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School Choice: The Hidden Dangers! Must Be Watched Videos!

It is essential that parents and parents-to-be fully understand what is happening in our education system and to fully understand what “School Choice” means to them and their children. When every education system offered (public, charter, voucher private/religious) must be aligned to a certain set of standards, that is NOT a choice.

Again I want to remind you this slow shift in the control of your children through their education has been around for over 100 years. This is not a PARTY “D” or “R” thing, both are involved. What you are seeing is a “pass of control” if you will, from the “unions to the corporate” cronies or from one group of “bad guys” to another group of “bad guys”. Understand none of them are your friends.

This is “SKILLS-BASED EDUCATION”! So you ask what is the difference between skill-based education and knowledge based education.

SKILL-BASED:  This form of education is more about teaching our children “WHAT” to think and it centers around developing and applying specific skills that can then be used to obtain the required knowledge for the workforce. From a teacher’s point of view, it changes the way lesson planning is done. Whereas before the focus would have been on how they could teach the class about a certain topic, skills-based learning means that the focus is now on how that topic can help the children to develop and learn certain skills. In other words, “dumbed down education” and this is where you get 2+2=5 or whatever a child wants. The goal is for the child to be able to justify their anser not so much as if it is correct.

ACADEMIC/KNOWLEDGE BASED:  Teaches a child “HOW” to think and to build upon the knowledge that the pupil already has. There are clear learning objectives set out which link to the activity undertaken, helping the child to see how their existing knowledge will help them to complete the task. For teachers this can mean having more one on one time with pupils to talk through how they are finding the task/subject and giving any additional help they may need. This can seem time-consuming but it will ensure that all pupils are engaged and learning during the lessons and that they will all succeed.

These videos will show you and go into more detail about behind the “double-speak” words which are being used in regard to education/school choice:

PRIVATIZATION:

Understood Meaning:  Allowing a true and free market to work i.e., private schools

Hidden Meaning:  Cronyism in the form of Public-Private Partnerships

SCHOOL CHOICE:

Understood Meaning:  A parent can choose from a wide range of different schools and options

Hidden Meaning:  Parent’s can choose from a narrow range of schools deemed acceptable by the government with no real choice

EDUCATIONAL SAVINGS ACCOUNTS:

Understood Meaning:  A tax-free savings account into which parents may place their own earnings to use for the education options they choose from for their children

Hidden Meaning:  Entitlement programs in the form of vouchers subject to total government control

ACCOUNTABILITY:

Understood Meaning:  That the system (teachers, school boards & government) are answerable to parents & taxpayers

Hidden Meaning:  Answerable to your State and through the ESEA Federal government bureaucracy

LOCAL CONTROL:

Understood Meaning:  Local school districts are setting policy

Hidden Meaning:  The state determines a narrow range in which school districts may have a narrow range of pre-selected options

COMPETENCY:

Understood Definition:  Proficiency in an academic area

Hidden Definition:  Skills-based emotional and psychological training to be used in industry (utilitarian)

“Educating” the Workforce:  The Lie we’ve Unwittingly Embraced:

Part 1   Part 2   Part 3   Part 4

Keep in mind that foundations like the Bill & Melinda Gates Foundation, Walmart Family Foundation, ALEC, and others have invested deeply and supported BOTH Common Core and Choice/Vouchers.

Example: Education legislation just passed yesterday by Florida includes:

Praises from Jeb Bush and his lapdogs; critics are referring to it as manipulative and detrimental to traditional public schools;  the 278-page bill eliminates a section of Florida’s often-criticized, 2011 teacher merit-pay law; changes standardized testing rules; mandates 20 minutes of recess for elementary school children (exempting charter schools); expands a controversial teacher bonus program and provides new bonuses for most teachers for the next three years.

It also provides financial incentives for successful charter schools to open in neighborhoods with struggling traditional public schools and demands that school districts share some tax money with charters.

Gov. Scott’s $82.4 billion budget is a less than 1% increase from the current year. It includes $20.4 billion for PreK-12 schools, or $7,221 per student, about a $25 increase on the current year, the smallest jump since Florida began to climb out of the recession. House Speaker Corcoran’s push to use $200 million to entice charter schools to compete with chronically failing public schools and another $200 million to pay teachers bonuses based on SAT scores made the cut. (Keep in mind NO ONE will answer a question about the fraud and corruption going on within the Charter school system, not even if any of the money is being paid back or if anyone is going to jail.)There was a great deal of conversation surrounding transparency regarding the closed-door negotiations. But then the lack of transparency in Florida is nothing new since our legislature has for several years received a D or F in that area.

When called on the closed-door meetings, House Speaker Coocoran stated, “Under Article III (of the state Constitution), we have that right, and I’ve said it to you guys from the beginning: One of my biggest criticisms coming in as speaker was, we’re the body closest to the people, the Legislature. And what we’re going to do is, we’re going to go out there and we’re going to grab that authority.” Whew, he certainly sees himself as important. They change everything else in the Constitution, why never the bad things?

Lawmakers also approved legislation on Friday that would increase funding available to students under the state’s de facto voucher program and strengthen protections for expressions of religion in public schools.

Again all this entitlement and lack of oversight in regard to Charter schools with our legislators owning or being associated with Charter schools and at the same time writing and voting on Charter school legislation.

Our State colleges also took a $30.2 million cut, but then the amount being paid to college professors is enough to blow a person’s mind. The amount of debt our children graduate from college with is inexcusable. Take UCF, now the largest college in the country just gave their coach Scott Frost a 300,000 annual raise. The American Athletic Conference coach now earns $2 million per year after one season on the job.

 

This forward movement to control our children through education is controlling every aspect of government at this time. Parents was to fix it is to STOP re-electing these same old pieces of legislature bull and get some new blood in and if they defy us, then move them out too. They are re-call measures you know!

 

 

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If A High School Paper Staff Could Smell Something Rotten, Why Can’t We?

“How many parents … send their children to school so central planners can mold them into functionally illiterate cogs in a centrally planned machine, having just enough knowledge to do their preassigned task? How will such cogs be able to think critically, much less sustain liberty and the American experiment? The short answer is that they will not – and that is the point. Samuel Blumenfeld and Alex Newman

“Crimes of the Educators – How Utopians are using government schools to destroy America’s children”

I have in the past brought up the topic of how parents are not allowed to know anything about their children’s teachers or principals, but they can know everything about you and your family.

Under Obama’s Federal Education Dept. and the Common Core Data Mining intrusion, teachers were encouraged to ask their students personal family questions to be reported in the children’s files.

  • Do your Mom and Dad Fight?
  • Do you go to church and where?
  • Does your Dad/Mom have a gun?
  • Do your parents fight?

Thankfully a small Kansas High School newspaper staff felt there was something very wrong about their new principal’s credentials. The students first began by checking on her credentials and they found several discrepancies. Amy Robertson, the newly hired principal had stated she had attended a private university, Corllins University, where she received her master’s and doctorate degrees years ago. The students found the university’s website didn’t work and they could find no evidence it was an accredited university.

Things began to heat up when the students published an article in the school paper questioning the legitimacy of the principal’s degrees and her supposed work as an education consultant. The following Tuesday Robertson resigned.

A very important question here is why the hiring school board had not already done this work?

Robertson’s resignation thrust the students into the state and national news,  with professional journalists nationwide applauding the students for asking tough questions and prompting a change in their administration.

The student’s newspaper advisor Emily Smith said people were telling them to “stop poking your nose where it doesn’t belong”, but Smith went on to say the students were at a loss that it was so easy for them to see what was just waiting for the adults to see.

In their article, a team of six students — five juniors and one senior — revealed that Corllins had been portrayed in a number of articles as a diploma mill, a place where people can buy a degree, diploma or certificates. Corllins is not accredited by the U.S. Department of Education, the students reported. The Better Business Bureau’s website says Corllins’s physical address is unknown and the school isn’t a BBB-accredited institution.

Connor Balthazor, 17 said, “All of this was completely overlooked. All of the shining reviews did not have these crucial pieces of information … you would expect your authority figures to find this.”

In putting the frosting on the cake, Robertson had been living in Dubai for more than 20 years before being hired as the school’s principal. Robertson had also stated before being hired that all three of her degrees had been “authenticated by the U.S. government.”

Watch their video –

Rare occurrence? Sorry, I am afraid not! Teachers around the country are presenting their personal and social agenda’s to your children and telling them to NOT tell their parents and seeking jobs in charter schools where it is much easier to get a job if you are uncertified.

We have schools/leadership training all across this country for LGBTQ, Social Justice, Tolerance, Diversity, Equity and Justice and with some teachers, it sits at the head of their classrooms every day of the week.

kevin jennings

GLSEN

Did you all forget Obama’s appointment of the country’s first “Safe Schools Czar” Kevin Jennings, a full-fledged GLSEN man – a man known in gay circles for his close proximity to children? No one is saying he is a pedophile, but I have always believed his work was to indoctrinate and recruit young children to “believe” they were gay.

Recently the news broke, that FACULTY members of a charter school in Sandpoint, Idaho were recruiting students to join a “secret gay club”, concealing their activism from parents.

Mary Jensen, the principal of Forrest M. Bird Charter School, colluded with community activists to establish a Gay-Straight Alliance (GSA) club at Sandpoint Jr. High School and admitted they acted under secrecy,

“We’re keeping it kind of on the down low because this is North Idaho,” Jensen said in a recording obtained by the nonprofit legal organization. “Kids who wanted to participate in the club did not necessarily want their parents to know.”

School employees even went so far as to hold off-campus meetings with potential GSA students at a local library, without parental consent or involvement.

The club came to light when Jensen, along with staff members Michael Bigley and Becky Campbell, invited a student to participate in the club. When the student’s parents found out, they made it clear to the school’s administration they did not want their child involved. The school ignored the parents’ wishes and continued to send the student to GSA meetings during school hours, and on school property.

What is happening in your schools?

  • A Hillsborough County Public School teacher in Tampa, FL who just happens to be lesbian tried to ban students from wearing crosses to school because she views them as “gang symbols” and blatantly promotes a pro-LGBT agenda,” reportedly retweeted during the school day “favorite queer web series for kids”. The teacher is also a member of the Gay, Lesbian and Straight Education Network’s Leadership Institute (GLSEN).
  • Further, she put LGBT stickers on the notebooks her class uses. Her lesbian partner, also a teacher, “dressed as a nun for a school spirit week, complete with a ‘cross necklace’ made of skulls,’ and she singled out students for “false ‘misbehavior’ allegations” after they removed the LGBT stickers.
  • The After School Satanic Clubs, (ASSC) created and pushed by the Satanic Temple are gaining approval around the country with one opening in a Portland, Oregon elementary school. Their leader claims they are “entitled” to have their after school program wherever the schools are allowing the Good News Clubs to gather. The leader Finn Rezz stated, “Our goal, ultimately, is to place an ASSC in every school where the Good News Clubs, or other proselytizing religious groups, have established a presence,”

After school satanic clubs

But parents, Satanism is not a recognized religion so where are you and what is wrong with your school boards? You do understand don’t you that most of those involved in Human Trafficking and things like Pizzagate are Satanists?

Have you ever heard of the Social Justice Training Institute? One of their faculty, Becky Martinez brags “what I define as my ‘light-switch’ is my role as a change agent.

The quote at the top of this blog was written by the authors of the book “Crimes of the Educators” and it was first published a couple of years ago just before Sam passed away. Sam Blumenfeld was an educator with integrity, loved children and despised what was happening to our children through education. He previously had authored eight books on education and also created a system for teaching your child to read the “right” way. called “Alpha-Phonics. You can find the video’s here.

In Sam and Alex’s book, they explain how in the U.S. utopians, or “progressives,” have tried to destroy traditional America by strategically dumbing down her people. America’s future is being crippled on purpose in order to fundamentally transform the nation, its values and its system of government. Laid out a century ago by progressive luminary John Dewey, the fruits of his schemes are plain to see today. Dewey got rid of the traditional intensive phonics method of instruction and imposed a “look-say,” “sight” or “whole-word” method that forces children to read English as if it were Chinese. The method is widely used in today’s public schools, which is a major reason there are so many failing public schools that cannot teach children the basics. This can only be considered a blatant form of child abuse.

Crimes of the Educators“Crimes of the Educators” reveals how the architects of America’s public school disaster implemented a plan to socialize the United States by knowingly and willingly dumbing down the population, a mission now closer to success than ever as the Obama administration works relentlessly to nationalize K-12 schooling with Common Core.

This blogger makes no money from promoting this book and every parent concerned about what is happening through the education of their children should read it and know exactly how and what is planned. Link

 

 

 

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B. F. Skinner’s Wildest Dreams Come True! Our Children Are To Be Robots!

Take heed that ye despise not one of these little ones; for I say unto you, That in heaven their angels do always behold the face of my Father which is in heaven. Matthew 18:10 KJV

Common Core isn’t enough! Data Mining certainly not going far enough I guess! Privacy never even considered! Allowing them to use either gender bathrooms the highlight of the past year and now the real damage overseen by Change Agent teachers.

Parents, have never heard of DARPA? We warned you this was going to be part of the Common Core implementation. Do you remember our telling you of the computer mouse which will track your child’s emotional responses to items thrown at them while supposedly learning at school?

DARPA – the Defense Advanced Research Project Agency if allowed permission, will be tracking your child’s emotional, behavioral and social STANDARDS! STANDARDS? Our children now have emotional, behavioral and social standards as well as academic? By whose standards?

Who the heck has given the Federal Department of Defense permission to be in your child’s classroom?

The University of Memphis is seeking a licensee to commercialize a significant advance in the Intelligent Tutoring Systems (ITSs). The invention consists of software and proprietary algorithms which allow ITSs to sense and optimally respond to the learner’s (your child) emotional state and not simply their cognitive state.

The inventors are supposedly internationally recognized, award-winning leaders in Artificial Intelligence-based tutor system research. This technology is built on decades of research supported by millions of dollars of your money through federal grants. Award winning? In the mental and emotional manipulation of our children?

While current e-learning systems focus on knowledge and cognition, it is widely acknowledged that the next generation affect-sensitive ITSs will be the wave of the future. For example, the theme of the 14th International Conference on Artificial Intelligence in Education was on “Affective Modeling” –  detecting and responding to student affect.”

For me, it is like stripping a child’s mind and behavioral responses to a state of nakedness. There will be nothing about our children that will be private or sacred to the world but manipulated. No protection of information guaranteed.

  • The computer-based training and e-learning markets are large and constantly growing. Training systems that achieve impressive learning gains, such as the present invention, have a wide range of applications for virtually any computerized training scenario.
  • Gives Intelligent Tutoring Systems the unique capability of responding to student’s emotional states in addition to their cognitive states and knowledge levels.
  • Can be an add-on to existing ITS platforms.
  • Provides a tool that is particularly effective with students who are initially unfamiliar with the subject taught by the ITS.
  • Yields significant learning gains by detecting, responding to, and synthesizing emotion.

The people behind this I guess see it as an experiment on the fun side since they list two NOVEL ASPECTS making the system unique:

  • The algorithm to be used will detect student emotions combines conversational cues, posture, and facial features. This form of multimodal affect detection is achieved via a three-channel decision level fusion algorithm. (Got that?)
  • The strategies the system uses will respond to students’ emotional and cognitive states. This is accomplished with a theoretically-grounded production system that helps students regulate their negative emotional state in a manner that is dynamically responsive to each individual learner.

To what end? What is the point and purpose of this? To take their current emotional state and regulate it to what THEY believe it should be? What is wrong with a child having a negative emotional state which would be more likely responding to an event?

Is this the beginning of emotionally training your child to think as someone wants them to, not how it comes naturally to them or from their parent’s training?

THEY say, “Simply put, the invention yields impressive learning gains by detecting, responding to, and synthesizing emotion”.

Arthur C. Grasser, one of the inventors, is a professor of psychology and intelligent systems at the University of Memphis and has served as the editor of the Journal of Educational Psychology and Discourse Processes.

Danger:  Keeping in mind that our rights come from the Declaration of Independence, written BEFORE the Constitution, stating that our rights are unalienable and are endowed by our CREATOR – not our legislators, not our government and certainly not from the United Nations and their attempt at gaining control of our children through the United Nations Convention on the Rights of the Child (“CRC”).

“The ever-increasing use of children’s rights discourse by national, regional and international political institutions can perhaps be seen as a sign of the success of the United Nations Convention on the Rights of the Child (“CRC”), and of the internalization of the concept that children are independent rights holders, the ideological basis of the doctrine of children’s rights. Nevertheless, there is evidence that some advocates of children’s rights in the political arena are taking an over-simplistic, uni-dimensional approach to children’s rights which results in the misrepresentation of the true interests of children. This risk is well illustrated by the recent resolution of the Parliamentary Assembly of the Council of Europe (“PACE”) resolution entitled “Children’s Right to Physical Integrity,” which inter alia expressed concern about the violation of the right to the physical integrity of young boys circumcised for religious reasons and made recommendations that States should consider placing restrictions on this practice”. Link

Imagine this scenario – the Intelligent Tutoring Systems monitoring your child’s responses all day long during different subjects, then the information being gathered with those of other children to modify and behaviorally train your children on how to think about numerous social and emotional events, even to the point of “dulling” their reactions or “increasing” them.

B. F. Skinner is dancing in his grave along with all the other freaks who have worked at using our children to achieve their personal goals. These people in my book are freaks!

Grasser’s co-buddy in this “emotional game” is Dr. Sidney D’Mello, a research assistant professor at the Institute for Intelligent Systems at the University of Memphis. He co-directs the Emotive Computing Lab. His primary research interests are in the cognitive and affective sciences, artificial intelligence, human-computer interaction, and the learning sciences. More specific interests include affective computing, artificial intelligence in education, speech recognition and natural language understanding, and computational models of human cognition.

Last month, theoretical physicist Stephen Hawking said artificial intelligence “could spell the end of the human race.”

Speaking at the MIT Aeronautics and Astronautics department’s Centennial Symposium in October, Tesla boss Elon Musk referred to artificial intelligence as “summoning the demon.”

” I think we should be very careful about artificial intelligence. If I were to guess what our biggest existential threat is, it’s probably that. So, we need to be very careful with the artificial intelligence. Increasingly scientists think there should be some regulatory oversight maybe at the national and international level, just to make sure that we don’t do something very foolish. With artificial intelligence, we are summoning the demon. In all those stories where there’s the guy with the pentagram and the holy water, it’s like yeah, he’s sure he can control the demon. Didn’t work out.”

British inventor Clive Sinclair has said he thinks artificial intelligence will doom mankind. “Once you start to make machines that are rivaling and surpassing humans with intelligence, it’s going to be very difficult for us to survive,” he told the BBC. “It’s just an inevitability.”

Even Bill Gates has sounded an alarm on “artificial intelligence” which is exactly what the ITSs system is intended to be used for. “I am in the camp that is concerned about super intelligence,” Gates wrote. “First the machines will do a lot of jobs for us and not be super intelligent. That should be positive if we manage it well. A few decades after that though the intelligence is strong enough to be a concern. I agree with Elon Musk and some others on this and don’t understand why some people are not concerned.”

PARENTS IT IS TIME TO SOUND THE ALARM against this. Contact your Education and legislative officials and let them know you are against this system being allowed into our Educational Systems and our children’s daily lives.

If we don’t protect our children, who will?

artificial intelligence

ARTIFICIAL INTELLIGENCE (AI) is taking a giant leap in EDUCATION as schools seek to raise THEIR standards, looking for help for the schools – help for our children is coming in the form of virtual assistants packed with the power of artificial Intelligence.

Working to convince you AI will help the teachers and your children is the major goal today claiming it is a necessity because of the population growth and larger classrooms. Pearson, you remember them, are also deeply involved in this manipulation of our children.

PARENTS MUST SAY NO AND BE EXTRA SURE THEY GAIN CONTROL WITHIN THE PRIVATE AND CHARTER SCHOOLS OVER THIS ISSUE!

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Pay For Succe$$

By Anita Hoge  May 10, 2016  NewsWithViews.com

Note:  This is an excellent article and I think it is time Ted & Heidi Cruz stood up and fully explained themselves in regard to the Education boondoggles which are being put out for our children and their role if he even thinks he should have the faith and trust of this country to give him the highest seat in D.C.

Carly Laying Down Reading

Ted and Heidi Cruz, Goldman Sachs, Kickbacks and Paybacks, Common Core, and Special Education… All Rolled Into One Big, Fat Mess

When Donald Trump, the presumptive nominee for President, stated in his message to the American people, “There is so much, waste, fraud, and abuse,” the establishment elite come to mind. Especially when investigating the shenanigans and abuses in the new federal education legislation, ESSA, Every Student Succeeds Act. Finally, someone with guts is saying it’s time to clean house. Thank you, Mr. Trump!

Goldman Sachs and CruzAlthough Senator Cruz has suspended his campaign, it is very clear that his lawyerly word “suspend” did not mean withdraw and he intends to fight Donald Trump for a contested convention. Please continue the support and vote in the remaining primaries to establish Mr. Trump with the needed 1237 delegates to secure the nomination.

Senator Cruz also says he will do away with Common Core if he is elected President, but his globalist agenda speaks otherwise.

Here are some key education issues:

What Is ‘Pay For Success’ in the New ESSA Federal Education Law and Why Should Parents of Special Education Children Be Alarmed?

Why Are Business Investors Paid A Kickback For Children NOT To Receive Special Education Services That Are Guaranteed To Them Through Federal Law?

Should Republicans Use Vulnerable Special Education Children To Be Sold For a Profit $$$?

What Does Goldman Sachs Have To Do With Common Core and Special Education, and Why Are They Reaping In The Cash?

What Do Ted and Heidi Cruz Know About Goldman Sachs, Common Core, and ‘Pay For Success’ That Helps Put “Gold in Someone’s Sacks”?

There is a lot of hankie-pankie going on in the U.S. Department of Education and nobody seems to be able to pinpoint the collusion in a public/private financial partnership deal with Goldman Sachs called Pay For Success, PFS.

Senator Cruz did not mention once that Pay For Success, PFS, was rigged into the federal education legislation, ESSA. In fact, Senator Ted Cruz did NOT even vote on the day of the passage of ESSA. Why didn’t Sen. Cruz vote against this bill?

It was Goldman Sachs that had funded Senator Cruz for his entry into the Presidential Race. Heidi Cruz works for Goldman Sachs and is currently on leave while her husband runs as a candidate for President. Is this why they felt silence was “golden”?

Perhaps Heidi Cruz can explain Pay For Success to Special Education parents since she announced that education is her primary goal. We might also ask her to explain the federal education fake CHOICE. Or ask her about the psychological child abuse on children in the classroom that would CONTINUE in Pay For Success because Common Core psychological interventions were legislated through ESSA.

[NOTE: Senator Cruz’s controversial S 306 that supports federal CHOICE ropes private, religious, and homeschools into Common Core with federal Title I portability funds. Senator Cruz is in the perfect position to attach his CHOICE amendment to federal legislation at any time in the future as a sitting Senator. Supporting S 306 and federal CHOICE proves Senator Cruz will NOT do away with Common Core. (See the list of my previous articles at the bottom of this article.)]

Cruz Control Goldman Sachs

Senator Hatch (R-UT) slipped Pay For Success into the new federal education law, ESSA, Every Student Succeeds Act, and uses a preschool in Utah as a pilot. Goldman Sachs is rewarded a kickback for every child who isn’t sent to Special Education. Goldman Sachs, who provided loans and is a silent funder for the Cruz campaign, is reeling in financial rewards for education programs already implemented and paid with Special Education funding. What’s going on? (Source)

WHAT IS PAY FOR SUCCESS?

Pay For Success was legislated in the Reauthorization of Elementary and Secondary Education Act, now called the Every Student Succeeds Act of 2015. The ESSA was passed by both Republican Houses of Congress. Legitimate questions and issues have been raised by In the Public Interest about how the Pay for Success (PFS) program was evaluated, including:

“PFS brings venture capital to the provision of public services. Investors provide the up-front funds for critical preventive services with the expectation of receiving a return on their investment. The theory is that the private investment dollars can fill a funding gap when government doesn’t have adequate financial resources to spend on prevention activities. Under a PFS arrangement, the government repays the loan with interest if pre-determined social outcome targets are met. The theory presumes that even after paying the investors and service providers, the state ultimately reaps financial savings through foregone budget dollars spent to address future more costly, but now avoided, social problems.” [Emphasis added] (Source)

The implementation of Pay For Success, PFS, is a system of kickbacks called Social Impact Bonds, creating a public/private partnership where government strikes deals (contracting mechanisms) with outside businesses and investment financiers to provide capital to accomplish ESSA Common Core psychological/mental health intervention goals on ALL children at school. Therefore, supposedly, fewer children are referred to Special Education.

Goldman Sachs has piloted a PFS investment in a preschool in Utah. Yes, the same Utah that heralds Senator Hatch who included PFS as an amendment to ESSA. [NOTE: Senator Mike Lee (R-UT) recently praised the Pay For Successprogram in Utah. Senator Lee also was the co-sponsor of S 306 with Senator Cruz, which pushes Common Core on all private, religious, and homeschools. Senator Lee has endorsed Senator Ted Cruz for President.]

But the controversy concerning this experimental program using handicapped children for monetary gain is that Special Education funding and service interventions are already being paid through IDEA, Individuals With Disabilities Education Act (Special Education) funds for a program that says children are not going to be referred to Special Education services. WHAT?! The results are that fewer truly Special Education children are sent forward for an IEP evaluation because Special Education services are already being administered. But supposedly the reason Goldman Sachs is getting a pay-out is because children aren’t sent to Special Education. Is this double-speak, double-dipping, or both?

Let’s spell this out:

1. Use Special Education Common Core/psychological interventions and Special Education funds FIRST on the entire classroom;
2. Do NOT send truly handicapped Special Education children for their guaranteed legal evaluation;
3. Use more Special Education intensive psychological interventions on children not meeting Common Core psychological standards;
4. Then reap the benefits for children not sent to Special Education even though Special Education funds were used in the first place;
5. Then pay Goldman Sachs a reward because FEWER children were sent to Special Education. What?!!!

Little do parents realize that Common Core for babies and preschool programs in the pilot preschool program (and all Common Core K-12 schools) have an inordinate amount of social, emotional, and behavioral conditioning using Common Core psychological behavior modification programs. These programs originated in Applied Behavior Analysis, an applied intensive behavior modification program researched on autistic children to be able to function in the real world. Parental knowledge or consent is not provided for this Common Core psychobabble.

Pay For Success is a lousy concept of corruption using children for profit, called taxpayer double dipping, and paying someone off to do the dipping. Is this really reaping financial savings for the government? This is all done with a little twist of ethics—redefining the interventions, using handicapped children to provide a basis for a money grab, psychological child abuse for using these concepts on normal children, and gobs of federal money. This scheme should be turning many heads and must be investigated. [Source]

The pilot program in Utah used PFS as an intervention program in preschool. Goldman Sachs was paid an outcome payment of $2589.70 for each student not referred to Special Education. This program pays back a percentage of the investment to the financial partnership if FEWER children are reported to special education. But, did anyone question the programs or funding to create these statistics BEFORE this kickback was evaluated? NO! Questions were posed, but little has been done to stop the child abuse or the financial bleeding.

Understanding ESSA

The concept of direct student services, services carried out by IDEA Special Education funding, is the Common Core concept reinforced in the new federal education legislation, ESSA. Universal School-Wide Intervention Systems are blanketed on ALL children. ALL children are “At-Risk” and must be psychoanalyzed and treated in a three tiered process in the normal classroom. ALL CHILDREN are treated with psychological techniques normally used for severely handicapped students. The reason psychological techniques are used is because Common Core includes psychological non-academic behavioral standards (See both graphs that design behavioral interventions.

Pay For Sucess

Children with true mental or physical handicaps are NOT apprised with an actual IEP, or referred for a true special education evaluation, until going through the Response to Intervention (RTI) three-tiered process in the regular classroom. These services are based on the conditioning processes developed through Applied Behavior Analysis. Applied Behavior Analysis, a psychological conditioning technique, was renamed Response to Intervention to make it more palatable to parents.

The following behavior modification techniques are being used in the classroom and are actually listed in the ESSA legislation: response to interventions, RTI; positive behavior interventions supports, PBIS; multi-tiered system of supports, MTSS; School-wide multi-tiered system of supports, SWTSS; early intervening services, EIS; Specialized Instructional Support Services, SISS; and Universal Design for Learning, UDL.

These behavioral interventions are all paid for with special education IDEA funds. Therefore, fewer children are referred to Special Education because they had already received Special Education services to meet Common Core. This is the double-dip.

There is also great controversy surrounding the implementation of these behavior modification/affective programs on normal children. The development of these programs was first researched from Applied Behavior Analysis with research on autistic children. The US Department of Education has stated that these techniques are “scientific research based interventions” to meet the government desired goals. However, the government had NOT released the standards of what would be taught, tested, and scored in the affective domain. The Department catapulted the techniques onto normal children citing “prevention”. It uses extreme behavior modification techniques on children because Common Core standards named affective/subjective group-think outcomes to be achieved in the normal classroom.

These behavior modification techniques are extreme measures that induce artificial stress and depression on normal children who are being forced to change their behavior to the government’s desired collectivist standards. To achieve a subjective psychological outcome, psychological techniques must be implemented for behavioral change. When a standard states that your child should have “grit”, do parents know and understand the impact of what is measured and scored? A gang member has “grit”, but not the behavior most parents feel as acceptable. The question arises: can the U.S. Department of Education and the ESSA legislation LEGALLY implement behavior modification programs on unsuspecting children, especially when parents are in the dark about these radical techniques to change the attitudes, values, beliefs, and dispositions of their children? What happened to academics? The goal is to mold our American children into something less than American.

Goldman Sachs “Golden Sacks”

Mandated Common Core non-academic standards (Title I) and direct student services (IDEA) are used as a template for achieving these goals. Pay for Success equates SUCCESS, where Goldman Sachs has a return on their investment money, when districts DENY special education services to students who should be receiving them. Parents are able to request an IEP Evaluation, but many are NOT apprised of the RTI process. Under Title I, Part D (ii) Pay For Successinitiatives, keeping special education students under 1% is incentivized by NOT reporting truly special education children into the IEP process until much later.

Recently, parents sued their school district which denied their child Special Education services until their child went through RTI process and did not include the parents in these evaluations.

Parents of Special Education children should read the following carefully and in its entirety:  

  • “The U.S. Ninth Circuit Court of Appeals recently ruled that a school district’s failure to provide educational testing data to parents violated the procedural requirements of the Individuals with Disabilities Education Act (IDEA). Additionally, this failure deprived parents of the opportunity to meaningfully participate in the formation of their child’s individualized education program (IEP).

    The parents subsequently brought suit alleging, among other things, that the district’s failure to provide the student’s RTI data constituted aprocedural violation of the IDEA, and prevented them from fully participating in the IEP process. The court agreed, finding the district violated the IDEA by failing to ensure the RTI testing data was properly documented, presented to the parents, and carefully considered by the entire IEP team. The court held that the district violated the “procedural safeguards of the IDEA by not providing parents with an opportunity to examine all records relating to C.M [the student].” (Source)

The Utah pilot program boasts, “evidence has shown reduces by 95 percent the need for special education among the low-income students who would otherwise likely be placed in special education programs.” However, the evaluation of the program has been challenged to investigate the impact on vulnerable individuals and the double payment from IDEA funds and investment dollars paid for by the public. How children were measured as needing support and how the children were selected for the ‘Pay For Success’ program is also a major aspect of the challenges to the way this program operates.

There are no procedural safeguards in the RTI process. Parents are NOT given their rights under this process. Parents must demand an investigation. Stop using our children for research. Abide by the Protection of Pupil Rights Amendment to stop the psychological child abuse in the classroom.

The Legal Challenge:

A legal challenge to ESSA must be brought forward stating that it denies parents of truly Special Education children to be involved in their child’s evaluations from the beginning when using the following psychological techniques prior to an IEP evaluation: Response To Intervention, RTI; Positive Behavior Intervention and Supports,PBIS; Student Assistance Programs, SAP; Specialized Student Instructional Support, SSIS; Multi-Tiered System of Supports, MTSS; Schoolwide Tiered System of Supports,SWTSS, Early Intervening Services, EIS; Universal Design for Learning, UDI; or other psychological techniques.

A legal challenge must be brought forward by parents stating that normal children in the classroom are receiving Special Education Behavior Modification programs when their children are NOT Special Education students. Parents have NOT been informed of the RTI, PBIS, MTSS, SWTSS, EIS, SISS, UDL, or other mental health psychological programs and interventions performed on their normal children. There is NO disclosure of what the vague non-academic standards are, how they are measured, or the risks involved in changing the attitudes, values, beliefs, and dispositions of their children.

There is NO disclosure of the risk or liability and damage imposed by teachers who are non-certified professional personnel implementing these psychological programs. The school that has trained the teachers in “fidelity”, as “research” to implement these psychological programs EXACTLY as they have been developed, may also have liability issues concerning teachers acting as therapists. [See AIR Intensive Interventions]

A legal challenge must be brought forward against Goldman Sachs for receiving kickbacks for children not referred to Special Education when, in fact, Special Education funds have been used prior to those children being evaluated for the Pay For Success program. In effect, Goldman Sachs is paid TO BE SURE ALL KIDS meet Common Core psychological goals.

Ted and Heidi Cruz are certainly on that list of establishment insiders. It is blatantly clear that Ted Cruz’s “performance” in suspending his campaign was a total lie after a total shut down in Indiana. Exactly what we would expect from an establishment insider.

Clean house? We must!

Mr. Trump, Save 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

Crayons

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