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THE LIFE OF AMENDMENT 8 – You Thought It Was Over!

I apologize to my readers for this article being about Florida. However, since that is where I live and where most of the corruption and plans to destroy our children’s future’s originates, I hope that by informing you of the measures our legislature is taking in ruining our children’s futures – you will also take a long hard look at your state to see if you are becoming a ‘copycat’!  Amendment 8 to FL SB 1552!

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In 1999, Jeb Bush pushed through the legislature an “Opportunity Scholarship Program” that gave students in “failing” public schools state funding for tuition at religious and other private academies. Americans United for Separation of Church and State and other allied groups immediately challenged the voucher scheme in state court.  After years of legal wrangling, the Florida Supreme Court finally struck down the program in January 2006. The 5-2 court majority said vouchers violated a provision of the state constitution requiring a uniform system of free public schools.

Our new governor, Jeb Bush, stated vouchers will help parents rescue their children from chronically failing schools. If we have chronically failing schools, then the State of Florida and its legislators have failed to live up to what is expected by all Florida residents. A voucher allowing public money to be used in private schools defies the very definition of PRIVATE SCHOOLS. This money should be used to take all these failing and critically low-performing schools to a higher standard than we have today and get our legislators out of the BUSINESS of EDUCATION.

Jeb Bush reportedly was livid about the FL Supreme Court’s decision and vowed to press for a constitutional amendment, but he found it more difficult in the state legislature than expected. In May 2006, the proposed constitutional amendment fell short by one vote in the Republican-controlled Senate, despite a lot of hardball political pressure from the governor and his allies.

Bush then went for Plan B – after leaving office in Jan 07, he & his top advisers crafted a back-door maneuver to revise the state constitution and advance vouchers. They decided to stack the state’s 25 member Taxation and Budget Reform Commission  (TBRC) which meets every 20 years & has the power, by a two-thirds vote, to place initiatives directly on the ballot, bypassing the legislature and other governmental checks and balances.

Commission members were appointed by then governor Charlie Crist (Bush arranged with Crist to appoint Greg Turbeville, a former Bush policy director, the Senate president Ken Pruitt and the House speaker Marco Rubio who helped the scheme along by appointing Bush education adviser Patricia Levesque and other voucher fans). In all, “nine Bush-era acolytes with financial ties to voucher groups who stood to gain financially” were appointed to the Commission!

Bopsey Twins

Once again the FL Supreme Court stepped in and prior to the 2008 election, they ruled that the TBRC had exceeded its narrow authority of dealing with issues related to taxation or the state budgetary process in proposing the two initiatives and removed them from the ballot.

In the Spring of 2010, the Florida Legislature considered two resolutions (amendments) which, if passed, would have placed a ballot initiative similar to the TRBC’s Amendment 7 on the ballot. The legislation failed to advance beyond the Rules Committee in both the Senate and House of Representatives.

Now we are back to the table again and in the Spring of 2011, the Florida Legislature approved a resolution to place Amendment 7 on the November 2012 ballot. Amendment 7, similar to the church-state related constitutional provisions considered by the TBRC and the Florida legislature, would strip the Florida Constitution of its long standing church-state separation provision. The Amendment was designed to eliminate religious freedom protections currently in place in Florida and open the back door to taxpayer funded vouchers for private and religious schools. The Amendment would eviscerate protections in place governing partnerships between the state and private or religiously affiliated organizations, (possibly even permitting taxpayer money to flow directly to houses of worship). The Amendment is the first step towards permitting private school vouchers.

In July of 2011, Florida parents and clergy, as well as representatives of school administrators, teachers, and school boards, filed a lawsuit in Leon Circuit Court seeking to remove Amendment 7 from the November 2012 general election ballot.

The lawsuit made two claims. First, the plaintiffs contended that the language that will appear on the 2012 ballot doesn’t accurately describe what the amendment, if adopted, will actually do. In short, they argued that the ballot language was misleading. Second, the plaintiffs argued that the process set in place by the legislature for fixing misleading ballot language violates the separation of powers. The current law would have allowed the Attorney General to rewrite Amendment 8 if the Court had found it to be defective. The Plaintiffs argued that the Attorney General (a member of the Executive Branch) lacks the power to rewrite the language, as only the legislature can approve ballot language.

Judge Terry P. Lewis of the Second Judicial Circuit of Leon County ruled that the language that was slated to appear on the actual ballot to explain Amendment 7 was misleading and ordered Attorney General Pam Bondi to make the changes and hence, Amendment 7 came back as Amendment 8 in 2012. http://www.au.org/content/legal-challenge

But wait, vouchers have already been ruled as unconstitutional by the Florida Supreme Court stating they violated a provision of the state constitution requiring a uniform system of free public schools. However, Amendment 8 is focusing on vouchers to be used by PRIVATE and RELIGIOUS AFFILIATED ORGANIZATIONS!

http://www.redefinedonline.org/2012/07/floridas-amendment-8-is-not-about-private-school-vouchers/

Then in April 2014, the voucher hypocrisy of Jeb Bush supporter Florida legislators gave us vouchers despite the fact the voters in 2013 turned it down by a decisive margin and the FL Supreme Court had ruled it unconstitutional.

You see here in Florida it is not about the children, but “whatever Jeb Bush wants, Jeb Bush gets – sooner or later and by hook or by crook! Cons to this scam:

  • Private schools have little to no accountability requirements as to having certified teachers. Taxpayer funds should never be made available to private or parochial schools. (In the 2012 Voucher amendment, 2 of the 3 legislative writers of the amendment are Catholic).
  • The untruth passed through the halls of the legislature were that the parents wanted a push for STEM ((Science, Technology, Engineering and Math) when it originated within the Federal government. Teaching children science and history that is corrupt is not the way to equip them for the modern world unless the intention is indoctrination or you plan for them to be in the fields and factories anyway.
  • Programs for private schools are sometimes attractive to parents precisely because they are free of the innumerable unfunded mandates and endless testing inflicted on public schools. Parents are NOT checking with the private and parochial schools to see if they participated in the RTTT grant games and a good share of them did take money from the federal government which means CC.
  • And last but certainly not least, private school vouchers defy the Florida Constitution, which states that it is the state’s paramount duty to have a uniform system of high quality, free public schools. Corporate tax vouchers create a dual system that is profoundly unfair, dangerous and is intended not to benefit our children, but to fill the wallets of legislators and their corporate cronies along with filling another dream of Jeb Bush’s.

In a poll taken by Sunshine State News in April 2014 showed 55% of those participating were against vouchers, 42% supported and 2% were undecided. So again we must ask who is the FL legislature working for. With Andy Gardiner (R) now the head of the Fl Senate and a strong supporter of education privatization our children are in serious trouble.

One thing taxpayers must remember when it comes to education in Florida is that our system is set up that the governor in the end CHOOSES who will be our Commissioner of Education and APPOINTS the State School Board. Cronyism? Where else do you know that an APPOINTED state school board can overrule a district ELECTED school board?

Charters make up a disproportionate number of F-rated schools within the state and you never hear about all their failures and always with the excuse that they enroll students who have struggled in traditional schools and that they are in the low-income areas and were set up for failure from the start. I ask those parents if that is the right mentality to start a school with and is that what they are projecting to their students?

But then you have charters where they are earning A’s. In some cases, as with magnet schools, that’s the result of cherry-picking good students with motivated parents. Charter Management companies have even found ways to weed out the lower achieving students to help make their overall grade look better – yet it is the charter school which have all the unaccountability, uncertified teachers and in some cases uncertified schools themselves.

A warning to parents who are choosing the voucher approach to educate your child if they fall into the category of ‘English Language Learners’ (ELL). In the state of Florida there are laws in place that cover this in a ‘traditional public school’.

When your child goes to a school where vouchers are used for payments, all bets are off when it comes to these rules, and it’s because these schools are private and are not required to comply with state ESOL rules.

Another failure by our legislature is instead of insisting that students going to private schools with public money take the same standardized tests that public school kids take, the legislature would use public money to pay the Learning System Institute at Florida State University to do annual reports on the performance and learning gains of voucher students.  So they are going to use additional taxpayer money to ‘assess’ the performance of the children being school on the voucher system?

Now we are back to the Florida State Constitution which states ALL children must be treated the same! I do believe we have some laws suits floating around again!

So in essence children going to a private school by voucher do not have to take the FL standardized tests but a child with disabilities who are in alternate schools do. In case you aren’t aware, so are hundreds and hundreds of students who are classified as not liking school, truant, 1-2 years behind their peers, or just normally cannot pass a test.

(Yet the FL Statutes clearly states all testing is mandatory and Commissioner Stewart has stated there will be consequences for anyone not participating in the testing process. She however fails to tell parents what those consequences are).

These children are housed in traditional and charter school settings within normally un-used buildings all over the state never having to take another test, not show graduation rates, but we are paying for their bus transportation not only to school but to work. For you see these students are actually in ‘school-to-work’ schools – not technical schools just school where the most important agenda is them working in a McDonald’s, Burger King, car wash – not very often in an office and certainly not in training that would support them.

And most certainly do not call one of these school principals and ask any questions. Not only do they become rude and unaccountable, but in some cases will even tell you they don’t have to answer your questions and they send you to your district board to try and find out who is overseeing the program.

Now the current chapter in Florida’s charter/voucher corruption, the legislators are using the basic format of Amendment 8 from the 2012 election cycle and putting it in SB 1552.

With an ongoing Republican control in the Florida Senate and House, parents best start forming home school coalitions and tap into the ‘good’ teachers who have quit teaching because of Common Core and the antics in Tallahassee.

Parents it is impossible to make this stuff up and we must come together and stop this madness. I don’t care what your party affiliation is, your nationality, or your race – I care about the futures of our children.

 

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Cold Calculated Screwing with Our Kids!

On Friday, March 6, a Tampa Bay Times reporter actually called a spade a spade. His article was right on regarding how these State Superintendents/Commissioners of Education and State School Boards are messing with our kids. The article addresses Florida kids, but from what I have been reading, this article reflects back to what is happening all over America.

Parents are waking up and realizing you are using them as collateral – “future collateral” – for the corporate public private partnerships and cash cow donations to the pockets of legislators. Read and see if this fits where you live. Time to start calling them out and removing them – elected or governor appointed.

YOU ARE MESSING WITH OUR KIDS LIVES

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The Real Error Message on Florida’s Computers

by Daniel Ruth

Perhaps it is because the state is governed by a walking motherboard that so many apparatchiks in Tallahassee’s bureaucracy seem to think of the populace as automatons who bleed algorithms.

How else to explain the indifference to Florida’s schoolchildren and the unemployed who have been treated as if they were Orwellian cogs doing the bidding of Tallahassee’s grand and glorious sigh tech wizards of faux pas.

In recent years, Florida’s high priests of education have hammered away about how our little dickens need to be repeatedly tested to make sure they are reaching Socraticesque heights of brilliance and classroom accountability.

But that same degree of accountability doesn’t extend to the very agency responsible for the assessment — the Florida Department of Education, which deserves a dunce cap for its ineptitude in ensuring that if you are going to subject school children high-stakes testing, you darn well better make sure the kiddos can actually take the exam.

Last week, eighth-, ninth- and tenth-graders were supposed to take an online state-mandated writing test. But when many of the little munchkins attempted to log on to school computers to begin the exam, their gizmos locked up. Some students were kicked off the system in the middle of the test, answers were lost and still other pupils received inexplicable error messages.

Widespread technical problems plagued at least 36 counties around the state, including Hillsborough, Pinellas and Pasco. Who cooked up this cyber practical joke? Hackers Without Borders?

It all could have been easily avoided, had only a tone-deaf Tallahassee not decided to go all “Harry Potter’s” Severus Snape. For months the state’s school superintendents had warned Education Commissioner Pam Stewart that her department’s transition to a new testing regimen was too rushed, that the state’s schools had not had time to properly implement the software for the computerized testing system. And they were ignored.

While Stewart claimed everything would be fixed, the glitches persisted.

If Tallahassee’s geniuses were truly interested in measuring student achievement rather than merely crunching numbers to create a false sense of classroom accomplishments, the Parris Island of testing would be suspended until students were assured they don’t have to worry about also having to contend with the cyber gremlins plotting against them. Fat chance.

“You’re always going to have implementation issues,” Senate Education Committee Chairman John Legg, R-Trinity, sniffed. But Legg and Stewart are ignoring the disservice they are imposing on the state’s students, whom they expect to academically and emotionally prepare for high-stakes testing, only to be told, “Sorry, the computer crashed. Come back tomorrow, or the day after that, and be prepared to go through this all over again.”

How fair is that? How can test scores from students under the additional pressure of being jerked around by state computers remotely be regarded as a reliable academic measurement? If students are expected to arrive for a test fully prepared, why isn’t the Florida Department of Education under the same mandate to have a test ready to take? Too much to ask?

Apparently so.

At the same time the Department of Education’s hamster was working overtime on the treadmill to keep its computers running, over at the oxymoronically titled Department of Economic Opportunity, out of work Floridians would be better off filing for unemployment benefits from a loan shark than expect much help from Tallahassee.

A state auditor general’s report has issued a damning indictment of DEO’s computer problems associated with its $77 million CONNECT website, which is supposed to help unemployed Floridians file for benefits.

The auditor general lambasted DEO for: requiring applicants to use their Social Security numbers to log on to the CONNECT system; mishandling some 408,356 claims; permitting 20,535 potentially ineligible claims to be paid because of dubious safeguards; consistently entering wrong data into the system; overpaying some claims; and having almost zero accountability controls in place.

Other than that, everything was fine.

But that didn’t stop DEO’s executive director Jesse Panuccio from sitting on the scathing report for weeks until he could release it in a late Friday afternoon document dump in the vain hope no one would notice he oversees Tallahassee’s answer to a Third World bus system.

What do these two stories share? When Florida’s most vulnerable populations — its schoolchildren and the unemployed in dire need of assistance — turn to their state government for help, all they get in return is, “Error Message: Invalid Proper Value.”

http://www.tampabay.com/opinion/columns/ruth-the-real-error-message-on-floridas-computers/2220373

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Larry Grathwohl – An American Hero!

Mary Grabar, Ph.D. wrote this article. She was friends with Larry Grathwohl for years. She teaches English at the University of GA and has since 1993. She has also been writing about the ruination of our education system since 2006.  www.dissidentProf.com

Editor’s Note: Parents why aren’t you asking the question hoe Bill Ayers, his wife and friends – some of whom even went to jail – were so readily accepted into our education system? They have spewed their descent against this country and communistic theology for years through our college ssystem – hence where we are today.

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An Interview with Larry Garthwohl

If your church’s new pastor had a long and well-known history of atheism, contradicting church doctrine, or fire-bombing churches, would you trust him to serve the church community in good faith, and to do everything in his power to uphold the church’s principles and practices?  More to the point, would you continue to attend that church, and to take your children there?

If people dedicated to the complete destruction of the United States as a constitutional republic became power-players in the public school establishment, would you expect them to build an education system that fostered and preserved the tenets of republican citizenship as understood by America’s founders?  Would you continue to support the public schools, and send your children there?

For a hundred years, the main intellectual force behind America’s educational establishment has been John Dewey, a socialist and open critic of the Enlightenment, American individualism, and American constitutional government.  What kind of education system should people have expected Dewey and his admirers to promote?  Should anyone be surprised that the public school establishment built largely according to his theories has become an anti-American cesspool of collectivism, irrationalism, and immorality?

Today, the educational insanity has reached new heights.  The public school establishment has devolved from following the wisdom of men who hoped to remodel America in a Marxist image to following men who have actively sought to instigate violent revolution.  The church leadership, as it were, has devolved from atheists to fire-bombers.

Bill Ayers, a leader of the Weather Underground terrorist organization, became a “respected” professor of education — a teacher of teachers — and a leading theorist on early childhood education.  If you are one of those who wish to remain blissfully in the fog about this fact or its implications, you had better stop reading now.

Larry GrathwohlLarry Grathwohl was the military veteran who volunteered to infiltrate the Weather Underground as an FBI operative in 1969.  He is probably best-known for his firsthand account of a Weatherman meeting at which the organization’s leadership, including the future Professor Ayers, discussed the logistics of how, after the communist revolution they were trying to spearhead, they would murder the ten percent of the American population that would likely remain resistant to the communists’ re-education program.

Grathwohl was often been interviewed about that meeting and about his days among the Weather Underground (WU).  The focus of those interviews used to be on the radicals and their terrorist operations.  More recently, interviewers have turned to Grathwohl to help them highlight Barack Obama’s own radicalism, by reminding people of the true nature of the “guy in Obama’s neighborhood.”

Rather than retrace these (important) angles, I chose to tie Grathwohl’s knowledge of Ayers and the rest of the WU leadership to the issue of public education.  Alarming as it is that the president of the United States has, and has carefully concealed, a personal association with a lifelong revolutionary communist, I believe that even that pales in comparison with the mainstream influence and respectability that Ayers, and some of his old cohorts, have come to enjoy in the field of childhood education.  A president with Marxist inclinations and attitudes is a great threat.  Entire generations of children receiving their first years of moral and intellectual education at de facto Marxist re-education camps — that is a societal catastrophe.

Recently, I have been urging anyone who will listen to stop making excuses for allowing the government to continue controlling the education of their children, and to get any child under their influence out of the public education system now.  Stop rationalizing inaction: modern public education, as the few intelligent, noble, suffering teachers in the system can tell you, is a Dewey-rigged atrocity, a forced-retardation machine.  In America, that machine is now, increasingly, being reprogrammed as a direct socialist indoctrination system.  One of the leading programmers is Bill Ayers.

From my own interview experiences, I know that one often feels dissatisfied with one’s answers after the fact and wishes one could go back and refine one’s statements.  With this in mind, I conducted my interview with Larry Grathwohl in writing.  I sent him my questions, in the order presented here, and he answered at his leisure.  I trust that you will find his responses as bracing and thought-provoking as I do.

Daren Jonescu: From your time among the WU, what was your understanding of the relationship between the group’s members and the Cuban DGI?  Were they just basically admirers of Castro, or did the WU have some kind of genuine operational relationship with the DGI, KGB, or any such organization?

Larry Grathwohl: In my knowledge of the connections the WU maintained with the Cuban DGI and with other communist-bloc countries, it was extensive.  The WU created an organization called the Venceremos Brigade with the sole purpose of sending members of their underground cells to Cuba for training in the administrative functions of organizing a revolution, as well as being trained in the creation and the use of explosives.  The Venceremos Brigade itself was composed of young students who were sent to Cuba under the guise of being there to help harvest sugarcane, but included were members of the WU whose reason for being there was to receive this specialized training from the DGI.

Additionally, these trips to Cuba were utilized in order to maintain contacts with the North Vietnamese and other communist-bloc countries.  As an example, Kathy Boudin traveled extensively through the Eastern Bloc countries of that time frame and also attended the University of Moscow.

At one time it was intended for me to travel to Cuba for this indoctrination and training; however, I was able to convince the WU leadership that I didn’t require this kind of training, being that I had been in the U.S. military.  Therefore, my name was taken off the list, and someone else was sent in my place.  I did have the opportunity to meet and discuss their experiences in Cuba with some of the individuals who were part of the first Venceremos Brigade.

This connection between the Cubans and the WU was so extensive that in the event that an individual lost contact, they could go to a Cuban Embassy in Canada and simply tell them that they were (the first name didn’t matter) Delgado, which was a codename to be used to re-establish contact with the WU.  I also know of at least one incident where Bill Ayers and Naomi Jaffe traveled to Canada to make contact with the Cubans in the Québec Liberation Front in order to obtain funds in the amount of at least seven to ten thousand dollars.  They returned to Buffalo, New York, after having been gone for a day and a half, with this money.

I have no direct knowledge of how involved the KGB was in directing the DGI and therefore the effect it may have had on the WU.  However, it is my understanding from intelligence sources I have since come in contact with that the DGI was essentially run by the KGB.  Again, I have no direct knowledge of this, but it seems apparent from other information that I have seen and developed through the years that this was the relationship that existed between the Soviet Union and the Cubans.

DJ: Why exactly did the WU want to overthrow the U.S. government?  In favor of what?

LG: Specifically, the WU intended, as their ultimate goal, the total destruction of U.S. imperialism and of course our government.  They intended to replace our current government with what they referred to as “democratic centralism.”  They claimed that this was the current form of government of the Cuban islands, and this was what they intended to establish here in the United States.  Additionally, they felt that certain portions of the United States would be occupied by third-world countries after our destruction.  They estimated that 100 million citizens of the United States would have to be re-educated after the revolution had succeeded.

DJ: How would you answer people who say, “Oh, back then all the young people talked that way.  Kids do all kinds of crazy things that they regret later.”

LG: Yes, it is true that many people during that time spoke in extremely radical terms, especially regarding their government and what needed to take place in order to change what they saw as the evils of U.S. imperialism.  Most of these groups, however, believed in a nonviolent means of achieving these goals, and it was only the WU who felt that the only possible way of achieving this change was through violent revolution.  There are many who were part of this movement during this period of time who feel that the WU had undermined their activities and ultimately destroyed any possibility of their success.  This is one of the great criticisms that exists of the WU and their tactics during that period.

Bill Ayers and Bernadine Dorn, among others, claim today that they were merely an antiwar group, but this is not the truth.  In all of their writings and all of their political manifestoes, they made it very clear that they were a violent revolutionary organization inside the belly of the beast, as they called it, and that their purpose was the destruction of the U.S. and what they called U.S. imperialism.

DJ: For many people, the hardest part about accepting the true motives of subversives like the WU is that when we see them on TV, or read their later writings, they often just seem relatively “normal.”  It’s hard for people who think of “bad guys” in movie terms to accept that evil people really are “normal” for much of the day — they are human beings, after all, and therefore they do many of the same things we all do.

Please give me some insight into this issue: did the WU, even during those violent early days, sometimes seem like relatively normal people?  Could someone meeting them in a non-WU context see Bill Ayers or Mark Rudd as ordinary, or even likable?

Ayers 2LG: While there were some members of the WU that I took a personal liking to, I cannot say that of the individuals that I knew as members of the leadership collective.  This would have included people like Bill Ayers, Mark Rudd, Bernadine Dorn, Jeff Jones, and others. These people were absolutely vicious in their dedication to overthrow the government by any means necessary, including the use of bombs and shrapnel in order to create the greatest injury and death to people they deemed enemies.  There were some whom I knew as part of the operational personnel who were more to my liking, and the difficulty surrounding these individuals was knowing that I was betraying them and their friendship as I continued to pass information to the FBI.  So the answer to this question is yes, there were some who were relatively normal and therefore likable, but this did not include the leadership, which was extremely focused and intent upon destroying every remnant of democracy, including innocent bystanders who might unfortunately be in the way.

DJ: The quote for which you are probably best-known is your account of the WU leadership’s discussions of post-revolutionary “re-education camps in the southwest,” and of the likelihood that ten percent of the U.S. population, the “diehard capitalists,” would have to be killed.  I would like to focus on the “re-education camps.”  To the best of your knowledge, how did the WU conceive of these camps?

LG: [T]his conversation took place in Cleveland, Ohio, at a meeting for the organization to begin its underground activities, which included what they referred to as strategic sabotage.  Of course this meant bombing symbols of our government as well as individuals whose positions were meant to protect and defend.  The conversation involving the re-education camps and the elimination of approximately 25 million people began as a result of my inquiring as to what we (the WU) would do when and if our revolution succeeded and we were forced to deal with the everyday operations and logistics of running a country.  There was very little interest in what would need to be done in order to feed, house, clothe, and otherwise provide for the population.  The main focus was what had to be done in order to protect themselves from what they construed as the counterrevolution, which they expected to occur shortly after they had seized power.  Because of this it would be necessary to establish re-education centers in the Southwest with the purpose of indoctrinating people into the new order and beliefs of their revolution.  They estimated that 25% [of the camps’ 100 million occupants], or 25 million people, would not be able to assimilate or accommodate this re-education and therefore would have to be eliminated.  [T]hese individuals could be worked to death, starved to death, or shot, depending upon what works best for the revolution.

While I cannot remember everyone who attended this meeting, I do remember that Mark Rudd, Cathy Wilkerson, Bill Ayers, Linda Evans, and other members of the leadership were present.  The most remarkable thing that affected me at that time was the amount of education that these people had in comparison to myself and to the general population.  Many had graduated with postgraduate degrees from some of the most prestigious universities in the country, and here they sat in a room on a cloudy afternoon, seriously discussing not only the need, but the means to eliminate 25 million people, with absolutely no pangs of conscience or hesitation.

Author’s Note: I conclude Part 1 by emphasizing one aspect of Grathwohl’s last point here.  In noting their level of education, Grathwohl is reminding us of the WU leadership’s ages.  Ayers and Gilbert turned 25 the year Weatherman was formed; Dorn was 27, Boudin and Jaffe 26.  In 1980, when Ayers and Dorn finally surrendered to police — without apologies for their “underground” activities — they turned 36 and 38.  The following year, Boudin and Gilbert, aged 38 and 37, participated in a murderous Brinks armored car robbery with members of the Black Liberation Army.  The haze of distance is a convenience for those inclined to dismiss any relation between the WU’s “youthful” radicalism and their “mature” work in education and social justice — a convenient lie, that is.

Larry Grathwohl died July 18, 2013 in Cincinnati, Ohio

 

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THANK YOU! THANK YOU! THANK YOU!

AppreciationThank you to the readers of this blog and others around the country for applying the pressure on your Representatives and Senators regarding HR 5 – the ESEA Re-authorization bill which will bring our children Nationalized education.

But don’t stop!  Call all day and if they don’t get to the bill today all weekend. The object is to let them know WE know what they are doing to our children!

POLITICO Pro House leadership wrestles with No Child Left Behind votes

Read more: http://www.politico.com/story/2015/02/house-leadership-wrestles-with-no-child-left-behind-votes-115569.html#ixzz3SxT1iOsB


WHISTLEBLOWERWe know Parents like you have been blowing the Whistle and letting others know how bad this bill is for our Children’s futures and for the Country in general.

The legislators know this is not a “fast ride” to passage for them – Supporters of the bill are walking a thin line because of the voucher proposal using our tax dollars and applying the vouchers to private and parochial school. . House Education and the Workforce Chairman John Kline needed a bill that would pass the House with support from moderates, and has been clear in recent weeks that a bill with private school vouchers would not have the votes to pass the chamber.

To remind you JOHN KLINE knew what the objective was in regard to the CCSS and RTTT and wrote Arne Duncan a letter objecting to the actions and motives of Duncan and Obama.

And please remember, Conservativism is not a Party thing. It is the personal belief in true conservative morals and values for a strong America. We are working to bring our country back to where she used to be!

Read more: http://www.politico.com/story/2015/02/house-leadership-wrestles-with-no-child-left-behind-votes-115569.html#ixzz3SxTaq7OG

You are the Ones who truly care about your children and your country.

CALL! CALL! CALL! CALL! cALL1

Every Child Ready for College or Career Act of 2015 sponsored by Sen. Lamar Alexander. This bill amends No Child Left Behind which is theRe-authorization of the Elementary and Secondary Education Act of 1965 referred to as ESEA.

Pages 3-4 Local Education Area Grants for prevention and intervention of children and youth neglected, delinquent, or at risk.

Page 20 provide for individual students interpretive diagnostic reportsrefers back to accommodations for children with disabilities (page 21) (Link clause (ii) to Individual student interpretive diagnostic reports)

“produce individual student interpretive, descriptive, and diagnostic reports, consistent with clause (ii), that allow parents, teachers, and principals or other school leaders to understand and address the specific academic needs of students, and include information regarding achievement on assessments….”

Page 22 Clause (ii) -the results would reveal personally identifiable information about an individual student

Page 26 are adaptations for children necessary to meet state standardsand with disabilities and defined in IDEA, Individual with Disabilities Education Act.

Page 48 makes FERPA, Family Education Rights in Privacy Act, federal law, which would put Obama’s EO into law, that allows third party contractors to access personally identifiable information on student records and substantiates a longitudinal state data collection system.

Page 58 identifies eligible students in need of services using state standards, assessments and accountability systems and other indicators.

Page 67 refers to school lunch, Medicaid, SSI, Social Security insurance

Page 76 exemptions for schoolwide programs which are exempt from any statutory or regulatory law.

Page 80 children identified by the school as failing, or most at risk of failing, to meet the challenging State academic standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except children in preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures.

Page 90 refers to public choice in education with money that will “follow the child”

Page 92 refers to private school and public school equity funding

Page 96 refers to Title I funds that will follow the child (TITLE I FUNDS FOLLOW THE LOW-INCOME CHILD STATE OPTION.)

Page 97 is the identification of eligibility for funds to follow the child

Pages 97-98 private school choice to identify children who are enrolled in private schools

Page 98 is the application of participating children in private schools

Page 101 evaluate student assessment through performance on ASSESSMENTS and tests that are aligned to challenging state standards

Page 111 prevention and intervention of children who are at risk

Page 113 is referred to as specialized student support. See: defined on pages 353 and 354)

Page 114 “vocational” changed to “career” throughout the legislation

Pages 117-118 the Secretary of Education can propose regulations or alternate processes in any event of failure to reach consensus so the secretary can propose regulations that will go through the rulemaking process

Page 121 negotiated rulemaking; the specialized student support

Page 129 redo the teacher education to match state academic standards which Pennsylvania Department of Education has a contract with Pearson, in process of teacher certification toward standards

Page 131 performance pay for teachers and differential and bonus pay will be based on performance

Page 138 improving student behavior and the identification of early and appropriate intervention

Page 142 local education agencies can use funds to evaluate programs and activities and contract with for-profit, nonprofit, or higher Ed third-party contractors

Page140 RTI, Response to Intervention and PBIS, Positive Behavior Intervention, and supports aligns with children with disabilities

Page145 expands the school day and early morning and at night and on in the summer page

Pages 150-151 states or local education agencies can get technical assistance by third-party contractors or the IES, Institute of Education Sciences, this is an arm of the NCES, National Center for Education Statistics, that monitors the national center education statistics database

Page 153 the Secretary can grant waivers

Page 157 teacher pay will be based on measurable increase in student achievement

Page 193 school safety and promoting student physical and mental health well-being

Pages 194-195 school-based mental health services

Page 211 school based mental health services, implements schoolwide PBIS, Positive Behavior Intervention and supports in collaboration with IDEA, Individuals With Disabilities Act.

Page 213 third-party evaluators of supportive school environment for thephysical and mental health

Pages 218-266 increased charter schools and the financing of charter schools (this is a huge section on Charter Schools, funding, accountability, set up, etc.)

Page 224 the Secretary can make waivers for charter schools

Page 233 Charter schools must comply with all the requirements forIDEA, Individuals with Disabilities Education Act, referring to section 504, rehabilitation of “related services.”

Page 250 focus on rural schools being funded to come up to speed with all the accountability measures

Page 353 scientifically valid research defined in HeadStart. (the “Pyramid Model”)

Page 354 SPECIALIZED INSTRUCTIONAL SUPPORT PERSONNEL—The term ‘specialized instructional support personnel’ means school counselors, school social workers, school psychologists, and other qualified professional personnel involved in providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary services (including related services as that term is defined in section 602 of the Individuals with Disabilities Education Act) as part of a comprehensive program to meet student needs.

Page 356 is school district can request waivers from the Secretary which will waive any statutory or regulatory requirements

Page 370 third-party corporations contractors direct or can assign responsibility

Page 372 the use of IES, Institute of Education Sciences (which is the NCES,) National Center of Education Statistics, can conduct evaluations for experimental designs

Page 374 the IES, Institute of Education Sciences, NCES, National Center for Education Statistics will carry out all evaluations for Title I. (Title I will identify EVERY CHILD. This is the authority to begin the psychometric census that NAEP wants.)

Page 379 all references to medical records will be changed to health records

(HIPAA will not apply to education records, FERPA will.)

Thank You Thank You Thank You!

0

Time To Welcome the First Pride School Pre-K LGBT!

According to Centers for Disease Control’s National Health Information Survey, people claiming to be LGBTQ make up less than 5% of America. That’s a really small percentage. Since LGBTQ people are not able to reproduce naturally, they must either adopt or use a sperm donor to obtain a child. Once having procured the child, indoctrination must then begin if their ranks are ever going to grow. Now they say that they need their own school so training and indoctrination in the LGBTQ lifestyle will be seamless.

These poor kids will be relentlessly exposed to the queer lifestyle and bombarded with queer ideas and “values”. They won’t stand a chance. America in 2015 is a scary place, and getting more bizarre and fragmented with each passing day. Just wait until they add the “P” to the LGBTQ, and they absolutely will.

ATLANTA — Some Atlantans are joining forces trying to start a new private school where students from all walks of life — mainly those who are from gay, lesbian or transgender families can feel comfortable.

School organizers have already secured an in-town location but need more money to get the school off the ground. School organizers and others in the gay and lesbian community are trying to start Pride School Atlanta.

The very reason the Federal government has put out legislation for some much funding for the Pre-K education. The ESEA Re-Authorization bill HR 5 will further open this up presenting a Federalized Education system.

They say their mission is to provide a safe and fun place for students to learn while letting them be who they are.

“I want a place where queer and trans families can bring their kids and not have to worry about being the token lesbian family or the token gay family,” said Christian Zsilavetz. The married father of two says he will not stop until Pride School Atlanta is a reality.

Zsilavetz is joining forces with others in the community to form a private school where children can learn without fear of harassment because of who they are or where they came from.

“It’s an intentional safe space for kids for youth who want to learn and not have to worry about homophobic remarks every day,” he said.

Introduction

 

Kara Vona has been an educator for 15 years. She is heterosexual, married to a man and proud mother of a 5-month-old little girl. She says she has seen students who cannot learn because of their sexual orientation, and will do what she can to get Pride School Atlanta off the ground.

“It’s not going to make everything better for every kid everywhere,” she said. “This is a small school that’s going to serve a small community but it’s going to serve them really well.”

The school has a location at Rock Springs Presbyterian Church on Piedmont Road, but more funding is needed. They say they hope to keep tuition down to $12,000 per year per student.

School organizers hope to initially start Pride School Atlanta this fall with classes from Pre-K to 8th grade.

Pre-K to 8th grade.

I personally see this as an attempt to “train” our children into the “LGBT” lifestyle at an early age – which my earlier series  “De We Protect Our Children or Sexual Deviates” addresses. Our young babies, whether they have two Moms or two Dads should not have to be concerned with that as a “LGBT” issue.  If the LGBT community wants to stop harassment of the children, they should stop continually drawing attention to the fact that the children associated with a LGBT home life is different. It is YOU who are making them the targets!

Let them be children and will with ALL kinds of children – not their whole life surrounded in nothing but “LGBT”.

1

LOCAL SCHOOL BOARDS ARE BEING REPLACED, STRIPPED OF POWER Part 2

by Ann Herzer  May, 2013

Public schools are being closed in communities where they are most needed. In Arizona, the teachers in Charter Schools do not have to be certified. Federal, and State laws and regulations have been waived to serve the new “choice” schools, but these are subjects not being addressed by the vested interest.) Back to the list.

The Center on Education Reform is listed as a resource on the list. The contact person is Jeanne Allen, formerly with the Heritage Foundation. (Ed. Note: Jeanne Allen still heads this group and is now showing up at meetings sponsored by The Excellence Foundation, headed by former Governor of Florida, Jed Bush (brother to George W Bush, Jr.). They are now promoting “The Common Core Standards” and the performance-based test, aligned to the standards. The almost same identical legislation is appearing state by state and is in all probability written by the American Legislative Exchange Council (ALEC) or The Council for Foreign Relations (CFR) who have now joined with the right political organizations trying to convince citizens that our country is in danger of collapse due to children not being trained for the global workforce). The conference at Arizona State University lists the following:

The Board of Directors for The Center on Education Reform, listed as: William J Hume; G. Carl Ball; William J Bennett; John Chubb (Brooking Institute pushing Choice); Denis P. Doyle (on Design Team with Bennett); Pete du Pont (Hudson Institute); Chester E. Finn, Jr. (on the Modern Red Schoolhouse Design Team and the Edison Project and others). The Arizona Republic, our local newspaper noted:

On Wednesday, July 20, 1994, the Republican Candidate for State Superintendent of Public Instruction for Arizona, Lisa Graham, attended a fund raising event for her in Washington, D. C. at the home of Grover G. Norquist. She is being touted as the author of the “landmark Arizona Charter School Choice Plan” and Charter School Legislation. The following persons along with others are listed on the invitation:

Jeanne Allen; Congressman Dick Armey; Governor Pete du Pont; Jeff Flake (with the Goldwater Institute in Arizona, (now U. S. Senator from Arizona) working with the Morrison Institute to implement the plan). Sidney Hoff-Hay (with the Lincoln Caucus); Senator John McCain; Michael Sanera (Arizona Institute for Public Policy Research who hosted the Edison Project last year in Arizona—this institute and the Goldwater Institute are listed as Heritage Institute think-tanks. The Heritage Institute is established in 34 states, and Governor J. Fife Symington III. (Ed note: Lisa-Graham- now Keegan is closely associated with Charter Schools in Arizona and runs a company to train applicants. All living former State Superintendents of Public Instruction in Arizona are listed as now associated with charter schools. Their names may be checked on the web).

Several members involved in restructuring education are members of the elite and secret Council for National Policy. This council does not make its membership list available to the public. It was formed (so they say) to counter the left Council on Foreign Relations, but some of the members belong to the CFR. This CNP’s membership includes the leadership of almost all conservative and Christian leadership groups. What is the motive?

Could it be money? In an article written by David R. Sands, The Washington Times, April 12, 1988, titled “Powerful players get global bank off the ground.” Sands states:

“Organizers will soon be announcing the final details for the long-delayed ambitious international finance bank with headquarters in the District of Columbia….Credit International, which will offer exclusive upscale private banking services and U. S. real estate financing for foreign investors in addition to its trade financing operations, …Credit International and its holding company, Credit International Banc Shares Ltd., feature a high-powered group of organizing directors, headed by bank Chairman, Richard V. Allen, former national security advisor for President Reagan….Other board members include Dr. Edwin Feulner, president and chief executive of the Heritage Foundation….”

The Heritage Foundation has been promoting along with Willard W. Garvey (The Center for Privatization in Wichita, Kansas) privatizing government holdings. In a letter to President Ronald Reagan, April 6, 1984, Garvey states:

“Privatization is now ‘an idea whose time has come’. The knowledge, communication, and computer industry can make political representatives obsolete”. (Emphasis added).

Has it? The Heritage Foundation created the “Town-Hall-The Conservative Meeting Place” which has “Instant 24 Hour Communication and Interaction for Conservative Groups”, and it works with such groups as: “The Free Congress Foundation’s National Empowerment Television project; The Leadership Institute; Citizens Against Government Waste; Family Research Council; The State Policy Network of state-based think tanks; Intercollegiate Studies Institute and more”. (Heritage Publications 1993/1994, p. 12).

Former Secretary of Education named a study group to evaluate national student assessments. Some of those named include: Lamar Alexander; Hillary Rodham Clinton; Linda Darling-Hammond; John C. Este, Jr. (president, National Association of Independent Schools) which was involved with forming Ted Sizer’s Coalition of Essential Schools – Sizer’s group was named Project: Relearning and has been approved by the Governors and The Education Commission of the States for restructuring. His Atlas Communities is also one of NASDC’s Design Teams; Bill Honig (former state superintendent of public instruction, Calf.) (Education Daily, May 15, 1986, p. 2).

William Bennett also funded Mastery Learning projects while he was Secretary of USDOE. (Transforming American Education: Reducing the Risk To The Nation, A Report to the Secretary of Education United States Dept. of Education, The National Task Force on Educational Technology, April, 1986). (See my article “Our Children: The Drones” for further information on Mastery Learning; posted on NewsWithViews).

In the same Education Daily edition listed above, it states:

“Bennett includes ‘Character’ projects in diffusion network priorities.” (Ed. Note: Mastery Learning is based on behavioral psychology and both ML and Character educations programs raised an outrage from parents and many teachers, so the name was changed to Outcome Based Education to try and fool the public).

The National Diffusion Network was established to promote government programs into the schools across America. The decline of public education can be traced directly to these programs. At no time, has any organization or group promoting Goals 2000 ever discussed the destructive behavior modification and inferior programs that have been used on teachers and students for more than three decades. I accuse the federal government, left and right wing foundations, and groups of deliberately trying to destroy public education in the United States. (Were these destructive programs deliberately created to help destroy public education so the profit motive” privateers” could take over and implement the global economy?)

I accuse these same groups and persons of developing mind-bending destructive Sex Education, Character Education, Self-esteem, and Skinnerian Behavior Modification programs to destroy the culture and youth of our county. Why has this been done? So they may control and develop the “human resources” (the workers and the clones) to carry out their deceptive plan of total control not only of human resources but all resources in the world.

These movers and shapers are outside the mainstream of American culture and political thought in this country, and most others where this one-world system is being implemented. Are some of the persons involved innocent victims of NTL change agents? Are some political and power hungry opportunists? Are some money hungry parasites that live off federal and foundation grants? Whatever the reason, this plan must be stopped immediately by the people. (The Common Core Standards is the final nail in the coffin. Obama’s Race To The Top was started decades ago).

Every person has been given free-will to choose right from wrong. We are at the point in history where we must choose, and we must take a stand against this totalitarian plan which will lead not only the United States of America but other citizens of the world into slavery. (Ed. Note: The behavioral psychologist does not believe in free-will. They look upon mankind as a machine to be shaped and molded into whatever they desire. Children are now called “human capitol” and “human resources” to be trained in our schools for the planned global economy using behavioral psychology).

Citizens must know the enemy, and the enemy is coming from both the right and left political and economic groups. The radical right and the radical left have met in mid-center. (Ed. Note: The following names are from my old article and list, but some remain and some have changed – the objectives remain the same).

Chester Finn, Jr., obtained a federal grant to establish the Educational Excellence Network. In a recent publication by the Hudson Institute, it lists the membership in “A report by the Educational Excellence Network and its Education Policy Committee.” The Education Policy Committee members are:

“Chester Finn, Jr., Diane Ravitch, Co-Chairs; Joseph Adelson, Professor of Psychology, University of Michigan; Lamar Alexander, Former U. S. Secretary of Education, Senior Fellow, Hudson Institute; Jeanne Allen, President, Center for Education Reform, Leslye Arsht, President, Goals 2000 Coalition; Stephen H. Balch, President and Executive Director, National Association of Scholars. (Ed. Note: Diane Ravitch has since pulled out of the group and is working against the group on her blog and in her book, The Death and Life of the Great AMERICAN School System, c 2010. Many concerned educators and citizens are now found on the computer working in opposition to this plan). Back to the list.

Jim Benchivenga, President, Hull Council for Business and Cultural Development; William J Bennett, Former U. S. Secretary of Education; Co-Director of Empower America; Clint Bolick, Vice President and Director of Litigation, Institute of Justice; Samuel Brunelli, Executive Director, American Legislative Exchange Council; Linda Chavez, John M. Olin Fellow, Center for the New American Community, Manhattan Institute; Saul Copperman, President, Ready Foundation (formerly with the Business Round-Table-ed).

Ramon Cortines, Chancellor, New York City Public Schools; Edwin Delattre, Dean of the School of Education, Boston, University; John Fund, Editorial Page Writer, The Wall Street Journal; Nathan Glazer, Professor Education and Sociology Emeritus, Harvard University; Stephen Goldsmith, Mayor, Indianapolis, Indiana; Joan Grady, Senior Program Director, Mid-Continent Regional Educational Laboratory (Federal Lab. – ed). Bill Honig, Professor, School of Education, San Francisco State University ; Wade F. Horn, Director Chairman of the Board, Basic America, Inc.; David Kearns, Chairman, New American Schools Development Corporation (See Education for All above).

Patrick J. Delcher, Jr. President, TEACH America; Leo Klagholz, Commissioner, New Jersey State Department of Education; Bryon S. Lamm, Executive Director, State Policy Network; Rick C. Lavis, former Co-Chairman, Arizona Business Leaders for Education (ABLE see above). Ron Melnick, Director, Morrison Institute for Public Policy, Arizona, (Morrison Institute on NASDC’s Design Team); William Moloney, Supt., Calvery Co., Public Schools, Maryland; John Murphy, Supt., Charlotte-Mecklenburg Schools, North Carolina.

Grover Norquist, President, America for Tax Reform (see fund raising event for Lisa Graham, Arizona, above.) ;Joseph Murphy, Dept. and Chair of Education, Vanderbilt University, Nashville, TN; Paul H. O’Neill, Chairman and CEO, Aluminum Co. of America; Lawrence C. Patrick, Jr., Member of the Detroit Board of Education: Partner, Jaffe, Raitt, Heuer and Weisll; Mitchell B. Pearlstein, President, Center of the American Experiment; Elizabeth Rohatyn, Vice President, Felix and Elizabeth Rohatyn Foundation; Ted Sanders, Supt. Of Public Instruction, state of Ohio; Bret Schundler, Mayor, Jersey City, NJ; Donald M Stewart, President, The College Board; Abigail Thernstrom, Adjunct Professor, School of Education, Boston, University; Herbert J. Walberg, Research Professor of Education, University at Chicago; Robert L.Woodson, President, National Center for Neighborhood Enterprise.

Three persons did not concur with the substance of this report: Leslye Arsht, Donald M. Stewart and Bill Honig. (Emphasis added – ed).

In the Teachers’ Guide, Feb., 1993 for Whittle Educational Network News and Programming, i. e. Channel I (Connected with Edison Project) – listed for Friday, Feb. 26 “The Educators’ Channel” titled And Learning For All: National Town Meeting of Education, (Program source: Pacific Mountain Network, with underwriting provided by the U. S. Department of Education’s Office of Educational Research and Improvement, and by United Airlines, p. 15).

In their Teachers’ Guide, Dec. 1992, p. 7, they list as “Partners in the “….And Learning for All” project include Pacific Mountain Regional Educational Laboratory, Western Cooperative for Educational Telecommunications, PBS station KRMA-TV, Mind Extension University, Colorado 2000 Communities, and the National School Public Relations Association.”

While good parents and American citizens are stripped of their salaries with high government taxation, and plead with their representatives and school officials not to implement Outcome Based Education (which is the systematic control system being used to change everything in our country), the federal government promotes its destructive plan through private groups like Whittle and others. The American people are being asked to pay for their own destruction and it is coming from the now radical center of both major political parties.  Part 1

Flag Divider

During her teaching career, Ann taught all grade levels, (K-College in reading) as well as all ability level students including gifted, and non-English speaking. In 1982, she was the Republican candidate for State Superintendent of Public Instruction for Arizona; ran again in 1986, the primary purpose was to expose the experimental programs being used on teachers and children, especially ECRI (Exemplary Center for Reading Instruction) and others. She pushed for a Congressional investigation on ECRI and other programs, but it never happened. People contacted her regarding ECRI and the harmful effects on children who were having difficult problems due to the stress from ECRI. All of this went to Congress and the DOE. The DOE lied about the method and denied that children were timed with stopwatches even after Ann sent them documented pod materials from their manuals. A large effort has been made to cover up ECRI and other similar programs destroying our children.

Ann’s education research articles have been published in the Wisconsin Report, Charlotte Iserbyt’s books; The Deliberate Dumbing Down of America, and Back to Basics Reform, the Barbara Morris Report, and countless newspapers and magazines. She also contributed data to Rev. James Patrick’s “Research Manual, America 2000/Goals 2000 – Moving the Nation Educationally to a ‘New World Order’.”

At the request of concerned parents, Ann spoke in several states against America and Goals 2000 and helped organize the Southwestern USA to work against the Soviet/Carnegie/American agreement… through the “National Citizen’s Alliance.” She is a member of the National Society of the Daughters of the American Revolution with eight proven Revolutionary Patriots, one of whom served at Valley Forge with Gen. Geo. Washington. Ann continues to do research exposing the destruction of our once excellent academic education.

1

Local School Boards Are Being Replaced, Stripped of Power Part 1

Ann Herzer   May 2013

Dr. Shirley McCune, senior director of the federally funded Mid-Continent Regional Education Laboratory was involved in a planning workshop in Millard, Nebraska, July 21, 1983. She presented a plan for systematic change for our total society. One paper stated that we are moving from “party politics” to “policies of the radical center.” The radical right and the radical left appear to have met in mid-center on several issues: Goals 2000; School-to-Work; NAFTA and GATT.

The New American Schools Development Corporation’s radical design teams have been selected to “break the mold” away from basic-traditional education in order to train children for the global workforce. Privatizing education through Charter Schools allows these radical design teams, and other private entities such as The Edison Project, Educational Alternatives, Inc., and Disney World (Mickey Mouse Schools) to rob American citizens of their own tax-supported schools. This plan is being supported by both the right-wing and the left-wing political groups who appear to have met in the radical mid-center on education, social control and a global economy.

Dr. Shirley McCune appears with former Secretary of Education Lamar Alexander at the Kansas Governor’s Summit on Education in 1989. She made the following statement:

“…what we are into is a total restructuring of the society. What is happening in America today…is not simply a change4 situation and the usual winds of change. What it amounts to is a total transformation of our society…The whole ball game in this particular change society is that there are only two things that really matter. One of those is the information capital that we can put together…Secondly, to produce Human Capital…we have to prepare students not for today’s society, but for a society that’s 20, 30, 40, 50 years down the road…That’s called Social Change Function of schools.”

Lamar Alexander (now United States Senator from Tennessee) on “The New American School,” said at the Kansas Governor’s Education Summit:

Such a school would probably start with babies and go through the eighth grade. It would be all year-long. It would be open 6 a.m. to 6 p.m. Every child would have his or her own computer and work-station. Every child would have a team of teachers that would stay with that child until graduation. These schools would ‘serve children from age three months old to age 18′ and they would serve as a ‘one-stop shopping’ center for welfare services ranging from family planning, health care, and other social services. Legislation should ‘assure that all women have access to affordable, high quality parental care and that all infants and children have access to affordable, high quality comprehensive health care'”.

The health care plan for children and families may be found in Beyond Rhetoric, “Final Report of the National Commission on Children” that was established by Public Law 100-203. This bipartisan body was composed of 34 members appointed by the President, the President pro tempore of the U. S. Senate, and the Speaker of the U. S. House of Representatives. The Chairman was Hon. John D. Rockefeller IV and some of the other members were: Hon. Bill Clinton, Mary Hattwood Futrell (former President of NEA), and Hon. Bill Honing (former Commissioner of Education for California), and others active in restructuring education.

This Panel had several meetings and field activities around the country. Several of the participants are involved in NASDC’s radical design teams. One meeting titled “How Children Develop Values” list John H. Buchanan, Jr., Chairman, People for the American Way, and Phyllis Schlafly founder and President of Eagle Forum and others.

One meeting titled Building a Productive Labor Force, lists Marc S. Tucker, President, National Center on Education and the Economy. (Carnegie Foundation etc.). Tucker has been one of the strongest advocates for restructuring education. (Ed. Note: He still is, and his Letter to Hillary Clinton was placed in the Congressional Record, and is posted on the web).

Appendix F: Corporate Advisory Board Members lists several interesting people who have been actively involved in restructuring. Of particular interest are Steven J. Ross, Chairman and Co-Chief Executive Officer, Time Warner, Inc., who through The Edison Project, intends to run public schools for profit. (Ed. Note: The Edison Project was under the direction of Chester Finn, Jr., who is involved with the Fordham Foundation, the think-tank for the right wing political groups).

The first plan for educational restructuring that I saw was a proposal by The National Council for Better Education-a project of National Conservative Foundation in 1983. This group proposed enterprise zones and defined the zones as a …”district independent of state and federal interference, regulations and control”. The Charter Schools bill in Arizona allows the Charter Schools to be legally autonomous if sponsored by the two state boards of education. With the U. S. Secretary of Education’s approval and other Federal Agencies, the schools are allowed to waive all Federal, State and Local laws, rules and regulations except …”civil rights, audit and student assessments, special education and insurance.” (Ed. Note: See Title 15 under Arizona Laws, posted on the web, under School Improvement Act).

The National Council for Better Education proposed that Chicago Mastery Learning be used as the method and that the children be trained according to whatever the market demands …”whether that be liberal arts, fine arts, or vocational education.” They further proposed that:

“Each zone will be funded from federal and state money given directly to the zone with no strings attached—sort of a mega-block grant)”.

Some Charter Schools legislation has limited restrictions for local and community input (the same as the Federal: Goals 2000), but Arizona’s law does not address this issue. The Morrison Institute that is on one of NASDC’s design teams states:

“Support needed from Teacher/Staff/Parents for School Conversion…not addressed in legislation”.

They do have to have the local schools boards’ approval to establish a Charter School on public school property, but the State is busy looking for empty rooms and buildings to fulfill this endeavor.

The second time I saw this proposal was by the Phoenix Futures Forum which later joined with the Urban League. Their paper is titled Strategies to Prepare Phoenix for the Year 2015, and is dated October, 1989.

The third time I saw this proposal was from the Arizona Business Leadership for Education (ABLE) that formed a committee in June, 1990. Their proposal was titled Better Schools for Arizona.

The next proposal was done by the Governor’s Task Force on Educational Reform which convened in May, 1991.

The American 2000 proposal was supposed to have been developed when President Bush and the Governors met in Charlottesville, Virginia, September, 1989. After William Clinton became President the title was changed to Goals 2000. (Ed. Note: President George W Bush called it No Child Left Behind and President Obama calls his version Race to the Top most probably changed to make opposition think that the “thing” had gone away. This is what has happened with the method of “Mastery Learning” noted before; it changed to Direct Instruction, Outcome Based Education, Performance Based Education and now Core Standards etc., etc.).

This proposal may also be found in literature published by the United Nations. The World Conference on Education for All was held in Jomtien, Thailand, March 5-9, 1990.

On October 30 – November 1, 1991, in Alexandria, VA. The United States Coalition for Education for All met. The title for this meeting was Learning for All: Bridging Domestic and International Education. The purpose follows:

“The U. S. Coalition for Education for All is part of a 156-nation network working to reform education worldwide.

Barbara Bush was the Honorary Chair of this meeting and the Keynote Speakers were David Kearns—Deputy Secretary, U. S. Department of Education (former CEO Xerox Corporation and, Xerox is mentioned in one of the design teams); Al Shanker, President, American Federation of Teachers; Elena Lenskaya, Deputy Minister of Education, Republic of Russia; James Grant, Executive Director, UNICEF. This is a one-world plan. Every citizen will be tracked for conformity.

The National Center for Education Statistics has a computer tracking system for public, home school, and private schools which tracks every family in the United States. While it gives lip-service to the Privacy Act of 1974, the exemptions are so broad almost anyone can access the records. (See related article). It is easy to track the resistors in a community with this instant retrieval system. (Ed. Note: A Student Data Handbook: Elementary, Secondary and Early Childhood Education, was published July, 1994, U. S. Department of Education; Office of Educational Research and Improvement, NSCES 94-303 also see the SpeedeExpress that has over 400 identifiers including birthmarks, eye color, baptismal name, nickname, etc. etc. etc.)

The National Educational Goals Panel, an appointed political group, formed to track compliance to Goals 2000 and the School-to-Work program (i. e. report-cards) issued a Community Action Kit telling the proponents exactly how to manipulate and brainwash the citizens into compliance. While most of the “free-press” continues to propagandize and mislead the people about the intent of restructuring, a great newspaper reporter, Robert Holland with Richmond Times Dispatch continues to expose this one-world travesty to his readers. He sent Secretary of Education, Richard Riley a memo regarding the Community Action Kit.

Holland quoted the kit as saying: “Only by changing the attitudes and behavior of community members will it be possible to reach the National Education Goals.”….isn’t such a government directed propaganda campaign unprecedented in America’s history?” Mr. Holland quotes some of the topics in the kit which tells how to identify “Allies and Opponents: avoid the term Outcome-Based Education; Choosing a Facilitator” all designed to lead to group-think or conformity. (Ed. Note: The tool used is known as the Delphi technique; the facilitator insures everyone in the group that a consensus has been reached, and none dare question the “group”. The opposition is silenced, if there is any, through lies, smears, labeled conspiracy kooks and you name it. I always advise citizens to never join a group with a facilitator. Several years ago, I attended an Arizona Senate Education hearing, and my district Senator chaired the meeting and in his opening statement said: “We are here to reach a consensus.” I sat in the front row and taped the hearing, and he said to me: “Ann, you are not taping this are you?” and I replied: “Yes, and taking good notes in case my battery runs out”.

I was a precinct captain in our district and helped to get this man elected. Since when in a democratic society, do people have to reach a consensus? So, tape their hearing if you can get in; many appointed groups are closed to the public or the legislators shift the hearing around until one is unable to follow the time and place. Another old trick is to change or postpone the hearing at the last minute, or never call the opposition to testify, even if one signs up. In Arizona the Legislators have devised a sneaky way of slipping an opposed bill under the door. They “strike-all” from a worthless bill, and then attached the opposed legislation to it. Representative government and dishonesty becomes questionable under such tactics).

Apparently the United States views the citizens as tools to be manipulated in order to implement the prearranged United Nations plan. Included in a packet of materials I received from a concerned citizen was a statement from Minnesota to Mr. Holland. It reads:

“I am appalled that my government is running propaganda campaigns among the citizenry reminiscent of Chairman Mao’s many political campaigns in Communist China.”

This comes as no surprise to the author who has been researching and following educational restructuring for twenty-five years. The Education for All “Today”, Issue 2, Jan. – March, 1993 in its Innovation Corner is titled “Overcoming Resistance and Facilitating Change: The NTL Institute’s Approach.”

The National Training Laboratory Institute (NTL) was affiliated with the National Education Association (NEA) from 1947 to 1967. The purpose is stated in this newsletter as follows:

“Dedicated to developing and applying scientific methods to behavior modification, the Institute facilitates productive change at the individual, social, organizational and macro-system levels.”

The Institute has facilitated change with all elements of society throughout the world: clergy, business, labor, legislators, Governors, Congress, school administrators and teachers etc. Apparently, they have been successful with the masses. Only a few resistors remain, especially since the “conservative right-wing” political and religious leaders have convinced their membership that Choice and Charter Schools will eliminate NEA and government control of schools. This is a lie! One only has to read the Federal and States Educational Restructuring Plans for confirmation of this fact. Private and public schools including home schools will be chartered and controlled with government money. (Ed. Note: Vouchers are the carrot and stick being used for naïve private, religious and home schools across the USA. The citizens public schools are being taken over by private groups, foundations, foreign persons, and are being are run for profit one way or another, either through management companies, computer companies or nepotism).

Local school boards are being replaced or stripped of power. Representative government is becoming obsolete. Appointed councils now are taking the place of elected representatives in all endeavors across the USA. “No Child Will Be Left Behind”. All children are to be trained for the global one-world planned workforce using the scientific method of behavioral psychology now attached to computer software. Citizen owned property is now being sold and some leased back. The current governor sold our State Capitol, House and Senate buildings to a private group. Unless we pay off the loan in twenty years, the private investment company will own the citizens property. We are now leasing this property back that was completely debt free. I could find nothing in our Constitution that allows this. The same people are working hard to privatize public schools).

The radical right and the radical left have met in mid-center on restructuring education along with NAFTA, The Crime Bill, and last but not least we can expect to see the finalization of the plan through GATT (World Trade Organization). Who are they? (Now in place).

A meeting was held at Arizona State University, Saturday, October 22, 1994 and a “Charter School Chronicle Resource List” was handed out to the participants. This paper lists both right-wing and left-wing political groups who are supporting Charter School. For example: the American Federation of Teachers (AFT); The National Education Association (NEA); Education Commission of the States (the ECS formed Regional Government and placed each state in a Federal Educational Laboratory); The Heritage Foundation: National Association of Charter Schools, Inc.; The Morrison Institute (on NASDC Design teams); Office of Senator Dave Durenberger; National Council of State Legislatures; Hudson Institute (NASDC’s Modern Red Schoolhouse with William Bennett (former Secretary of USDOE); Chester Finn, Jr. who is with the Edison Project and runs Charter schools for profit…now with the Fordham Institute who cranks out propaganda in support of privatizing public education ( Finn was formerly with USDOE); National Governors’ Association and others. (Ed. Note: Now the privateers, computer companies and vested interest hope to fire competent teachers and replace them with unproven computer software. This will be done through performance-based evaluations tied to student outcomes that have been manipulated for years to serve the vested interest of a few. The leadership of the two major teacher unions AFT and NEA has sold out to the enemies of the teachers and our most precious heritage, our children. While the leadership gives lip service to the hard-working teachers, taking their money through dues, our good, highest qualified teachers are being fired or put in holding-rooms and replaced with Teach For America non-qualified teachers – one can assume to plug the children into the computer). Part 2

Flag Divider

During her teaching career, Ann taught all grade levels, (K-College in reading) as well as all ability level students including gifted, and non-English speaking. In 1982, she was the Republican candidate for State Superintendent of Public Instruction for Arizona; ran again in 1986, the primary purpose was to expose the experimental programs being used on teachers and children, especially ECRI (Exemplary Center for Reading Instruction) and others. She pushed for a Congressional investigation on ECRI and other programs, but it never happened. People contacted her regarding ECRI and the harmful effects on children who were having difficult problems due to the stress from ECRI. All of this went to Congress and the DOE. The DOE lied about the method and denied that children were timed with stopwatches even after Ann sent them documented pod materials from their manuals. A large effort has been made to cover up ECRI and other similar programs destroying our children.

Ann’s education research articles have been published in the Wisconsin Report, Charlotte Iserbyt’s books; The Deliberate Dumbing Down of America, and Back to Basics Reform, the Barbara Morris Report, and countless newspapers and magazines. She also contributed data to Rev. James Patrick’s “Research Manual, America 2000/Goals 2000 – Moving the Nation Educationally to a ‘New World Order’.”

At the request of concerned parents, Ann spoke in several states against America and Goals 2000 and helped organize the Southwestern USA to work against the Soviet/Carnegie/American agreement… through the “National Citizen’s Alliance.” She is a member of the National Society of the Daughters of the American Revolution with eight proven Revolutionary Patriots, one of whom served at Valley Forge with Gen. Geo. Washington. Ann continues to do research exposing the destruction of our once excellent academic education.