethics, leadership), and meta-learning (learning how to learn, growth mindset, metacognition). Schools will need to prepare students to find the intersection between these four dimensions of knowledge, skills, character, and meta-learning.

Such a re-imagining of education will require a profound redesign of curricula where modernizing what students learn is an imperative. Where science, technology, engineering, and math matter more than ever, but humanities and arts remain essential, each discipline borrowing from the other for a deeply versatile education. Where skills, character, and meta-learning are developed deliberately and fully, not haphazardly. Where working with others, at school, in the community, and in the workplace is as vital as ensuring growth at every academic level, allowing top students to thrive while assisting all students in the areas where they are struggling.

Time is running out, but luckily, we know how to redesign curricula. We need only the vision and courage to do so.

Follow the Education Week Commentary section on Facebook and Twitter.

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Charles Fadel is the founder of the Center for Curriculum Redesign in Boston and the author of Four-Dimensional Education: The Competencies Learners Need to Succeed (Center for Curriculum Redesign, 2015).

http://mobile.edweek.org/c.jsp?rssid=25919961&bcid=25919971&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Few%2Findex.html%3Fuuid%3D9C222C7C-DB6A-11E7-A9FA-1799B3743667&cmp=soc-edit-tw&cid=25919971&intc=mob-topnav

 

And here are some replies to said post:

My comments to the author would be:
You don’t teach a child to bake a cake. You teach a child math, measurement, chemistry, art and reading. After they learn this things, they can bake anything. You don’t require “competencies” in baking by introducing chocolate, vanilla and raspberry filling….to a 5 year old. That’s not how humans learn.

 

The concept of not needing to teach knowledge is not new and not only in the US. It is a global UN push… transitioning to SEL. ☹️

 

I don’t have facts to back it up like some of the folks here do. But I get the gist. Business don’t start as “global companies” either. A new business always starts as a small, single thought in one persons mind. Some people are so impatient, that they don’t see that every concept and living thing begins small and incomplete. No amount of money, time, skill, or willpower can change that.

 

So, during RAVE, some DougCo HS students became involved. They said their experience was that they were taught to google, but not to think critically and question sources and sift thru the info and see what was reliable and what was garbage. It was very interesting to hear from their perspective. Scientific theory of what is valid and reliable information was completely absent from the curriculum.

 

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. ”

 

Two things here: #1 businesses don’t even know what they want in employees other than the ability to keep up with the ever changing tech they have invested in which was supposed to make their business so much better but just seems to be taking up more time configuring, loading data into and trying to figure how to get data out of none of which really improves their bottom line and #2 if businesses don’t really know what skills they want what makes anyone think that teachers or even curriculum writers will he able to design effective lessons to teach those unknown skills?

 

So much I would like to say about that video. Relying on the internet is not critical thinking. And passing out data collection, radiation emitters (cellphones and wireless devices) to children is enabling an addiction. The kids are better off without screens that they can take home. Social media and screen use are literally linked to depression and teen suicide. The entities promoting screens are doing so without accepting liability or risk.
Maybe parents Should make them sign a liability contract.

 

It’s very disturbing how they are using children. And worrisome as to what gaps we’ll have in important fields in the future.

 

And yet another post from said group:

This was just sent to me. I’m on his email list. New course on Big Data and Learning Analytics at UPenn, a future ready regional partner. Remember, Judith Rodin, former Rockefeller Foundation president, created social impact investment sector. Example of readings below:

Reports for Parents
Readings
 Broderick, Z., DeNolf, K., Dufault, J., Heffernan, N. & Heffernan, C. (2012). Increasing Parent
Engagement in Student Learning Using an Intelligent Tutoring System with Automated
Messages. Journal of Interactive Learning Research.
 Bergman, P. (n.d.) Parent-Child Information Frictions and Human Capital Investment: Evidence
from a Field Experiment Investment. White paper.
http://www.columbia.edu/~psb2101/BergmanSubmission.pdf

 

And yet another post:

“The goal of the study is to gather information on children’s cognitive and social-emotional skills as well as characteristics of their home and early education environments. Direct assessment, including actual samples of student work, will measure the domains of emerging literacy and numeracy, executive function, and empathy and trust. Children will be expected to do their work on a tablet, devoting approximately 15 minutes to each domain over a period of two days. Indirect assessment—parents’ and staff reports and administrator observations—will focus on cognitive and social-emotional skills. By participating in the study, OECD asserts, member nations will have access to the primary factors that drive or thwart early learning, developing a common framework and benchmarks.”

http://ecepolicyworks.com/baby-pisa-is-just-around-the-corner-so-why-is-no-one-talking-about-it/

At a Massachusetts high school, the term “freshmen” has been replaced with “first years” to make it more “gender neutral”:  http://newbostonpost.com/around-new-england/no-more-freshmen-at-western-massachusetts-high-school/

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

With regards to homeschoolers, 529’s, and the Cruz amendment, Will Estrada, Director of Federal Relations, HSLDA told me in a comment that parents NOT the IRS/government will decide what is an eligible homeschooling expense. That seemed very hard to believe. Estrada provided no support for his claim instead insisting that I was wrong and “fear mongering.”

PBS looked into the amendment. Here is what they say,

(quote)”Can you explain the amendment that passed regarding public schools and deductions for private school tuition?

This really changes how the government looks at K-12 education. Until now, the government’s sole role has been with public education. Now, this is a government incentive, in a way, for families to not choose public school, but instead to save up if they want for private high school or to keep their kids at home. It would probably be up to the Department of Education to decide what qualifies for this homeschooling 529 deduction.@

This would be a big change, philosophically, for the country and certainly represents where Secretary of Education Betsy DeVos is, but Democrats have major problems with it.” (end quote)

This is a “government incentive.” That is what Race to the Top was as well. But they could only affect public education. With this amendment they can now have a means to affect private and homeschooling.

And notice this is a plan to “save up” if they want “private high school or to keep their kids at home.”

That is exactly what I was saying. These accounts are not going to help a homeschool parent with their immediate homeschool expenses. The only way these accounts make sense if if the AFTER tax dollars sit for a meaningful period of time. Few homeschooling parents, most with large families on a single income, have the available AFTER tax income to set aside to grow in an account. And if they did, they are using it to save it for college expenses.

[name withheld] a homeschool parent and CPA from Ohio concurs and wrote on my FB page the following comment,

“I don’t see 529s being helpful for current homeschool expenses. There is not time for the funds to grow….I agree that not many Homeschool families have enough money to save for college AND use a 529 for current expenses. I had tax clients with kids in private schools and none of them use Coverdell ESAs for current educational expenses.. ” (excerpt)

She also said she believed it would that it would be Congress not the parents that would determine what is an eligible homeschool expense..

So what is the real reason that conservatives like @HSLDA, Estrada, Cruz, Colbeck, and DeVos and so many others want to expand the role of the feds into private and home education?

 

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

I am concerned , because my granddaughter is in the third grade,i have no idea what they are doing most of the time,Thus far the last four weeks they are no longer reading in Their reader “no” stories,now Oly sending home things about plays,poems,Drama.no regular spelling words.At this point I’m trying g to find out about the common core method,i have no book,and I want to help her all I can dodge can Excell not go backwards ,At a loss!!!!!

 

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

Sleuthy parents do make a difference. 👊🏼

“Turns out, school districts across Texas were getting paid to ship highly private, student information, including medical and social welfare, reports to a year-old, private, data mining company named SPEDx.

“There’s just a lot of sensitive information in there that we don’t want to get in the hands of the wrong people,” said Maggie Suter, founding member of Texans for Special Education Reform and the mother of a son challenged with Down Syndrome.”

http://www.fox26houston.com/news/contract-canceled-that-paid-isds-for-special-education-records

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

This is another example of the meanness that has ensued from a teacher who knows writing is not a common core goal. Because of this, teachers FEAR giving their students ANY leaveway. This was a sore point between me and the district. Not being able to keep up with handwriting is a detector of a learning disability. What a mess…I had IEP’s that had goals to help students write who could not write. Yet…my principal told me to stop teaching handwriting. I gave out personally designed DOTTED LINE ALPHABET SHEETS of each students’ name as well as practice sheets I myself designed for them. I bought a TEACHERS FONT program to be able to help them at least write their name. Installed it in my computer so I could type up individual needs. When I couldn’t give those to them anymore or use class time to teach them, I called it an art project and sent packets home as extra-curricular, non- graded material. My principal made that a point of insubordination, made me do a teacher evaluation that year (I had just passed a 3 year requirement to detect teachers being highly qualified or not, and passed all the new Praxis examinations so I wasn’t supposed to HAVE TO do this again for 3 years). He warned me in a way that said if I taught handwriting to my students I would be fired.

handwriting tyranny

And here are some replies to said post:

This is in our Utah schools NOW. Parents need to attend state board meetings and demand parent input. There is one tomorrow in which it is expected to adopt science standards in Utah. I have posted the sound bites of when the same legislators told us they would not be adopting any science standards. Yet…tomorrow they are doing so. The lion is being led into our sheep gate.

 

Cursive is sooooo important! I hate that they won’t let you teaching, that means it falls To parents to teach it. Will they?

 

The bottom line is control. Schools train our children to give total control to an authority figure, ultimately, the government. And only trust that authority.

 

Glad to hear some people are aware…teachers are afraid NOT to warn kids because THEY have been warned about their jobs. Handwriting is no longer curriculum…it is keyboarding…putting kindergarteners in the computer lab after they can write their first and last name in arabic lettering (printing.)

 

Well my child would’ve been withdrawn from that school after the first warning.

 

Get that Dolt of a Teacher out of the system. Third grade is when students begin cursive writing. Do NOT allow this teacher to return as she is abusive conduct against an innocent child eager to learn and succeed.

 

I would also write a letter to her entirely in cursive.

 

Common core insists we don’t need cursive writing in our curriculum. Expect more crap like this…they have adopted the core under pressure from accepting federal funding and pass the rules on down to teachers. Then teachers, under this ridiculous regime we call a school district….pass on the stress like this to students.

 

I was told by a science teacher the other day that if my son needed extra help in his high school science class then I should’ve sent him to a private school…

 

Oh brother…well…it would be nice of him to say WHICH private school would work better. You have the right to tutor him in that subject if you want….the internet never turns a child away and EVERYONE has access to the curriculum. Not just teachers!!

 

Right! It was more his arrogance. He made it a point to tell us that his “scores” show he is an effective teacher and the data shows this and that, but he couldn’t have cared less about his students.

 

I am grateful that in Arizona they will start teaching cursive again. But there’s so much more to do still

 

This way, our kids and their kids cannot read our founding documents as they are all written in cursive…also everyone please attend the state board meeting tomorrow and stand against our state adopting NGSS standards

 

It’s not just our founding documents, it’s ANY of the old first source documents. They will have to rely on summaries of what was written.

 

When my daughter attended a public charter school this fall her friend would write in beautiful cursive. But she would always get in trouble for it. 1st grade. 😦

 

Yes, my son has beautiful cursive. He is in 11th grade. Had to do a whole 4pg report over – due to his teacher saying he could not write it in cursive. When my son complained, he was told “cursive is hard to read”. 😡

 

Cursive is not hard to read if students are given time to learn it right…and carefully taught. Unfortunately, they are not…The post office (from which my husband retired so this is HIS story) bought machines that can read just about ANY person’s handwriting. .decipher numbers, etc…I hope they didn’t invest in vain…

 

His writing is most definitely not, hard to read.
The teacher is being a control freak.
It infuriates me. It was ‘do what I say… or fail’.
Everyone is being forced to fit a ‘one size fits all’.

 

My daughter got things missed on a spelling test for this I was so mad.

 

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

Milestones Field testing is scheduled to start January 8th in Cobb, Fulton, and (maybe) Gwinnett Counties. (Other counties did these Field Tests last Fall, the hurricane kept these Counties from testing then.) This is a WASTE of your child’s time, their Teacher’s time, and your TAX dollars. Georgia Milestones Assessment Reading and Evidence-Based Writing Field Test COUNTS FOR NOTHING other than collecting DATA for the State so that they can build essay questions for future tests.

Send them a LOUD message and OPT OUT en masse! This has no academic value for your child and there is NOTHING TO GAIN by putting your kids through this. It is perfectly legal to OPT OUT or REFUSE to let them data mine your kids and use them as lab rats without your consent, to develop their future tests that will net SOMEONE a nice profit. Tell your BOARD OF ED and SUPERINTENDENTS that they need to STOP THIS WASTEFUL MEANINGLESS TESTING! REFUSE THE FIELD TESTS!!!

 

Now students are being taught that being a white male heterosexual who owns a car may make you “privileged”:  https://www.toddstarnes.com/values/middle-schoolers-told-white-heterosexual-males-cars-may-privileged/

Anti-Deportation Groups: Part 2

Criminal Alien Gang Member Removal Act Opponents

32BJ SEIU
AB540 Ally Training Project
ACLAMO Family Centers
ACLU People Power (Huntington Group / Suffolk County, NY)
Adelante Mujeres
Adjunct Justice
Advocates for Basic Legal Equality, Inc.
Advocates for Youth
African Services Committee
AIDS Action Baltimore
Alianza
Alianza Americas
America’s Voice Education Fund
American Civil Liberties Union (ACLU)
American Federation of State, County and Municipal Employees (AFSCME)
American Gateways
Amnesty International USA
Anti-Defamation League
Anti-Racism Collaborative
Apostle Immigrant Services
Arkansas United Community Coalition
Asbury Park Education Justice Collective
Ascentria Care Alliance Immigration Legal Assistance Program
Asian Americans Advancing Justice-AAJC
Asian Americans Advancing Justice-Asian Law Caucus
Asian Americans Advancing Justice-LA
Asian Americans United
Asian Law Alliance
Asian Pacific American Labor Alliance, AFL-CIO (APALA)
Asian Pacific Institute on Gender-Based Violence
Asian Pacific Policy and Planning Council
Asian Services In Action
ASISTA Immigration Assistance
Asylee Women Enterprise
Asylum Seekers Housing Network
Atlas: DIY
Ayuda
Belmont Against Racism
Bend the Arc Jewish Action
Boston Teachers Union
Brighton Park Neighborhood Council
BuxMont UUF Peace and Justice Committee
Cabrini Immigrant Services of NYC
California Coalition Against Sexual Assault (CALCASA)
California Partnership
Campaign for Youth Justice
CARECEN-LA
Casa de Esperanza: National Latin@ Network for Healthy Families and Communities
Casa Freehold
Catholic Charities Immigration
Catholic Charities of West Tennessee
Center for Children’s Law and Policy
Center for Community Change
Center for Constitutional Rights
Center for Gender & Refugee Studies
Center for Law and Social Policy (CLASP)
Center for the Human Rights of Children, Loyola University Chicago
Central American Resource Center DC
Centro del Inmigrante, Inc.
Chicago Jobs with Justice
Chicago Religious Leadership Network on Latin America
Child and Family Policy Center
Christian Community Development Association
Church of Our Saviour/La Iglesia de Nuestro Salvador, Episcopal
Church Women United in New York State
Church World Service
Cleveland Jobs with Justice
Coalition for Humane Immigrant Rights (CHIRLA)
Colectiva Legal del Pueblo
Columbia Law School Immigrants’ Rights Clinic
Committee in Solidarity with the People of El Salvador (CISPES)
Community Immigration Law Center, Inc.
Community of Friends in Action, Inc.
COMPASSionate Brújula: Advocates for migrants
Congregation of Our Lady of Charity of the Good Shepherd, US Provinces
Connecticut Association for Human Services
Connecticut Institute for Refugees and Immigrants (formerly the International Institute of Connecticut)
Connecticut Legal Services
Connecticut Voices for Children
Council on American-Islamic Relations (CAIR)
Courage Campaign
CRLA Foundation
Defending Rights & Dissent
Detained Migrant Solidarity Committee
Disciples Women
Distrito Hispano of The Wesleyan Church
Dolores Street Community Services
Dominican Sisters of San Rafael
Dominican Sisters of Sinsinawa
Eastern Iowa Community Bond Project
Empire Justice Center
Encuentro
End Domestic Abuse WI
Enlace
Equal Justice Center
Equal Rights Advocates
Equality North Carolina
Equality Texas
Erie Neighborhood House
Fair Immigration Reform Movement (FIRM)
Faith in Public Life
Families First Services Center
Farmworker Justice
First Focus Campaign for Children
Franciscan Action Network
Free Migration Project
Freedom Network USA
Friends Committee on National Legislation
Friends of Broward Detainees
Futures Without Violence
Georgia Latino Alliance for Human Rights
Georgetown University Anthropology Department
Greater New York Labor Religion Coalition
Greater Red Bank Women’s Initiative Immigration Committee
Greater Rochester Coalition for Immigration Justice
H-CAN Immigration and Refugee Action Group
HANA Center
Hanul Family Alliance
Harvard Anti-Islamophobia Network
Her Justice
Homeopathic Healing
Hondurans Against AIDS
Hudson Civic Action
Human Rights Campaign
Human Rights First
Human Rights Initiative of North Texas
Human Rights Watch
Identity
IHM Sisters Justice, Peace and Sustainability Office
Illinois Coalition for Immigrant and Refugee Rights
Immigrant Defenders Law Center
Immigrant Defense Project
Immigrant Justice Action Group- First Unitarian Church Portland OR
Immigrant Legal Advocacy Project
Immigrant Legal Resource Center
Immigration Center for Women and Children
Indiana Finding A Way Forward
Individual
Indivisible
Intercommunity Peace & Justice Center
Intercultural Counseling Connection
Interfaith Action for Human Rights
Interfaith Movement for Immigrant Justice -IMIrJ
Interfaith Worker Justice
International Institute of New England
InterReligious Task Force on Central America
Iowa Coalition Against Domestic Violence
Irish International Immigrant Center
Ironbound Community Corporation
Japanese American Citizens League, San Jose Chapter
Jewish Voice for Peace-Denver/Boulder
Jewish Voice for Peace, San Diego
Just Neighbors Ministry
Justice for Families
Justice for Our Neighbors SEMI
Justice for Our Neighbors West Michigan
Justice Policy Institute
Justice Strategies
Juvenile Justice Coalition (Ohio)
Juvenile Law Center
Kankakee County Hispanic Partnership
Kids for College
Kids in Need of Defense (KIND)
Kino Border Initiative
Korean Churches for Community Development/Faith and Community Empowerment
Korean Resource Center
La ColectiVA
La Hermandad Hank Lacayo Center
Lacey and Larkin Frontera Fund
Lambda Legal
Laotian American National Alliance
Latin America Working Group (LAWG)
Latin American Legal Defense and Education Fund
LatinoJustice PRLDEF
Lawyers For Children, Inc.
Lawyers’ Committee for Civil Rights Under Law
Legal Aid Justice Center
Legal Services for Children
Lemkin House
LINC
Long Island Language Advocates Coalition
Long Island Wins
Louisiana Center for Children’s Rights
Make the Road New York
Maryknoll Office for Global Concerns
Massachusetts Immigrant and Refugee Advocacy Coalition
Massachusetts Law Reform Institute
Mennonite Central Committee U.S. Washington Office
Mi Familia Vota
Mid-Peninsula Human Rights Coalition
Middlesex County College
Migrant and Immigrant Community Action Project
Migrant Justice
Migrant Rights Collective
Minority AIDS Council of Orangeburg, Bamberg and Calhoun Counties
Mission Committee of Cedar Hills United Church of Christ
Mississippi Center for Justice
Montgomery County Civil Rights Coalition
Mosaic Family Services
Mujeres Latinas en Accion
Mundo Maya Foundation
Muslim Public Affairs Council
Muslim Youth Network
NAACP
National Advocacy Center of the Sisters of the Good Shepherd
National Alliance to End Sexual Violence
National Asian Pacific American Women’s Forum (NAPAWF)
National Association of Criminal Defense Lawyers
National Center for Transgender Equality
National Coalition Against Domestic Violence
National Council of Asian Pacific Americans (NCAPA)
National Council of Churches
National Council of Jewish Women
National Council of Jewish Women South Cook Section
National Crittenton Foundation
National Employment Law Project
National Immigrant Justice Center
National Immigration Law Center
National Justice for Our Neighbors
National Juvenile Justice Network
National Korean American Service & Education Consortium (NAKASEC)
National Latina/o Psychological Association
National Lawyers Guild SF Chapter Immigration Committee
National LGBTQ Task Force Action Fund
National Organization for Women
National Youth Employment Coalition
NC Child
NC Council of Churches
NCJW-Chicago North Shore
NEAT – National Equality Action Team
Network in Solidarity with the People of Guatemala
NETWORK Lobby for Catholic Social Justice
New Jersey Alliance for Immigrant Justice
New Orleans Workers Center for Racial Justice
New York Immigration Coalition
NH Conference UCC Immigration Working Group
NM Immigrant Law Center
Northern Illinois Justice for Our Neighbors
Northwest Immigrant Rights Project
OCCORD
Office for Hispanic Ministry, Windham, CT
OneAmerica
Our Revolution
PAAT: We Are the Change We Seek
Pangea Legal Services
Partners for Our Children
PCASC
Peace and Justice Committee, BuxMont Unitarian Universalist Fellowship
Pennsylvania Immigration Resource Center
PICO National Network
Pilipino Workers Center
Pilipino Workers Center of Southern California
Portland Central America Solidarity Committee
Portland Immigrant Rights Coalition
Positive Women’s Network-USA
Prevention Access Campaign
Progressive Leadership Alliance of Nevada Action Fund
Provincial Council Clerics of St. Viator
Public Counsel
Queer Detainee Empowerment Project
Red Tent Initiative
Redwood Justice Fund
Reformed Church of Highland Park
Refugee & Immigration Ministries, Christian Church (Disciples of Christ)
Refugee and Immigrant Center for Education and Legal Services (RAICES)
Refugio del Rio Grande
Religious of the Sacred Heart
Rockland Immigration Coalition
Rocky Mountain Immigrant Advocacy Network (RMIAN)
RootsAction.org
Rural and Migrant Ministry
S.T.R.O.N.G. YOUTH, INC.
San Antonio Region Justice For Our Neighbors
San Diego Immigrant Rights Consortium
San Diego Volunteer Lawyer Program, Inc.
Santa Cruz Barrios Unidos
Sauti Yetu Center for African Women and Families
Seattle Human Rights Commission
Service Employees International Union (SEIU)
Services, Immigrant Rights, and Education Network (SIREN)
Sexuality Information and Education Council of the United States
Sisters of Charity of New York
Sisters of Charity, BVM
Sisters of St. Francis Justice, Peace and Integrity of Creation Committee
Sisters of St. Francis, St. Francis Province
Sisters of St. Joseph of Rochester, NY
Sisters of the Presentation of the Blessed Virgin Mary, New Windsor, New York
SLV Immigrant Resource Center
Social Action Collective
South Asian Fund For Education, Scholarship and Training (SAFEST)
South Bay Jewish Voice for Peace
Southeast Asia Resource Action Center (SEARAC)
Southern California Immigration Project
Southwest Organizing Project
St. Francis Center
St. Matthew Immigration/Detention Committee
St. Anthony/All Saints Catholic Church
St. Paul’s Lutheran Church
Stavros Immigration
STEP UP! Sacramento
T’ruah: The Rabbinic Call for Human Rights
Tahirih Justice Center
Temple Beth-El
Tennessee Coalition to End Domestic & Sexual Violence
The Exploitation Intervention Project
The Florence Immigrant and Refugee Rights Project
The Global Forum on MSM & HIV (MSMGF)
The Green Valley/Sahuarita Samaritans
The Leadership Conference on Civil and Human Rights
The Social Responsibilities Council of The Unitarian Society of Ridgewood
The United Methodist Church – General Board of Church and Society
TN Justice for Our Neighbors
Transgender Law Center
Treatment Action Group
Tulsa Immigrant Resource Network
UIUC- La Casa Cultural Latina
UnidosUS (formerly NCLR)
Unitarian Universalist Association
Unitarian Universalist Church in Meriden Social Justice Council
Unitarian Universalist Congregation of the Great South Bay (in Sayville, NY)
Unitarian Universalist Legislative Ministry of New Jersey
Unitarian Universalist Mass Action Network
Unitarian Universalist of Long Island Social Justice Roundtable
Unitarian Universalist Service Committee
UNITE HERE Local 30
United Church of Christ, Justice and Witness Ministries
United Domestic Workers/AFSCME Local 3930
United for A New Economy Action
United States People Living with HIV Caucus
United We Dream
University Leadership Initiative
University of Chicago
UU College of Social Justice
UUFCC
Vermonters for Criminal Justice Reform
W. Haywood Burns Institute
Washington Office on Latin America (WOLA)
Wayne Action for Racial Equality
We Belong Together
West Suburban Action Project (PASO)
Wilco Justice Alliance (Williamson County, TX)
Wind of the Spirit Immigrant Resource Center
Witness for Peace
Women’s Refugee Commission
Wyoming Coalition Against Domestic Violence and Sexual Assault
Yemen Peace Project
Young Center for Immigrant Children’s Rights
Youth Justice Coalition
YWCA Greater Austin
YWCA of the University of Illinois

Source: https://www.hrw.org/news/2017/09/12/joint-letter-groups-opposed-draconian-immigration-bill