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Common Core Stealing American History and Good Science

Deceit once again falls upon those behind the implementation of everything related to the Common Core Standards. Most recently released information about the new SAT test rules and the AP History and Science classes to be taught have some of this country’s highest ranking professors hair standing on end.

The fact the textbooks are already brushing over any American History prior to 1865 is disgusting enough. Ever since we learned about this I have said their objective in doing this is to “remove” our upcoming generation’s loyalty to this country. How can you have any loyalty to a country you know nothing about or what you are told is all negative in relationship to the founders and how and why things were carried out as they were.

Peter Wood, president of the National Association of Scholars, calls the new AP U.S. history framework “a briefing document on progressive and leftist views of the American past,” one which “weaves together a vaguely Marxist or at least materialist reading of the key events with the whole litany of identity group grievances.”

David Coleman and Sue Pimental were the writers of the Common Core Standards for English Language (ELA). They are actually called “The Common Core Standards for English Language Arts & Literacy in History, Social Studies, Science, & Technical Subjects.” This covers everything except Math and the Common Core Math Standards takes care of that.

David Coleman 3David Coleman, the non-educator and the man Bill Gates (eugenist) found to use as the lead dummy in the push for the Common Core Standards is once again out there to take credit for not actually doing any work. No one is really clear as to what Coleman’s role was in the writing of the Standards since we know the actual lead writers were Sue Pimental (ELA) and Jason Zimba (Math). Coleman was on the team and seems to for some reason or other, to have been given the honor of being in name only “the architect” of the Common Core State Standards Initiative.

Having never taught a day of any type of education classes in his life, he has also taken a page from Obama’s book and never produced curriculum vitae for public viewing, but he does like to address the teaching of our children as if it is a very minor issue. While Bill Gates, Jeb Bush and their cronies continue to tell parents we need to give our children an education for the 21st century, they continue to give us trash curriculum and individuals who know nothing about education.

Jason ZimbaZimba to his fame, in 2008 co-authored a paper with David Coleman about standards for the Carnegie Commission.

Pimentel’s name to fame is in 2006 2007, 2008, 2009, and 2011, Achieve paid Pimentel’s company, Sue Pimentel, Inc., Hanover, NH 03755, for “consulting.” Pimentel’s presence on the CCSS ELA committee and her close relationship with Achieve raise questions about the exact process for selecting work group members (and who did the selecting). Given that Achieve has an established set of “common benchmarks” for framing CCSS dating back to 2004, and given the presence of those “leading governors” on Achieve’s board, one can conclude that there was no objective (much less publicized) means of selecting CCSS work groups.Sue Pimentel 2

Pimentel is also the Vice-Chair and on the Executive Committee of the National Assessment Governing Board of which meets quarterly to make decisions including the subjects NAEP measures and the frameworks of assessments that students eventually take.

Anitere Flores(It might interest my Florida readers that Florida Senator Anitere Flores is also serving on this board. Flores seems to be popping up everywhere as she is the Chief Executive Officer/President of Doral College, a private university run by the state’s largest for-profit charter school management company, Academica Charter School Consortium (Rep. Fresen).  Senator Flores had initially stated in accepting the position at Doral she would not run for re-election in 2012, but I guess she changed her mind because she is still in both positions along with sitting on Jeb Bush’s foundation FEE.)

I see a great deal of manipulative cronyism going on.

Unfortunately it appears giving our children an education in the 21st century entail’s  using Hitler “outcome based education” to dumb them down and at the same time take away all true and correct History information regarding America and filling their heads with Global Warming lies through Science. As parents we are supposed to just sit back quietly and accept these lies and distortions which are being taught to our children and all by the lead of men and women who have no idea what they are talking about except as “yes” men. Non Educator’s All!

Coleman, Ann-Margaret Michael (Coleman’s former assistant and current operations manager for Student Achievement Partners), and Jason Zimba were the founding board members of Michelle Rhee’s StudentsFirst, a lobbying advocacy organization for “standards driven” educational reform. Coleman’s tenure on the board of StudentsFirst ended when he joined the College Board in October 2012.

Michelle Rhee’s group after having caused the testing scandal in D.C. while she was serving as the superintendent of schools went on to support Jeb Bush and his push in the total endorsement of the Common Core State Standards (CCSS) through Student’s First.

Student Achievement Partners was founded by Coleman’s friend’s Sue Pimentel (leader of the ELA team) and Jason Zimba (leader on the Mathematics writing team).

Don’t you just love these “touchy feely” names they give these organizations to make you think they are really smart and care about your children? StudentsFirst, Student Achievement Partners, and Step Up For Students. And the way they all circle around to being on all these boards together.

We already know that polls increasingly show that as more Americans learn about the Common Core standards, they don’t like what they see. Hopefully, Americans will feel the same way as they learn more about how the new Advanced Placement (AP) U.S. History exam will decimate the teaching of traditional American history, turning it into a leftist view of an America that is based on identity politics rather than a Constitution meant to protect the rights of individual freedoms.

Conservative commentator Stanley Kurtz, a contributing editor for National Review Online, wrote about the secretive manner in which the AP U.S. History exam was rolled out as well as the significance of this new exam.

“We are witnessing a coordinated, two-pronged effort to effectively federalize all of American K-12 education, while shifting its content sharply to the left,” Kurtz states.

He explains that while the College Board under Coleman has put on a public display of a lengthy “framework” for the new AP U.S. History exam, that framework actually contains only a few sample questions.

“Sources tell me, however, that a complete sample exam has to be released, although only to certified AP U.S. History teachers,” Kurtz continues. “Those teachers have been warned, under penalty of law and the stripping of their AP teaching privileges, not to disclose the content of the new sample AP U.S. History exam to anyone.”

WHAT?  Why all the secrecy if everything pertaining to the CCS are so good and are going to create the world’s top 21st century technical guru’s. But then again, this is the same type of behavior we saw prior to the original release of the CCS with a blackout of all information relating to them.

Coleman’s major achievement of keeping Common Core from public and media scrutiny is extraordinary considering that the standards were developed by three private D.C. organizations: the National Governors Association (NGA), the Council for Chief State School Officers (CCSSO), and progressive education company Achieve Inc. All three organizations were privately funded by the Bill and Melinda Gates Foundation, along with your tax dollars and none of these groups are accountable to parents, teachers, students, or taxpayers in general.

In a March, 1997 article published by Dennis L. Cuddy, Ph.D. it states, “in March 1996 then N.C. Gov. Hunt and five other governors along with six CEO’s adopted a policy statement at the National Education Summit then calling for the states to establish internationally competitive standards, assessments tools and accountability systems within two years”. (Notice the presence of “leading governors” on the Achieve, Inc., board allows one to call Achieve a “state-led” organization and by the same token, one might also call Achieve a “business-led” organization since its board is also comprised of “business leaders.”)

It went on to say “the policy statement also indicated an entity called “Achieve” would be established to “measure and report each state’s annual progress in setting those standards.” Although the Standards would be “voluntary”, one of the CEO’s, IBM’s Lou Gerstner, Jr., said his company is the largest in North Carolina and companies could easily threaten not to open plants in states that didn’t comply”.

CORPORATE EXTORTION OVER EDUCATION STANDARDS? Well, we saw that come true in 2013 with the letter from CEO Tillison of ExxonMobil to the governor of PA Tom Corbett. Play our game or we’ll pull up our pants so to speak and leave your state. Goodbye!

In 2001, the Achieve board of directors included six governors and CEOs of six corporations. All six corporations were connected to the American Legislative Exchange Council (ALEC), a group now known for its model legislation in favor of the privatization of public education and its decision to reverse its anti-CCSS stance.

It certainly serves pro-CCSS purposes to conceal the “business-led” element of the governor-CEO, Achieve. Achieve is nothing more than a little ALEC and we certainly could have and should have called the CCSS “business-led”, but that would certainly not have been as effective as deceiving the populous with “state-led”.

In 2004 Achieve, Inc. created ADP, American Diploma Project which stated they had done two years of research to create the groundbreaking report entitled “Ready or Not:  Creating a High School Diploma That Counts. This is where benchmarking came from and with only 2 years of research but – ADP was formed and published this 2 years of research the same year.  ?????

PawlentyQuick note:  Be careful when seeing former Governor Pawlenty’s name up for President or VP – he has been knee deep into the NGA (2008 Chair), CCSS, Achieve and ADP from their inception. In 2006, Pawlenty made the statement “the era of small government is over… I’m a market person, but there are certain circumstances where you’ve got to have government put up the guardrails or bust up entrenched interests before they become too powerful …the government has to be more proactive and more aggressive.”

In 2008 then Gov. Pawlenty led the National Governors Symposium in N.C. with former N.C. Gov. Jim Hunt. The NGA produced that year:

  • High, rigorous standards are the foundation of a strong education system. Content standards specify the knowledge and skills that students need at each grade level. These standards must be supported by an aligned and clearly articulated system of curriculum, assessments, teacher preparation and professional development, textbook selection and appropriate supports for students.

And by the way, Pawlenty in 2008 was also the vice-chair of the Achieve board of directors and in 2009, he became co-chair. In 2009, Achieve received $20.9M from the Gates Foundation, $2M from the Carnegie Foundation, and a combined $2.6M from five ALEC corporations (GE, Prudential, Nationwide, Lumina, and State Farm). There are many questionable actions on this one’s part.

And if you know nothing about Jim Hunt, Jeb Bush’s new best friend, go here and scroll down to “Truth About Former Governor Jim Hunt.

There is still no official information about who selected the individuals to write the Common Core standards. None of the writers of the Math and English Language Arts standards have ever taught Math, English, or Reading at the K-12 level. In addition, the Standards Development Work Groups did not include any members who were high school English and mathematics teachers, English professors, scientists, engineers, parents, state legislators, early childhood educators, and state or local school board members.

“This is clearly an effort to silence public debate over these heavily politicized and illegitimately nationalized standards,” writes Kurtz. “If the complete sample test was available, the political nature of the new test would become evident. Public scrutiny of the sample test would also expose potential conflicts between the new exam and existing state standards.”

Another deception observed by Kurtz is the College Board’s claim that the highly controlled new framework for AP U.S. History can be adapted according to the preferences of individual states, school districts, and teachers. Of course, if they want their students to pass the Common Core-aligned tests, their best bet is to choose Common Core-aligned textbooks and lesson plans, which mean content will be coming from those.

As I have mentioned previously, even Charter schools are Common Core aligned. Charter schools supported by Hillsdale College and Great Heart Charter Management will tell you they are providing your child with a Classical education. Now how can that be since the curriculum and textbooks they are using are Common Core aligned?

You just cannot have it both ways. Seems everyone has gotten adapt to “double-speak”.

While it is true that the new AP framework allows teachers to include their own examples, the framework “also insists that the examples must be used to illustrate the themes and concepts behind the official College Board vision.” Now we are back to square one.

Kurtz observes:

Geo Washington 1The upshot is that James Madison, Thomas Jefferson, and the other founders are largely left out of the new test, unless they are presented as examples of conflict and identity by class, gender, race, ethnicity, etc. The Constitution can be studied as an example of the Colonists’ belief in the superiority of their own culture, for instance. But any teacher who presents a full unit on the principles of the American Constitution taught in the traditional way would be severely disadvantaging his students. So while allowing some minor flexibility on details, the new AP U.S. History framework effectively forces teachers to train their students in a leftist, blame-America-first reading of history, while omitting traditional treatments of our founding principles.

In regard to the Science Standards, John Casey, former White House space program advisor, consultant to NASA Headquarters, and space shuttle engineer has written an article “Teaching Our Children Bad Science” and gives five negatives to the CCS Science:

  • These areas for teaching our children are so deeply flawed as to raise concerns about how other sections in the proposed curriculum standards were developed.
  • Use of Invalid and Disproved Science
  • Standards Are Based on False Assertions of Mankind’s Impact on Climate Change
  • Specific Standards Sections on Climate Should Be Removed Completely
  • These Climate Standards Do Not Reflect the Most Important Factors in Climate Change

At the end of 2013, Citizens for Objective Public Education, Inc. (COPE) filed suit in federal court against the Kansas State Board of Education and the Kansas State Department of Education to enjoin implementation of science standards designed for all students in the US.

The Complaint alleges that the Kansas Board’s adoption on June 11, 2013, of A Framework for K-12 Science Education and the Next Generation Science Standards (the F&S) “will have the effect of causing Kansas public schools to establish and endorse a non-theistic religious worldview” in violation of the First and Fourteenth Amendments to the U.S. Constitution.

Rather than objectively informing children about these questions in an age-appropriate manner, the Science Standards lead them “to answer the questions with only materialistic/atheistic answers.”

This indoctrination is driven by the use of a concealed Orthodoxy (or doctrine) called methodological naturalism or scientific materialism.  The Orthodoxy requires that explanations of the cause and nature of natural phenomena may only use natural, material or mechanistic causes, and must assume that teleological or design conceptions of nature are invalid.

Gaia 3Just the very fact that ever since our children began being filled full of “Global Warming” a common practice has been to refer to nature as Mother Earth or Gaia. If you remember two years ago Earth Day was changed to Mother Earth Day – they are teaching our young children to worship the earth and that the earth and animals are more important than humans. Brainwashing!

The Gaia hypothesis, named after the Greek goddess Gaia is also known as the Gaia theory or Gaia principle, which proposes that organisms interact with their inorganic surroundings on Earth to form a self-regulating, complex system that contributes to maintaining the conditions for life on the planet. Topics of interest include how the biosphere and the evolution of life forms affect the stability of global temperature, ocean salinity, oxygen in the atmosphere and other environmental variables that affect the habitability of Earth.

Gaian’s of which they call themselves have infiltrated every level of power within the  United Nations. This is part of the UN’s Sustainable Development planned teaching –   “The goal aims to have the UN recognize the Earth as a living entity that humans have sought to “dominate and exploit” —” The direct opposite of what the Bible  teaches, namely, that man is to dominate the earth and all creatures on it.

If you go to this link you will see Gaia is depicted all the way from a monstrous woman covered in greenery, to a sexy woman laying in the forest, to a medieval goddess floating on air to a pregnant women showing the earth in her womb – let your imagination fly when you are depicting lies.

Absolutely nothing about the Common Core Standards, College Board, NGA, CCSO, Achieve, United Nations, Bill Gates, Jeb Bush, Bill Clinton, Al Gore and all their cronies is good for our children.

And don’t forget the changes to the SAT’s! The College Board has chosen to release information in a less than straightforward manner, as usual. David Coleman has learned well how to “double-speak” information especially when it pertains to our children. The “sleight of hand” statements are carefully stated using those politically correct words, but there does exist a document entitled, “Specifications for the Redesigned SAT.” I guess we will just have to wait until March 2015 for all the gory details. To understand some of the things going on with the SAT’s you can go here.

Two last things – always remember the actual motives behind the implementation of Charter schools – they carry a large share of lies and scandals themselves.

And lastly maybe this should be a requirement for all state and local school board members BEFORE they are elected to office – make them have to take whatever tests are presented in their states that the children have to take whether they are from PAARC, SBAC or AIR and publish their scores. I bet over 90% of them would fail.

It might interest the reader’s to know that almost every person noted here or serving on these Corporations/Foundations/Association’s not only support the Common Core but they highly support Charter schools and Vouchers. Have you heard or understood a word I have said to you about the meaning behind those two?  There are coming after your children!

CCS I Am Here

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Bill Gates Crying In His Vault

Eric Owens; Education Editor, Daily Caller

Gates 3Bill Gates is a sad clown today because his bizarre $100 million student data project has failed – InBloom, Inc Student Data Collection, to Shut Down!

Common Core-loving billionaire Bill Gates has suffered a stinging defeat in his ambitious quest to reform every cranny of the American K-12 public education system.

The nonprofit educational-software company InBloom Inc., which the Bill & Melinda Gates Foundation and the Carnegie Corp. of New York financed to the tune of $100 million, announced on Monday that it will shut down permanently.

The reason for the shutdown is a steady cascade of parental and legislative anxiety about student privacy, reports The Wall Street Journal.

Gates 1The strategy driving inBloom had been to create a huge database connecting local school districts and state education bureaucracies with behemoth education companies.

To accomplish this goal, the nonprofit had hoped to provide a smorgasbord of data about students. What homework are they doing? What tests are they assigned? What are their test scores? Their specific learning disabilities? Their disciplinary records? Their skin colors? Their names? Their addresses?

The Atlanta-based company had originally signed up nine states for the database. It planned to charge school districts between $2 and $5 per student for the privilege of participating in the student data collection scheme.
Many parents across the country – particularly in the otherwise fairly disparate states of New York and Louisiana – hated the bizarrely intrusive idea from the start and rallied key state legislators to their causes.

The final blow came earlier this year when the New York state legislature forced its state education bureaucrats to abandon the invasive Gates-funded project.

Gates 2“Hopefully, today’s announcement that inBloom is closing its doors will make government officials, corporations and foundations more aware that parental concerns cannot be ignored,” Leonie Haimson, a former New York City public-schools parent who successfully lobbied lawmakers against inBloom, told the Journal.

In a message on inBloom’s website, Chief Executive Officer Iwan Streichenberger swore that the firm “has world-class security and privacy protections” and accused the meddling database’s grassroots critics of “mis-characterizations,” notes The Washington Post.

“Over the last year, the incredibly talented team at inBloom has developed and launched a technical solution that addresses the complex challenges that teachers, educators and parents face when trying to best utilize the student data available to them,” Streichenberger wrote.

“The use of technology to tailor instruction for individual students is still an emerging concept and inBloom provides a technical solution that has never been seen before. As a result, it has been the subject of mis-characterizations and a lightning rod for misdirected criticism,” he also proclaimed.

Interestingly, though Gates has funded the effort to collect data about America’s public school kids, he has sent his own kids to a ritzy Seattle private school.

It does not appear that any of the Gates children would have been part of the amazing new student information database. The children of Bill and Melinda Gates – Jennifer, Rory and Phoebe – have attended Lakeside School, Seattle’s most elite, fancy pants private school.

The hallowed halls of Lakeside School are a sweet place to attend classes if you have the means.

Gates kidsAccording to a Seattle education blog, the student-teacher ratio is 9 to 1. The average class size is 16. Some two dozen varsity sports are available and the opulent athletic facilities include “hydrotherapy spas.”

Of course, what with tuition for the 2013-14 academic year costing $28,500 per kid (not including books, laptop, field trips, etc.), most families don’t have the means.

Lakeside’s website doesn’t appear to discuss Common Core much.

Interestingly enough, the inBloom,Inc. web site seems to have disappeared into a cloud!

Follow Eric on http://www.erico@dailycaller.com

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How States and School Districts Can Opt Out of Common Core

By Dr. Sandra Stotsky March 8, 2014

States that want to opt out of the Common Core Learning Standards (CCLS) and/or the tests aligned to or based on its standards are being threatened by a toothless tiger that doesn’t want the states to know the tiger has no claws.

RTTT7States are hearing, “It’s too late to back out”; “You’ll waste all the money you’ve spent on implementing the [low-level Common Core] standards your state board of education adopted three years ago”; “You’ll waste all the money you’ve spent on [self-described] Common Core consultants who have given [very costly] professional development to your teachers and told them what to change in their classroom curriculum to address Common Core”; “You will have to pay back all the money you got under Race to the Top (RttT)”; or, “You will lose your waiver and not get your Title I money.”

Can the U.S. Department of Education (USED) demand repayment from states that got RttT funds? Can it withhold Title I money from a state that loses its waiver? It is important to recall that Congress didn’t pass legislation requiring Common Core’s standards or tests. All it authorized in 2001 was a re-authorization of the Elementary and Secondary Education Act (ESEA) called No Child Left Behind (NCLB). ESEA hasn’t been re-authorized since then, so there are no new or different education policies passed by Congress. A variety of conditions have been attached to the recent waivers issued by USED, but they may have no constitutional legitimacy since Congress didn’t approve them. States can certainly raise that objection.

At the national level:

If a state received RttT money and spent it, it most likely doesn’t have to pay it back if it now seeks to opt out of using Common Core’s standards (by any name) and any tests aligned to or based on these standards. Neither the RttT application nor the grant award from USED contained a repayment penalty for withdrawing from a commitment. Moreover, the Grant Award Notification from USED implied withholding of future RttT funds, not repayment of RttT funds already expended.

RTTT winenrsIn other words, there seem to be no likely penalties if a state accepted a USED award of RttT funds and now chooses to withdraw from the agreement. States can justify their withdrawal on the grounds that the Common Core standards do not meet the original requirements of “common standards” outlined in the RttT application. These standards were supposed to be “supported by evidence that they are internationally benchmarked.” But they are not. The Common Core Validation Committee never received any evidence.

Nor has evidence been provided by two post hoc attempts to provide such evidence: the 2011 report by David Conley at the University of Oregon and the 2012 report by William Schmidt and a colleague at Michigan State University, Richard Houang. Conley’s report, funded by the Gates Foundation, contradicted the findings in his 2003 pre-Common Core report on college-readiness standards, while Schmidt and Houang’s report has been severely criticized on methodological grounds. It is unclear who funded it.

Moreover, RttT was a three-year program extended to last four years. It expires in the fall of 2014. Whatever changes states make after 2014 cannot affect the grant. In addition, no state committed itself explicitly to maintain forever the new policies required by RttT. Once RttT grants expire, it is unclear how the USED could demand repayment for an expired program.

If a state obtained a waiver from some aspects of No Child Left Behind (NCLB) and now seeks to opt out of using Common Core’s standards and tests aligned to or based on them, it is highly unlikely to lose Title I money. Title I is implicated in the Common Core issue only because the state committed to the CCLS to obtain the waiver.

If the state applies for an extension of the waiver through the 2015-2016 school year, it would need to replace its commitment to implement the Common Core with a commitment to implement alternative standards approved by its institutions of higher education (IHEs). IHE approval of more demanding “college- and career-ready” standards would allow the state to retain the waiver, without penalty. Legislators need to ask their public IHEs to approve standards that enable mathematically and scientifically ambitious high school students to take STEM-preparatory coursework while in high school, not in transition courses elsewhere after high school graduation or after passing a GED test.

If the US Department of Education (USED) decided to be punitive, it could withhold at most only 5%-10% of the 1% of Title I funds set aside for state administrative functions. For example, if a state received $200 million under Title I, the administrative set-aside is $2 million. The most severe federal punishment would be 5-10% of that, or a maximum of $200K.

nclbIf the state chose to give up its waiver, the state would be under the NCLB mandate again to get all students to proficiency by 2014. NCLB has a range of sanctions for persistently failing schools and districts, ranging from conversion to charter schools, closing the school down altogether, replacing a large percentage of the school’s staff, to carrying out turnaround plans. If states give up their USED waivers from NCLB requirements, they would still have to assess their state’s standards annually with tests that, by law, must be based on these standards, and NCLB’s sanctions would again apply for failing schools and districts. It is not clear what the sanction would be for failing to get all students to proficiency by 2014, that is, if most schools failed to achieve Adequate Yearly Progress (AYP) for all subgroups.

The primary financial consequence of relinquishing the waiver would involve flexibility, not amount, of funding. Under NCLB, failing schools must allocate 20% of their Title I funding to Supplemental Education Services, typically outside tutoring. The waiver doesn’t change the amount of funding those schools receive but allows them to redirect 20% of it to other Title I uses. These districts would lose flexibility, not money.

USED would find it politically difficult to impose financial penalties on waiver cancellation when Common Core is not, in theory, a federal program. Or so we are regularly told.

At the state level:

Districts can select their own curricula and, in some states, their own standards. What they cannot do easily is avoid state testing. State tests operate under state laws which force all districts to participate, although sanctions vary by state. Typically, the results of these tests are used to rank or grade schools publicly, and they serve to label the schools as meeting or not meeting NCLB’s requirement of proficiency.

RTTT KidsA district with a stronger curriculum than one addressing Common Core’s standards is betting implicitly that its results will be better on the state test. If schools choosing to address more demanding standards than Common Core’s are ranked low on a Common Core-aligned test for several years, they may face state department of education sanctions, which can range from the state managing the district to reshuffling school administrators. Legislators can address this power play by withholding funding of the state’s department of education if it seeks to prevent schools with low scores on a Common Core-aligned test from addressing more demanding standards than Common Core’s. All the district should be required to do is produce evidence of evaluations showing that its standards are more demanding than Common Core’s.

A future post will further address districts that want better standards and tests than their state board and department of education are imposing on them.

Sandra Stotsky, Ed.D. is Professor Emerita, University of Arkansas.

Published by Jimmy Kilpatrick
Education News

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The Disturbing Transformation of Kindergarten

nclbOne of the most distressing characteristics of education reformers is that they are hyper-focused on how students perform, but they ignore how students learn. Nowhere is this misplaced emphasis more apparent, and more damaging, than in kindergarten.

A new University of Virginia study found that kindergarten changed in disturbing ways from 1999-2006. There was a marked decline in exposure to social studies, science, music, art and physical education and an increased emphasis on reading instruction. Teachers reported spending as much time on reading as all other subjects combined.

The time spent in child-selected activity dropped by more than one-third. Direct instruction and testing increased. Moreover, more teachers reported holding all children to the same standard.

How can teachers hold all children to the same standards when they are not all the same? They learn differently, mature at different stages – they just are not all the same especially at the age of 4-6.

Is this drastic shift in kindergarten the result of a transformation in the way children learn? No! A 2011 nationwide study by the Gesell Institute for Child Development found that the ages at which children reach developmental milestones have not changed in 100 years.

For example, the average child cannot perceive an oblique line in a triangle until age 5 ½. This skill is a prerequisite to recognizing, understanding and writing certain letters. The key to understanding concepts such as subtraction and addition is “number conservation.” A child may be able to count five objects separately but not understand that together they make the number five. The average child does not conserve enough numbers to understand subtraction and addition until 5½ or 6.

If we teach reading, writing, subtraction and addition before children are ready, they might memorize these skills, but will they will not learn or understand them. And it will not help their achievement later on.

Illinois kindergartenChild development experts understand that children must learn what their brains are ready to absorb. Kindergarten is supposed to set the stage for learning academic content when they are older. If they are going to push our kindergarten children to move faster, what does that say for the push for “educating” Pre-K?

Play is essential in kindergarten – in fact in any child under the age of 5. Through play, children build literacy skills they need to be successful readers. By speaking to each other in socio-dramatic play, children use the language they heard adults read to them or say. This process enables children to find the meaning in those words.

There is a wide range of acceptable developmental levels in kindergarten; so a fluid classroom enables teachers to observe where each child is and adjust the curriculum accordingly.

Two major studies confirmed the value of play vs. teaching reading skills to young children. Both compared children who learned to read at 5 with those who learned at 7 and spent their early years in play-based activities. Those who read at 5 had no advantage. Those who learned to read later had better comprehension by age 11, because their early play experiences improved their language development.

Yet current educational policy banishes play in favor of direct instruction of inappropriate academic content and testing; practices that are ineffective for young children.

The No Child Left Behind Law played a major role in changing kindergarten. Upper-grade curricula were pushed down in a mistaken belief that by learning reading skills earlier, children would fare better on standardized tests. Subjects not tested by NCLB were de-emphasized. Lawmakers insisted that standardized tests assess reading at earlier ages, even though standardized tests are invalid for children under 8.

ccs I cantThese changes have the harshest effect on our most vulnerable children. The UVA study found that in schools with the highest percentage of children of color and children eligible for free-and-reduced-priced lunch, teachers had the most demanding expectations for student performance.

To make matters worse, the drafters of the Common Core ignored the research on child development. In 2010, 500 child development experts warned the drafters that the standards called for exactly the kind of damaging practices that inhibit learning: direct instruction, inappropriate academic content and testing.

These warnings went unheeded.

Consequently, the Common Core exacerbates the developmentally inappropriate practices on the rise since NCLB. Teachers report having to post the standards in the room before every scripted lesson, as if 5-year-olds can read or care what they say. They time children adding and subtracting, and train them to ask formulaic questions about an “author’s message.” All children are trained in the exact same skill at the same time. One teacher lamented that “there is no more time for play.” Another wrote “these so-called educational leaders have no idea how children learn.”

It may satisfy politicians to see children perform inappropriately difficult tasks like trained circus animals. However, if we want our youngest to actually learn, we will demand the return of developmentally appropriate kindergarten.

Wendy Lecker – she is a columnist for Hearst Connecticut Media Group and is senior attorney for the Campaign for Fiscal Equity project at the Education Law Center.

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SO WHO IS MIKE HUCKABEE – A Traitor to Children?

The surfacing action of Huckabee to start “putting out feelers” as to his presidential electability is certainly an issue to look at with his involvement with Jeb Bush and Huckabee’s support of the Common Core Standards and now – doing a total turn around on his national weekly Fox show.

It appears that Huckabee is better suited to politics than being a man of the cloth. Ministers are to be held to a higher standard – I am not saying it is right, but it just goes with the occupation or calling. Huckabee is a player of words and I would put him into the new class of “New World Evangelists” who refuse to address the direction our country is taking to ruination.

He is a lot like Rick Warren having even attended seminary at the same time and the same place as Warren.

HUckabee 5We now know that his speech to the Council of State School Officers (CCSSO) was worded very differently than his announcement on his Fox show. Not only that, it appears the governor has also learned “double speak” lately.

At the CCSSO meeting Huckabee urged state education officials to get rid of the “Common Core” name because it has become “toxic.” Hum! However, Huckabee intends to continue to support the standards and it would appear this is the case as he is still listed on Jeb Bush’s Common Core site as a supporter. And – why was Huckabee invited to speak to the CCSSO?

“Rebrand it, refocus it, but don’t retreat,” Huckabee reportedly told CCSSO members. This of course is what some states are doing especially Florida. Florida lawmakers, Governor Scott and Commissioner of Education Stewart have all said they want to delete “Common Core” from official documents and replace it with the friendly sounding “Next Generation Sunshine State Standards.” Supposedly by changing the name of the standards everyone will forget they are the grandfather of the Common Core and the complete ruination of our children’s education.

In Florida, the Sunshine State Standards, adopted in 1996 became the Common Core State Standards in 2010.

This past November, Joe Follick a spokesman for the FL Dept. of Education stated, “Given the input that the state has taken and the changes that are likely to be made, “it would be disingenuous to call them common core standards”.

Arizona Gov. Jan Brewer (R) used an executive order to strip the name “Common Core” from the state’s new math and reading standards for public schools. In Iowa, the same standards are now called “The Iowa Core.”

Tea Party members and others have argued that the standards amount to a federal intrusion in education, while supporters have tried to make the resistors believe that the development of the standards was spearheaded by governors and education officials.

Just the fact the president and Arne Duncan were ready and waiting on the sidelines with Race To The Top (RTTT) grants to the states shows the Federal intrusion. The grants from RTTT pushed the states to agree to share all their information on our children, their families and the teachers to the huge data mining system. All of this done BEFORE the standards were written and without any state legislation being passed authorizing it.

Back to good ole Huckabee! In June, 2013 Huckabee came out swinging in defense of the CCS. He sent a letter to lawmakers in Oklahoma, urging them to support Common Core. “Like many of you, I’ve heard the argument these standards ‘threaten local control’ of what’s being taught in Oklahoma classrooms,” Huckabee wrote. “Speaking from one conservative to another let me assure you this simply is not true. States and local school districts will determine how they want to teach kids, what curriculum to use, and which textbooks to use.
Hucktobee
You can fool some of the people some of the time, but not all the people all the time. Huckabee is no conservative. His gubernatorial record shows that.

His lack of understanding the full scope of this “infection” – standards are to be used as the goals to reach and the curriculum is what is used to gain those goals is irresponsible. With the likes of Pearson and every Tom, Dick and Harry company out there writing curriculum to align with the standards For Profit – there is no escape from this but total elimination.

All of Huckabee’s remarks are like a playbook from Jeb Bush’s Foundation.

We can ask the question why did Huckabee choose to agree with the likes of Jeb Bush and his cronies rather than the American parents who had bothered to do their research! Why did he choose to ignore people like Professor’s Sandra Stotsky and James Milgram, but instead decided to follow the like-minded support of David Coleman, Linda Darling-Hammond, Bill Ayers, George Soros and Jeb Bush types?

This causes one to wonder what Huckabee got for his initial support of the CCS and now apparent continued support! Backers for a presidential run, monetary? He certainly could have done his own research!

cHILD aBUSE 4Huckabee’s “epiphany” mirrors that of others who have suddenly realized that it was not just a few unimportant people who are concerned about CCS; but instead, the parents and taxpayers of America, from all parties, no parties, no particular occupations or races – but our nation as a whole realizing the danger of having the Obama administration indoctrinate our children into the social justice agenda through Common Core Standards – using our children as “Human Capital” to become involved in public-private partnerships is not only despicable, but Progressive to Socialistic.

The selfish and inconsiderate support of this planned damage against our children cannot be explained or excused – now or in the future! We are talking about a former governor here that supported Bill Clinton’s “School-To-Work Act”. He also appears to be a wolf in sheep’s clothing!

Put your money away boys – you will not win this battle! Parents will!

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Great Hearts Academies/Charter Schools

School StuffGreat Hearts America’s web site says nothing much at all except they have schools in AZ and TX and that the Chief Executive Officer is Dr. Daniel Scoggin. Prior to helping establish Great Hearts, Dr. Scoggin was the headmaster of Tempe Preparatory Academy for six years and a Humane Letters teacher and basketball coach. He holds his Ph.D. in English Literature from Claremont Graduate University and his B.A. from Santa Clara University.

The AZ web site states, “Great Hearts Academies is a non-profit network of public charter schools dedicated to improving education in the Phoenix metropolitan area by developing a network of excelling preparatory academies.

The Great Hearts academies are proving that schools can do a superb job of educating students if they are smaller, more efficient, and set higher expectations for all students through a core, classical liberal arts curriculum. A Great Hearts academy prepares its graduates for success in the best colleges and universities in the nation and to be leaders in creating a more philosophical, humane and just society.”

The web site for their Texas schools states, “Great Hearts Academies is one of the top charter school operators in the country. It currently manages 15 schools in Metro Phoenix with over 6,500 students in grades K-12 and has plans to open up to 17 schools throughout Texas. Great Hearts focuses on a classical, liberal arts curriculum with an emphasis on the Great Books and the Socratic teaching method. Great Hearts’ academies are comprehensive college prep schools, with competitive athletics and a variety of extracurricular activities, such as speech and debate, fencing, and music ensembles. Great Hearts typically receives 8-10 enrollment applications for every available spot and employs a blind lottery process for admission.

So now let’s take a look at both of the website pages on curriculum for AZ and TX.
Both state they are using a CLASSICAL curriculum and they are listed as:
 Core Knowledge Literature*
 Modified Core knowledge of History and Geography
 Core Knowledge American History & Geography**
 Core Knowledge World History & Geography**
 Modified Core Knowledge Science
 Core Knowledge Science**
 Core Knowledge Fine Arts
 Core Knowledge Studio Art**
Singapore Math* – aligned to the CCS and generally progresses to topics at an earlier grade level than indicated by the CCS
 Core Knowledge Music**
No star TX schools – * both AZ & TX schools – **AZ schools

This is not CLASSICAL education! Their lists of reading material that is acceptable is impressive but they list no “instructional manuals” of which if everything else is focused on the Common Core Standards (CCS) then the manuals would be part of the list.

Now for some needed background. Core Knowledge is an educational reform movement based on the premise that a grade-by-grade core of common learning is necessary to ensure a sound and fair elementary education. Based on a body of research in cognitive psychology and school systems operating worldwide, Core Knowledge posts that, in order to attain academic excellence, greater fairness, and higher literacy, early education curriculum should be solid, specific, shared, and sequenced. By teaching a body of specific, lasting knowledge in a way that allows children to succeed by gradually building on what they already know, the Core Knowledge mission is to provide all children, regardless of background, with the shared knowledge they need to be included in our national literate culture.

They are actually stating their goal is one thing and at the same time using the Common Core Standards aligned curriculum (Core Knowledge) giving our children something else. The alignment of Core Knowledge to the CCSS is here. Their standards alignment can be seen here.

The Core Knowledge Foundation that serves as the support system for Core Knowledge schools, educators, and parents. The Foundation conducts research on curricula; develops books and other materials for students, parents, and teachers; and serves as a training and communications hub for schools using Core Knowledge.

Who started all this leading to being aligned to the Common Core Standards? No not John Dewey but a man named E. D. Hirsch. A new name to think on!

“Hirsch’s awakening began one day in 1978 in a community college English class in Richmond, Virginia. He had conducted most of his research on reading comprehension and writing at the University of Virginia.

He also as far back as 1998 was working in conjunction with Chester Finn (I know you all know who that is) and other key players together in restructuring America’s curriculum and standards to fall in line with Direct Instruction/Mastery Learning/OBE (page 226) are necessary for global workforce training which is outcome, results, performance-based training—not education. Education has not been performance-based, traditionally—with the exception of the arts—since traditional education deals with the intellect, not just knee-jerk muscle movements based on Pavlov and B.F. Skinner’s stimulus-response (S-R-S). The computer has all the bells (rewards) and whistles (punishments) to achieve OBE’s standards in the academic, workforce, and value change areas. The new label for the old OBE is now “standards-based education.”

Rep or DemIf you went to page 226 you probably have seen those exercises or some similar of which have been shown in today’s Common Core curriculum being used in various states and published by Pearson:
 FIFTH GRADE: Develop a flag, seal, symbol, pledge and/or national anthem for a new country…. Design a postage stamp to be used worldwide. The stamp should denote what the world would need to make it a better place….
 SIXTH GRADE: Draw national symbols for an imaginary nation….
 SEVENTH GRADE: Understand the need for interdependence….
 NINTH GRADE: Write a constitution for a perfect society.

This is when all the traitors were putting their heads together with Bill Gates and Carnegie to form Achieve, Inc.; with former Gov. Jim Hunt (NC), Marc Tucker, Lou Gerstner, Jr., Chester Finn, Rex Tillerson and others to ruin this country.

There was a recipe to bring forth this international curriculum/workforce training agenda. “Deliberate Dumbing Down” pgs. A126-130:
 Federal/International Control of Education
 Passage of Goals 2000 (done), STW Opportunities Act (done), Careers Act.(Done)
 Funding (Careers Act & Reading Excellence Act)
 Skinnerian Method (Done with the Reading Excellence Act)
 Sequential Core Curriculum (Done)
 Global Ethics/Values (in progress)
 Technology which includes robotics and computer-assisted instruction (programmed learning) (Done)
 Choice – tuition tax credits, vouchers, charter schools, use of public education facilities and materials by home schoolers, apprenticeships with corporations which are in partnership with government (corporate fascism)
 Teacher Union Support – American Federation of Teachers & NEA (Done)
ccs education for all 2The United Nations/UNESCO was not to be left out of this enormous plan to steal our children’s futures. Sustainable development cannot occur “without freedom, justice, and democracy,” says Federico Mayor, director-general of the United Nations Educational, Scientific and Cultural Organization (UNESCO). “Sustainable development requires sustainable democracy,” he added in an April 7, 1997 address before the International Steering Committee of CIVITAS, an international consortium for civic education that is holding its spring meeting at the White House conference center.
ccs education for all 7
CIVITAS was initiated in June 1995 at the CIVITAS Prague conference. Following that meeting, participants representing 50 nations signed a declaration pledging “to create and maintain a worldwide network that will make civic education a higher priority on the international agenda.”

Given all this information, parents need to come to terms with the fact that this plan of ruination of our children’s education and futures has been in the works for a very long time and a large number of those individuals involved over the years are still here harassing us.

Heartland Academies has been trying to get a foot hold in Florida and there are people here who support them because they say they are teaching “classical” education which is not possible if you are using Core Knowledge curriculum’s which are aligned with the CCS. Also the people supporting Heartland have not bothered to check them out or don’t want to believe the truth.
Charter Privai
Florida doesn’t need any more Charter School Management companies for-profit here using our tax dollars to fill their coffers. All the money being spent and wasted on most Charter schools could be used to help regular public schools of which are not failing at the rate charter schools are. Jeb Bush will never admit to that. Non-profit Charter schools if they are teaching the CCS are no different from a regular public school so why the push for charter schools?

Unelected school boards using the public’s tax dollars leaving parents/taxpayers out of the equation which in simple terms is “taxation without representation. It is also a plan for the movement toward the NWO.

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The PTA Does Not Represent Parents or Teachers. It Represents Special Interests.

re-posted from Missouri Education Watchdog by Gretchen Logue
Gretchen has been in this fight as long as I have and has done considerable research.

NY State parents threatened by PTA if they opt their children out of Common Core assessments. The PTA is creating a “culture of fear”: Culture of fear is a term used by certain scholars, writers, journalists and politicians who believe that some in society incite fear in the general public to achieve political goals. Wikipedia

Education Week (which has received Bill Gates funding) reports that the NY PTA (which has received Bill Gates funding along with the National PTA) is bullying parents and threatening to turn their children to Child Protection Services if children are not offered up for Common Core assessments. From We Need Great Leaders Now More Than Ever:

Quote mark left The other day New York State PTA Education Coordinator Bob Aloise gave a speech on the Common Core Learning Standards (CCLS) and state testing. Giving a speech is not in itself anything special, but stating that school districts may call Child Protective Services (CPS) on parents who opt their children out of state testing due to educational neglect is a rather poignant moment. You can hear his comment here and view the Power Point here (added 11/27/13).

Words cannot express all that is wrong with the idea that a school leader would threaten to call CPS on a parent who opts their child out of state testing, and that it would even be brought up in a speech to parents at a PTA event. Over the 19 years I have been in education, I have seen CPS visit students who were being neglected, sexually and physically abused, or living in deplorable conditions. CPS has more important work to do then maintain Martial Law on parents who opt their children out of testing. Unfortunately, there have been situations where principals have threatened to call CPS on parents who choose to opt out their children out of testing.

In an e-mail correspondence from April of 2012, a principal from Oceanside Union Free School District told a parent who wanted to keep her child home during the testing period that,

“If without medical justification, Joseph is absent from school on any day during the Assessment period, the District will deem this absence as unexcused. Further, if you keep Joseph home from school during the Assessment period, without medical verification, it is within the District’s discretion to deem these absences as indicia of educational neglect, which would leave the District little choice but to contact Child Protective Services (“CPS”).”

We have indeed lost common sense when it comes to education if school leaders threaten to call CPS.Quote Mark Right

Read more here.

The PTA organization is fraught with bullying and hypocrisy. From New York State PTA Education Coordinator Bob Aloise’s above mentioned power point is this slide:
PTA 4

A parent from a PARENT supported organization would assume the PTA would recognize that “the Advocate Within” would be the parent. But according to the statist remarks from Mr. Aloise, the Gates funded PTA is ready and willing to become the one voice for every child. Parents as advocates for the children? Not in NY state. Mr. Aloise apparently believes:
Quote mark leftthat the civil government (or man via civil government) is the ultimate authority in the earth and as such is the source of law, morality, and righteousness (that which is right and wrong).

EDITORS NOTE: In our world today we see more and more of the weak individuals actions in the goal of ruining America and the kind of support ONE MILLION dollars will get you. One day Bill Gates, God will take all those millions from you – what he gives he most certainly can take away!Gates OZ