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Jeb Bush Caught with His Pants Down Again!

We the People caught you! Florida is the absolute worst state when it comes to the education of our children. Not only are we still being contaminated by the likes of Jeb Bush and his uneducated ideas regarding the education of our children, we have the largest herd of lap dogs in the country continually sniffing at his backside.

Not many independent thinkers here. Everyone just plays follow the leader and this has been going on since the passage of the original legislation putting Charter schools in motion.

To top it off we have a governor (Scott) who thinks he is the best thing ever since the invention of peanut butter and is just about as sticky. His idea of education has become to “follow the leader” being Jeb Bush taking funds from traditional public schools and playing like Congress to load the wallet of Charter schools with our tax dollars. And Scott thinks he deserves to win a seat in the U.S. Senate next year – watch out!

Part of Florida’s new legislation is to now protect the failing charter schools by keeping information from the public regarding the Charter school testing scores and results. Included in this “swamp” package is the forcing of the “D” and “F” scored schools to close or become Charter schools, ignoring the laid out “turnaround” plans by the “elected” school boards.

Bush and Scott both have endorsed this joke of a new Secretary of Education who like the two of them, know nothing about educating children – just the manipulation of money and lies.

How many times do people have to learn about the depth of the manipulation that has gone on in this state and others to capture the control of our children turning most of them into walking and talking “dumbed down” fabrics of what they could have been?

You all can take your 21st Century College Readiness BULL and stick it! These children are no more ready for college than the man in the moon. They can’t add and subtract simple change transactions or read well enough to comprehend what they are reading. And you think they are going to get into college? No, the real plan is for them not to get into college – that is what the “school-to-work” legislation was all about. LINK

Do you remember a couple of years ago Condoleezza Rice, CFR member, stating she thought the CFR should take over the education of our children? Now the New World Order freaks are trying to get their two cents into the equation.

Tax-supported school choice eroding our public, private, religious, and home school education is the vehicle to change not only the right of Americans to choose the kind of education they wish for their children but is removing our representative form of government to unelected councils.

Heck, people like Sen. Lamar Alexander and his lapdogs believe the system should have our children cradle to grave, 24/7. They want to take them from the hospital nursery. Just what is in the minds of these “swamp feeders”? Do they intend to begin just walking into hospital nurseries and taking our babies to be raised by the government?

Childrens Future

Never forget that Jeb Bush and all the cronies including members of Congress, former presidents, Pope Francis and your local government are working toward a New World Order and have no shame in using our children to accomplish that by indoctrination in the schools and removing your rights.

Jeb Bush’s comment on the campaign trail that he “actually carries little Baby Jesus in his pants pocket because it’s my strength,” makes me ill. This is a man that has spent his life following directives to ruin our children’s future’s and he is going to place the blame on Jesus? Reading this will tell you he does NOT follow Jesus’ lessons. Remember a good share of his funding for his foundations comes from Bill Gates, destroyer of all he touches!

On the other hand, Bush expressed this gobbledygook during the campaign “I am asked sometimes whether I would ever allow my decisions in government to be influenced by my Christian faith. The simple and safe reply is no, never, of course not.” Can’t have it both ways Jebbie – liar, liar, pants on fire!

DeVos ‘ push is for all schools to be under the title of private dances in tune with everything Bush has tried to do for years. I would guess that along with those in the Senate who also were sitting on the Education Committee and approved her for her appointment and received political donations from DeVos, Bush made a strong recommendation for her appointment to Trump.

Again, Mr. Trump, I thought we were draining the swamp, not filling it up!

When it comes to truth and Jeb Bush you won’t usually hear it and it certainly got out there during the 2016 campaign. Words matter, so it’s important to know that Bush never calls public school districts public schools districts. Instead, he says the United States has “over 13,000 government-run monopolies run by unions.” He doesn’t mention that some districts don’t have any unions, that unions can’t win a contract agreement by politicians, and that a number of governors have sharply curtailed the power of unions.

Bush advocates using public money for students to use to pay for private school tuition to include religious schools. I am not so sure that fits well with the 1st Amendment however in Florida it will do no good to file a lawsuit, because when it comes to anything education the judges are refusing to hear the cases.

The focus of his Bush’s 1998 campaign for Florida governor was the “Opportunity Scholarship Program,” a voucher program that allowed state funds to be used to pay tuition at church-run schools. It was struck down by the state Supreme Court in 2006. A short time later, the Florida Senate, controlled by Republicans, refused his request to place a constitutional amendment on the ballot repealing a provision in the state constitution separating church and state.

Bush and his legislative cronies tried to pass a similar amendment in 2012 and the voters shot it down. So as per usual, Bush found a back door for his scam. His Florida legislator lapdogs passed the Florida Tax Credit Scholarship Program, which allows students to attend private school with the help of publicly funded tax credits. In November 2014, he opened the annual conference of his Foundation for Excellence in Education by having himself introduced by a student who touted the program for helping to send her to private school.

In July 2014, Citizens for Strong Schools, Inc. and Fund Education Now amended a five-year-old lawsuit alleging the state has failed to adequately fund public education to include new claims concerning the Florida Tax Credit Scholarship Program and the McKay voucher program for students with special needs stating they were lowering funding for public schools and increasing funding for Charter/Choice/Vouchers by unconstitutionally “diverting” money from Florida’s public schools. They lost!  Link

Bush has said that “we can’t just outsource public education to bureaucracies and public education unions and hope for the best,” but he is perfectly comfortable on outsourcing public education to for-profit education companies who open public charter schools but run them like a business. (Is it a coincidence that Florida has the second-highest number of for-profit charter schools?) AND WE ARE STILL #47 IN THE COUNTRY!

Florida’s corporate brained Governor Scott already has a program in the state he claims is bringing jobs to Florida called Enterprise Florida which has for years been dumping tax dollars into it and at the same time giving horrendous tax credits to the corporations who are playing the game.

Now once again, Florida is using more tax credits on corporate income taxes and insurance premium taxes for donations to scholarship-funding organizations (SFOs), nonprofits that provide scholarships for low-income students and children in foster care and offer funds for transportation to public schools outside a child’s district. Businesses get a dollar-for-dollar tax credit for SFO contributions, with total credits capped at $559.1 million. Unused credits can be carried forward to the next fiscal year.

They claim this plan proves they are NOT using tax dollars for the voucher scam, however, the shift in income must come from somewhere and with Scott looking at increasing state property taxes to make up for the shortfall, tax dollars are being affected, even if only indirectly.

  • Scholarships can be worth up to $5,886, though they may not exceed private school tuition and fees. Transportation grants for public schools are worth up to $500.
  • Again, the whole program is geared to “low-income” children which in itself is a form of “segregation”.

Back in 2011, Charter Schools USA, a charter school management company, makes its money charging the school a management fee similar to what happens when you live in an Association development. At that time, that money was a percentage of the $150 million in tax $$ that the state was paying the company to run its 25 Charter schools in Florida. At just one of their schools in Osceola County, Charter Schools USA was paid $822,182 in administration fees for just one year.

I wonder just exactly what you get for those $$! Lack of legislative oversite because the owners are buddies with Bush and most of the legislators who I would remind you, in Florida, are ALLOWED to own or be affiliated with Charter schools while at the same time writing, voting on and passing Charter school legislation. Do you think this is a conflict of interest?

As Bush walks around puffing his chest out at his clever work, you will never hear him talk about the Charter school test scores that were either no better or worse than the public schools. Or that under his program of assigning letter grades to schools based on test scores, a disproportionate number of charters get failing academic letter grades from the state. Or that Florida’s charter sector has been marred by numerous closures of charters — some even during the school year — and repeated financial mismanagement and corruption scandals.

Did you ever hear of your children going to school on a Monday morning and the school is locked up – lock, stock and barrel? Happens with Charter schools all the time.

The standardized test scores that the Bush reforms used to hold schools and districts “accountable” to came from his now-defunct Florida Comprehensive Accountability Test (FCAT) program, which collapsed over the years as the integrity of the test scores were questioned repeatedly by school districts.  In 2012, after a disaster with an FCAT writing test in which only 27 percent of fourth graders scored proficient — down from 81 percent the year before. It wasn’t the first time either.

And don’t think this hasn’t been tried before – the voucher and privatization experiment. In the 1980’s, Chile under the dictator Augusto Pinochet and continued by both liberal and conservative leadership, moved to vouchers and privatization to supposedly offer better education access for all.

In 1995, beloved by many Milton Friedman used Chile as an example as to why the U.S. needed to privatize public education. Thank God, we didn’t take his advice, since the voucher and privatization experiment in Chile resulted in a greater inequality and less educational access.

If you think my thoughts regarding charter/choice/vouchers is a “stand alone” prorogate, read some of the comments made by a DeVos Michigan Charter school (Eagle Crest Charter Academy) (ECCA) board president Brian Polet, and what he has to say in his resignation letter:

“This copy-written, corporate driven education model has been developed by non-teachers and Edu-crats from Washington to Lansing to the detriment of students, parents, taxpayers and local school boards. Without control of curriculum and a limited control of budgets, CC has effectively removed local control from parents and put it the hands of ESPs, the Dept. of Ed and state boards.” 

“As a logical conclusion to this hokum, ECCA has fallen victim to this Soviet-style education. The chaos that has ensued is not the consequence of bad management by NHA, but a result of a flawed educational system.  More disturbing to me is the inability to guarantee the data privacy of our students. Equally troubling is the ability for educational personal to manipulate tests and assessments to move any student into certain fields or vocations and to modify behavior without consent or knowledge of the parent. 

Sadly, as a volunteer I have no “skins” in this game. This puts the board and its individual members at a decided disadvantage against the combined efforts of CMU and NHA. I want no part of a lousy educational mode. With CC, we no longer have the Socratic model of education, but a new Bill Gates vocational schooling for worker bees and drones. Plainly, I have not left education, education has left me and more importantly, our students.” 

Keep in mind that Jeb Bush is also a lap dog to the New World Order!

LINK   LINK  

Parents it is time to rise up against this Socialist agenda and say NO MORE!

 

 

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The PARCC Test: Exposed [excerpts deleted under legal threat from PARCC]

I love sharing others blog posting! Not because I want to share in their glory, but because the education of our children is so important and parents need to know all the back ally’s and twist and turns being used to remove our REPRESENTATIVE GOVERNMENT and the “DUMBING” DOWN of OUR children.

At this stage of the game I cannot state strong enough how important it is to get your children enrolled in a “Home School Coalition”. Even if you have to work, “where there is a will there is a way”.  LINK I say this not because of any lack of support for teachers on my part, but because of the laws being passed by non-educators and the curriculum and standardized testing being thrown at our children. There are many very good teachers who have left the profession because of these things and would probably be glad to work with you in a coalition situation.

I, of course, cannot share this brave teachers name with you because I don’t know it, but the information is very important. Parents need to take information like this to their school boards and ask them point blank what their objective is in giving our children this type of education. Nothing says your school district cannot “opt out” when needed. Please share this article’s information far and wide across this country.

Penny For Thoughts

The author of this blog posting is a public school teacher who will remain anonymous.

I will not reveal my district or my role due to the intense legal ramifications for exercising my Constitutional First Amendment rights in a public forum. I was compelled to sign a security form that stated I would not be “Revealing or discussing passages or test items with anyone, including students and school staff, through a verbal exchange, email, social media, or any other form of communication” as this would be considered a “Security Breach.” In response to this demand, I can only ask—whom are we protecting?

There are layers of not-so-subtle issues that need to be aired as a result of national and state testing policies that are dominating children’s lives in America. As any well-prepared educator knows, curriculum planning and teaching requires knowing how you will assess your students and planning backward from that knowledge. If teachers are unable to examine and discuss the summative assessment for their students, how can they plan their instruction? Yet, that very question assumes that this test is something worth planning for. The fact is that schools that try to plan their curriculum exclusively to prepare students for this test are ignoring the body of educational research that tells us how children learn, and how to create developmentally appropriate activities to engage students in the act of learning. This article will attempt to provide evidence for these claims as a snapshot of what is happening as a result of current policies.

The PARCC test is developmentally inappropriate

In order to discuss the claim that the PARCC test is “developmentally inappropriate,” examine three of the most recent PARCC 4th grade items.

A book leveling system, designed by Fountas and Pinnell, was made “more rigorous” in order to match the Common Core State Standards. These newly updated benchmarks state that 4th Graders should be reading at a Level S by the end of the year in order to be considered reading “on grade level.” [Celia’s note: I do not endorse leveling books or readers, nor do I think it appropriate that all 9-year-olds should be reading a Level S book to be thought of as making good progress.]

The PARCC, which is supposedly a test of the Common Core State Standards, appears to have taken liberties with regard to grade level texts. For example, in the Spring 2016 PARCC for 4th Graders, students were expected to read an excerpt from[deleted under legal threat by Parcc] According to Scholastic, this text is at an interest level for Grades 9-12, and at a 7th Grade reading level. The Lexile measure is 1020L, which is most often found in texts that are written for middle school, and according to Scholastic’s own conversion chart would be equivalent to a 6th-grade benchmark around W, X, or Y (using the same Fountas and Pinnell scale).

Even by the reform movement’s own standards, according to MetaMetrics’ reference material on Text Complexity Grade Bands and Lexile Bands, the newly CCSS aligned “Stretch” Lexile level of 1020 falls in the 6-8 grade range. This begs the question, what is the purpose of standardizing text complexity bands if testing companies do not have to adhere to them? Also, what is the purpose of a standardized test that surpasses agreed-upon Lexile levels?

So, right out of the gate, 4th graders are being asked to read and respond to texts that are two grade levels above the recommended benchmark. After they struggle through difficult texts with advanced vocabulary and nuanced sentence structures, they then have to answer multiple choice questions that are, by design, intended to distract students with answers that appear to be correct except for some technicality.

Finally, students must synthesize two or three of these advanced texts and compose an original essay. The ELA portion of the PARCC takes three days, and each day includes a new essay prompt based on multiple texts. These are the prompts from the 2016 Spring PARCC exam for 4th Graders along with my analysis of why these prompts do not reflect the true intention of the Common Core State Standards.

ELA 4TH GRADE PROMPT #1

[deleted under legal threat by Parcc]

The above prompt probably attempts to assess the Common Core standard RL.4.5: “Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.”

However, the Common Core State Standards for writing do not require students to write essays comparing the text structures of different genres. The Grade 4 CCSS for writing about reading demand that students write about characters, settings, and events in literature, or that they write about how authors support their points in informational texts. Nowhere in the standards are students asked to write comparative essays on the structures of writing. The reading standards ask students to “explain” structural elements, but not in writing. There is a huge developmental leap between explaining something and writing an analytical essay about it. [Celia’s note: The entire enterprise of analyzing text structures in elementary school – a 1940’s and 50’s college English approach called “New Criticism” — is ridiculous for 9-year-olds anyway.]

The PARCC does not assess what it attempts to assess

ELA 4TH GRADE PROMPT #2

[deleted under legal threat by Parcc]

It would be a stretch to say that this question assesses CCSS W.4.9.B: “Explain how an author uses reasons and evidence to support particular points in a text.”

In fact, this prompt assesses a student’s ability to research a topic across sources and write a research-based essay that synthesizes facts from both articles. Even CCSS W.4.7, “Conduct research projects that build knowledge through investigation of different aspects of a topic,” does not demand that students compile information from different sources to create an essay. The closest the standards come to demanding this sort of work is in the reading standards; CCSS RI.4.9 says: “Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.” Fine. One could argue that this PARCC prompt assesses CCSS RI.4.9.

However, the fact that the texts presented for students to “use” for the essay are at a middle school reading level automatically disqualifies this essay prompt from being able to assess what it attempts to assess. (It is like trying to assess children’s math computational skills by embedding them in a word problem with words that the child cannot read.)

ELA 4TH GRADE PROMPT #3

[DELETED UNDER LEGAL THREAT BY PARCC]

Nowhere, and I mean nowhere in the Common Core State Standards is there a demand for students to read a narrative and then use the details from that text to write a new story based on a prompt. That is a new pseudo-genre called “Prose Constructed Response” by the PARCC creators, and it is 100% not aligned to the CCSS. Not to mention, why are 4th Graders being asked to write about trying out for the junior high track team? This demand defies their experiences and asks them to imagine a scenario that is well beyond their scope.

(Dianemarie Note: The paragraph brought to my mind something David Coleman said in the beginning of the push for the CCSS in his referencing of the practice of asking the students who have just come back to school after the summer break to write a story about how they spent their summer. Coleman told a room full of teachers those type of things would no longer be done because who gives a “shit” what a kid did during their summers? This showed you that Coleman knew nothing about the education of a child and we knew for sure our kids were in trouble.)

Clearly, these questions are poorly designed assessments of 4th graders CCSS learning. (We are setting aside the disagreements we have with those standards in the first place, and simply assessing the PARCC on its utility for measuring what it was intended to measure.)

Rather than debate the CCSS we instead want to expose the tragic reality of the countless public schools organizing their entire instruction around trying to raise students’ PARCC scores.

Without naming any names, I can tell you that schools are disregarding research-proven methods of literacy learning. The “wisdom” coming “down the pipeline” is that children need to be exposed to more complex texts because that is what PARCC demands of them. So children are being denied independent and guided reading time with texts of high interest and potential access and instead are handed texts that are much too hard (frustration level) all year long without ever being given the chance to grow as readers in their Zone of Proximal Development (pardon my reference to those pesky educational researchers like Vygotsky.)

So not only are students who are reading “on grade level” going to be frustrated by these so-called “complex texts,” but newcomers to the U.S. and English Language Learners and any student reading below the proficiency line will never learn the foundational skills they need, will never know the enjoyment of reading and writing from intrinsic motivation, and will, sadly, be denied the opportunity to become a critical reader and writer of media. Critical literacies are foundational for active participation in a democracy.

We can look carefully at one sample to examine the health of the entire system– such as testing a drop of water to assess the ocean. So too, we can use these three PARCC prompts to glimpse how the high stakes accountability system has deformed teaching and warped learning in many public schools across the United States.

In this sample, the system is pathetically failing a generation of children who deserve better, and when they are adults, they may not have the skills needed to engage as citizens and problem-solvers. So it is up to us, those of us who remember a better way and can imagine a way out, to make the case for stopping standardized tests like PARCC from corrupting the educational opportunities of so many of our children.

So very, very sad! Sorry

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ACT: Common Core Does Not Prepare Students for College

By JENNI WHITE  July 6, 2016

Common Core to CollegeAccording to findings published by the American College Testing Inc.’s (ACT) National Curriculum Survey, Common Core State Standards (CCSS) fail to prepare students for college.

ACT conducts its survey every three to five years, during which it collects “data about what entering college students should know and be able to do to be ready for college-level coursework in English, math, reading, and science.” ACT surveys thousands of K–12 teachers, college professors, and workforce supervisors and employees.

ACT’s survey, released in June, concluded, “There are discrepancies between some state standards and what some educators believe is important for college readiness.”

According to the survey, only 16 percent of college educators said incoming students were prepared for post-secondary coursework.

Regarding mathematics, the report found, “Although implementation of the Common Core State Standards has led to changes in mathematics curricula, significant discrepancies remain between the standards and teachers’ instructional practices.”

Elementary school teachers reported they continue teaching some of the topics omitted from Common Core in later grades because they “perceive that students are entering their classrooms unprepared for the demands that later mathematics courses will make of them.”

Regarding reading and writing, the survey reported college instructors “find their entering students’ preparation in many of these skills to be lacking.”

Inadequate Expectations

Ze’ev Wurman, a former U.S. Department of Education official under President George W. Bush, says there’s a disconnect between what K–12 teachers think students should know and what college professors expect.

“Many K–12 teachers are unaware of, or misunderstand, which skills are actually needed to succeed in college,” Wurman said. “Most are aware of what SAT/ACT tests expect, yet those are not necessarily the skills needed to succeed in college but [are] rather, at best, skills necessary to be accepted into college.”

Mary Byrne, a former college professor and a member of the Missouri Coalition Against Common Core, says current curricula does not prepare students for college-level courses.

“It’s not that college instructors aren’t valuing what is being taught, it’s that what is being taught does not address all of the types of knowledge-based competencies for post-secondary writing assignments,” Byrne said. “The college instructors are having to grapple with students who are not fully prepared for college writing, because there are more advanced levels of reflection and thinking than simply summarizing existing ideas as required by source-based writing.”

Source-based writing asks students to write about information they are supplied with from other sources.

Validation Process Was ‘a Sham’

Wurman says students’ lack of career and college readiness is a result of the process by which CCSS was validated.

“The people most responsible for validating this set of skills for Common Core, David Conley of University of Oregon and William Schmidt of Michigan State University, launched their own ‘validation studies’ of Common Core long after they had already certified that Common Core is ‘aligned’ with college expectations,” Wurman said. “Unsurprisingly, they found what they had already previously certified is, indeed, aligned. Unsurprisingly, … those studies, and the whole certification process of Common Core, were a sham.”

Careers Over College

Byrne says K–12 teachers are preparing kids for jobs, not college.

“The expectations of the college instructors are for students to demonstrate the college readiness of professional preparation that is not being taught by middle school and high school teachers, who are preparing students for knowledge and skills generally expected of students entering lifelong careers,” Byrne said.

‘Unsurprising’ Failure

Wurman says the developers of CCSS made vast, unjustified changes to K–12 curricula “overnight.”

“Common Core came along and pretended it could change and discard large chunks of curriculum overnight,” Wurman said.  “Having been written by unqualified people with barely any record or experience with K–12 education, it is unsurprising they have failed. This failure is only now coming to light. How unsurprising. How shameful.”

Jenni White is cofounder of Restore Oklahoma Public Education and a former public school science teacher.

EMAIL:  jenni@RestoreOkPublicEducation.com

Twitter:  @RopeOK

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Do We Protect Our Children Or Sexual Deviates? Part 6

Over the past four or so years, Americans have been witness to vicious media assaults on any group or business that goes against the politically-incorrect position on same sex-marriage and the gay agenda. Chick- Fil-A and Duck Dynasty’s Phil Robertson immediately come to mind; however, there have been other instances of state intervention against private businesses refusing to sell wedding cakes to same-sex couples as well. To put it simply, there is an obvious effort on the part of the left to demonize anyone who disagrees with the homosexual agenda and the argument being used is that disagreement with their ideals equates to hatred and bigotry.

Now we know the left loyal Supreme Court agrees with them and have tainted the Constitution with their ruling using the Fourteenth Amendment Section I “no state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property”. Hum? What about our rights?

That’s right – our rights! Atheists, Humanists and Muslims can scream bloody murder about a Christian cross and tell Christians they have to take it down because it is offensive to them. Well —– don’t look at it, drive down another street.

Your mosques are offensive to me because they represent the murder of Christian men, women and children for no reason other than they are Christians. It is offensive to me to see all these mosques being built. I believe for every cross removed there should be a mosque closed. Fair is only fair and it is my country.

Have they even looked at the LGBT push within the walls of our public schools? Of course not! Everything federal and state governments are pushing and supporting regarding the education of our children in the year 2015 should be considered CHILD ABUSE.

Outside of the fact a large part of the country’s population believe the president is gay and that he has a man-wife, have you even thought about why the huge push for the GAY issue no matter what form it takes. No I am sure you haven’t because most hetero-sexual individuals unless they themselves are deviates of another sort, don’t publicize what they do in their bedroom and they certainly are not focused on teaching any kind of sex to our young children in school, especially kindergarten. So where is this coming from? In Part 5 of this series I presented parts of the 45 Declared Goals of the Communist Manifesto – let me give them to you again:

 24. Eliminate all laws governing obscenity by calling them “censorship” and a violation of free speech and free press.
 25. Break down cultural standards of morality by promoting pornography and obscenity in books, magazines, motion pictures, radio, and TV.
 26. Present homosexuality, degeneracy and promiscuity as “normal, natural, and healthy.”
 27. Infiltrate the churches and replace revealed religion with “social” religion. Discredit the Bible and emphasize the need for intellectual maturity, which does not need a “religious crutch.”
 40. Discredit the family as an institution. Encourage promiscuity and easy divorce.
 41. Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.

Are you aware as the battle against political correctness and the gay agenda continues, it should be noted that this is a fight that is occurring on a global scale as well. The New American is reporting on a story from Italy where the media has been exposed as forcing journalists to report on the gay lifestyle in a positive light or perhaps face consequences as harsh as jail time. What is most significant about this development is the fact that these mandates are coming from the superior European Union governing structure; they are being forced onto Italy’s government from a U.N. type global governing body.

This is no different than efforts made by Holder and the DOJ in 2013 to force acceptance of the gay life style in the American work place. A large number of Americans are “O.K.” with people being gay (myself included), as long as they don’t have it shoved down their throats, or as long as their sexual exploits stay where they should be, in their private lives. Holder and I am sure the president thought this wasn’t fair enough and that they needed to go one step further, stating if a straight person failed to make positive comments about a gay person’s lifestyle it was “discrimination”.

For me and this includes the president, Supreme Court and anyone else that is following the directive of the 45 Goals of the Communist Manifesto are just that – COMMUNISTS! Especially when they are using it to indoctrinate OUR children.
It is also following the United Nations directive to limit the growth of the world’s population. But then the U.N. is working under the 45 Goals too.

It is also following the United Nations directive to limit the growth of the world’s population. But then the U.N. is working under the 45 Goals also.

This is just another move as with the race issue to cause divide among Americans. By promoting homosexuality as normal, human beings are turned against one another in regard to their existence and procreation. It is self-destructive because if enough people are encouraged to be gay the growth of the human population will be limited.

One of the truths where the U.N. has been exposed regarding Agenda 21 is in their using abortion and family planning to achieve such ends.

Whatever is happening here, the left knew the homosexual agenda would tear America apart and at the same time reach their goals. Again I would like to state that the teaching of any LGBT or other sexual practices to our minor children in the schools is nothing less than CHILD ABUSE and they are in partnership with Planned Parenthood. The government lies about giving federal money to Planned Parenthood – just because it is in the form of a grant makes it no different.

In #26 of the GOALS, by “Presenting homosexuality, degeneracy and promiscuity as “normal, natural and healthy” you are also breaking down America’s Christian heritage and traditional morality.

Sexuality StandardsI want to remind you that we have in place the National Sexuality Education Standards which are aligned with the Common Core. There are parents still out there that are not aware these standards exist. It is one thing to teach our children about the basics of sexual health once they reach high school but to present to our children in grade K-8 information such as “you might be gay and not know it”; how to use a condom; what fisting is and supply materials to perform the act is CHILD ABUSE – AND – the schools are not required to ask the parent’s permission. But then how can the parent’s fight anything such as this in their schools if they are not even aware?

Remember: Common Core teaches students it is not fair for some students to highly achieve beyond the ability of their fellow students—it is about teaching students that everyone should achieve equally and collectively together, resulting in that students’ progress in learning at the lowest possible common denominator so no one is left behind. Again – communism.

I remember a video I watched by one of the instructors for teachers on the Common Core Math explaining yes the Math is different, but our goal is not that they get the answer right, but the how and why they got to the answer they have”. It is a “dumbing down” process. What good is it to know how to do Math or even how you got the answer if the answer is not right?

Our children were once taught how the Founding Fathers religious beliefs provided the foundation on which the Republic was founded on; the value of US Constitution, Bill of Rights and each Amendment. They no longer teach the value of individual rights or religious freedom.

“They” want that time taken up by the teaching of inappropriate sexual education courses for students K-12. This includes teaching inappropriate sexuality skills, that shouldn’t even be taught in college. Things such as beastality and chocking your partner during intercourse are not something the schools should be assuming to teach our children. Child psychologists are reporting children are not mentally equipped to understand detailed sexual indoctrination starting in kindergarten and that they are being indoctrinated in sexual practices that they should never be exposed to. Students are tested on their understanding of sex issues every year for the 12 years they are school, and the views for each student on sex issues are being tested, recorded, and retained by Washington bureaucrats.

There is a heavy socio political content of sex throughout the Common Core curriculum being taught in every grade especially in the English Language Arts and Math along with them being taught there is a sameness of gender, there is no longer simply boys and girls according to Common Core. Teachers are not trained to be teaching sex education so they are just following the curriculum as it is laid out. Parents are also being told they will NOT have the option of “opting” their child out of these classes as with the testing.

I previously wrote about how some of our SCHOOLS around the country have now taken on the agenda to not only teach our children Sex Education, but some states have and are teaching them about the LGBT life style. Fairfax County in Virginia has decided to include in the school curriculum lessons on sexual identity – no boys are 100% boys and no girls are 100% girls. They are free to determine what sex they are. So in actuality no matter what sex they are born, the school system is telling them they have the right at any age to choose what gender they want to be. And even those who have no “sexual confusion” are not ever completely one or the other because we are never 100 percent anything.

“Individual identity will also be described as having four parts – biological gender, gender identity (includes transgender), gender role, and sexual orientation (includes heterosexual, bisexual, and homosexual).”

Oregon’s Dept. of Education has been supporting sex conferences for the past 20 years using taxpayer money which is meant to support sex education. However, now they are intending to endorse XXX-rated sex material such as Cyber and Phone Sex or perform sex acts while Skyping, Learning that “Dry Humping Saves Lives” and that “Meth is used for millions of reasons – to have lots of sex with lots of partners for long periods”. Learning how a condom is donned and how to make a dental dam. Those as young as 11 years old will gain the new instructions.

Keep in mind Oregon’s Dept. of Ed partners with Planned Parenthood as do most of the state Ed departments. Where the heck are the parents???

To remind America’s parents, included in the new National Sexuality Education Standards beginning in Kindergarten, they are going to begin teaching them about having 2 mommies or 2 daddies rather than a Mom and Dad.

Recently parents in Fairfax County confronted the school board members accusing them of “recommending” the “opt out” provision be removed from the county rules. Totally ignoring the parents wishes the board went on to approve the controversial changes in the curriculum with a vote of 10-2.

After learning to define heterosexuality, homosexuality, bisexuality and gender identity in seventh grade, students in eighth grade will delve deeper into “individual identity.”

The eighth grade curriculum says individual identity will be described “as having four parts – biological gender, gender identity (includes transgender), gender role, and sexual orientation (including heterosexual, bisexual, and homosexual).” In ninth grade, students will be taught that “sexuality evolves from infancy to old age.” By tenth grade, “Sexual orientation and gender identity terms will be discussed with focus on appreciation for individual differences.”

This should frighten the heck out of parents. School districts around the country are so intent on teaching about homosexuality except it is not specifically mandated by legislatures. At best they allowing societal norms to trump biology and at worse they are seeking to destroy the family through the teaching of lies.

As of February, 2015 you can go here to find the “State Policies on Sex Education in Schools” and it certainly does not match what is being taught. Most states do currently allow for parents to “Opt Out” their children from sex Ed.

So where is this coming from? The United Nations believes that by emphasizing rights and gender issues, these programs help reduce gender-based violence and bullying, promote safe schools, empower young people to advocate for their own rights, and advance gender equality.

GLSEN

GLSEN

Let’s remember it is the Federal government that has chosen to focus on Gay bullying and not bullying issues as a whole. This stemmed from Obama hiring Kevin Jennings as the very first “Safe School Czar who is himself a “flaming” gay male activist and the founder of GLSEN (Gay, Lesbian and Straight Education Network) which is the nation’s largest homosexual advocacy group focused entirely on reaching public school students as young as kindergarten age.
You should also know some of the financial supporters of GLSEN: AT&T, Merck, Citi, Google, Target, Mattel, IBM, Disney-ABC Television Group, Wells Fargo, Wal-Mart and Goldman Sachs.

The LGBT movement through our schools accelerated at a tremendous speed with Jennings in D.C. As the Executive Director of GLSEN, Jennings wrote the foreword to a book called Queering Elementary Education. Chapter titles include, “Locating a Place for Gay and Lesbian Themes in Elementary …” and “‘It’s Okay to be Gay’: Interrupting Straight Thinking in the English Classroom.”

Jennings admitted his objective was to use GLSEN to get messages into the public schools that would counter what he considered to be “homophobic” messages children received from families and churches.

Many in America are not aware that Associate Supreme Court Justice Anthony Kennedy was the “first gay justice” for writing Wednesday’s majority opinion in the Defense of Marriage Act case, after already writing the opinion in two other homosexual rights cases.

It is interesting to note how quickly things change in this country. In 2009, 53 Republican members of Congress demanded that President Obama fire Jennings writing that he was unfit for the job thanks to his playing “an integral role in promoting homosexuality and pushing a pro-homosexual agenda in America’s schools—an agenda that runs counter to the values that many parents desire to instill in their children.”

Now they are silent.

LGBT curriculum, tests and education to be used in the classroom can be downloaded from the internet by teachers and no one will ever know unless a student would tell their parents. Once again it is imperative you talk to your children and ask questions. Go back to the family sitting around the table for at least one meal a day.

In Jun, 2014, David Carter wrote an opinion piece for Time supporting the inclusion of gay rights in school textbooks and curriculum.

Maybe they should contact Tufts University in Boston, Mass. As far back as 2000, they supported a GLSEN conference at the university which was fully supported by the Mass. Dept. of Education under the Safe Schools Program and the Governor’s Commission on Gay and Lesbian Youth.

My point in all this – we have never pointedly taught marriage between a man and a woman in the schools – those teaching came from their homes. And there point as one of those 45 Goals is #41 “Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.”- Conquer and divide – families, friends, neighbors and Americans as a whole.

Kevin Jennings Day of SilenceLast spring several of the schools in my state participated in “Day of Silence”, – a Gay, Lesbian and Straight Education Network’s (GLSEN) annual day of action to spread awareness about the effects of the bullying and harassment of lesbian, gay, bisexual, and transgender (LGBT) students and their supporters.

I have 2 problems with this event:

  • Why are we once again focusing only on Gay bullying and not bullying in general?
  • There is no particular age of which this is directed at and you have GLSEN members going into the schools with their so called instructions.

I posted this information last spring on my Common Core Facebook page and had one guy you slammed me all over the place stating that by posting this information it was proof I was using Common Core to promote my gay homophobic agenda. What is it with this 3% of the country’s population that they are so nasty and ugly? And there is no talking to them rationally.

By the way – I never voiced any opinion about this event one way or the other – only reported it was happening and what it was.

And to all of you who choose to call out against anyone who speaks against the teaching to our of children LGBT or other sexual practices I refer you to Voltaire. –

“I do not agree with what you have to say, but I’ll defend to the death your right to say it.”

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UNNECESSARY COMPLICATIONS

By Dr. Peg Luksik April 15, 2015

Editors Note: Never ever forget that Common Core is Child Abuse!

Can you add the numbers 17 and 15?

If you are like most adults, you write the number 17, put the number 15 below it, add the ones column to get 12, write the 2 in the ones column, carry the 10, add the tens column to get 30, and write the 3 in the tens column.  The answer is 32.
Math 3
You learned that process in about the second grade.

But according to the PARCC Model Curriculum, our children do not have to be able to do this until Grade 4.  At the same time, we are told that Common Core is “more rigorous” than the math that preceded it.

The obvious question is, how can the math be more rigorous if the concepts must be learned up to two years later?  What are our kids doing in those extra two years?

Common Core math is not more rigorous, it is just more complicated.

The children are not taught the simplest and most direct way to solve a problem, called the standard algorithm, and then provided with adequate practice opportunities to master that process completely.  Instead they are simultaneously presented with a variety of options to solve the problem, many of which require levels of understanding that do not yet exist in their minds, such as the “add from the left” method.

The first result is confusion.

At first, the students don’t know how to do any of the methods being presented to them, so they have no yardstick…

to use to evaluate each method to discover which is the most effective.  They don’t receive adequate practice in any one method so they don’t actually reach mastery of it.  They are forced to attempt methods which make no sense to minds operating at a concrete operational level.  And they can’t turn to their parents for help since their parents were never subjected to this type of math instruction.

The second result is frustration.

Because the standard algorithms in math were designed to provide the most simple and direct method for solving problems, students who learned them succeeded.  They were given a task that they could accomplish and adequate practice to master the steps.  As a result, they actually did solve the problems, experiencing the positive feedback that comes from success.

But in Common Core classrooms, and in homes struggling to complete Common Core math homework assignments, success is not the norm.  Instead, children struggle through the confusing assignments, not really understanding what they are doing, and not ever truly succeeding.  When children are consistently placed in this situation, frustration is the inevitable outcome.

In the end, the children call themselves failures.  They can’t do the task that has been presented to them, and they can’t conceive of a world in which the grown-ups could be wrong.  So if things aren’t going well, the only possible explanation is that they themselves are stupid.

Tragically, this statement is now echoing across the elementary classrooms of America.
Children of the Core

If the goal of Common Core is to destroy, not only the mathematical achievement of our children, but their self-esteem as well, then it is succeeding beyond any expectations.  If such destruction was not the goal, then a reasonable person might wonder why anyone would continue to defend a program that is shredding the self-image of America’s little ones.

Dr. Peg Luksik is a teacher with over 35 years of experience in both special and elementary education, and a former advisor to the U.S. Department of Education. She has extensive experience in assessments in a classroom setting and has written and evaluated curriculum, as well as authoring several books on education issues.

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A Discussion of the Issues With the Common Core Mathematics Standards

By James Milgram, Professor of Mathematics, Emeritus – 

Dept. of Mathematics – Stanford University, Stanford CA

Dr. Milgram has written this for all to see what the whole process was in developing the Mathematics Standards for the Common Core, the players and the deceit within.

Crayons

Eighteen years ago we were 5 years in on using the old CA math standards that had been approved in 1992.  The lead author of those standards was a guy by the name of Phil Daro.  The most important thing about those standards – they weren’t mathematics standards at all – they were all about motivations and what it is mathematicians do but Phil Daro has no background in math and hasn’t a clue about what mathematicians actually do.

Here’s what happened.  In 1992, when we started with those standards, CA math outcomes were in the middle of the pack among all the states, which is reasonable since it’s by far the largest state by population with about 13% of the United States total population.  But, by 1996, four years in, CA had dropped to 49th in the country!  Later, in the early 2000s, Daro initially headed up the teams revising the Georgia and New Jersey mathematics standards, and the results were so bad that both sets of standards had to be entirely redone by others.

So there we were with those terrible standards.  There was some mathematical content in them but much of it was simply incorrect, and the majority of the discussion was about pedagogy, not content.  As a consequence, the programs that were written to align with these standards, programs like Mathland, and TERC’s Connected Mathematics series seemed to actually be lowering student outcomes.  So the California State Board of Education requested that I, together with three of my colleagues in the Stanford Department of Mathematics create new California mathematics standards – which we did.  It took all of 2 weeks and these new standards were adopted by California in 1997-98.

For about the next 10 years they were generally regarded as the best mathematics standards in the country.  And California really made progress with the standards, the new aligned curricula, and the newly designed tests and measures of achievement that also aligned with them.

We were definitely recovering from the 1992 disaster and kids were beginning to show real progress – and most, across all ethnicities and SES levels were learning mathematics at a level that was very close to what is expected internationally.  It had taken a while to get there but that’s what was happening.

After our work on the California mathematics standards, I had been asked to help out writing standards in other states, and by 2004-2005 I think I was pretty much regarded as the country’s leading expert on mathematics standards.

Then the Common Core project came along in 2009.  At that point I was trying to distance myself from education issues and get back to actually doing mathematics, so I didn’t think much about Common Core.  Indeed, even though I had been appointed to the reviewing team for the mathematics standards, I was not intending to participate in their development.

However, out of the blue, I received this invitation inviting me to be one of the members of the Validation Committee for the new standards.  The role of the Validation Committee was described as overseeing the development of the standards, verifying all the research that was supposed to underlie them, and, if necessary, rewriting sections of the document.  Basically we were charged with overseeing the entire development of the standards.  This was something so important that I did not feel I could turn it down, so I agreed to serve.

Initially, there were about 25 members of Validation.  Since I was the only content expert in mathematics in the group, I focused almost exclusively on the mathematics standards, and I believe the entire group acknowledged that I was the logical person to oversee the day to day development of the standards.

As I said above, Phil Daro was responsible for the 1992 CA standards, but, in spite of their terrible quality, he was appointed to be one of the three lead authors for the Common Core mathematics standards along with two other people, William McCallum and Jason Zimba, who both had Ph.D’s in mathematics, but had no experience with K-12 mathematics standards and the pitfalls that had to be avoided.  So, to all intents, it appears that Daro was responsible for the level and the philosophy underlying the Common Core document.

Consequently, it should come as no surprise that the Common Core mathematics standards are very low level indeed – at least 2 full years behind international expectations by the eighth grade – and they have the same underlying philosophy and are focused in the same way as the disastrous California 1992 standards.  Moreover, the same curricula that we got rid of in 1998-2000 in California are now reappearing claiming to be entirely aligned with Common Core.  Consequently, the most likely way the implementation of these standards will play out is exactly the way the 1992 California standards did, something that cannot be regarded as encouraging.

Indeed, when we put together the 97-98 standards we introduced new tests in CA and those tests were in place from 1999 until 2012.  This gave us a huge data set of nationally normed outcome data and most of it was in the public domain.  Consequently, I was easily able to access it.  Some years back I asked myself this question: “How long would it take for a student initially in the Phil Daro 1992 program before its low level and erroneous perspective on mathematics would have produced irreversible damage?”  What the data showed was that if a student had been in that program for four or more years – that is to say they had already entered K-12 by 1993 – statistically they never recovered – They were always lagging behind their compatriots who had been in programs aligned with the much more mathematically reasonable program that we had introduced – And they never matched up.  Those students who had been in the Daro program for only 1-2 years recovered pretty quickly. Those with three years took longer, but they appeared to reach a high enough level after sufficient time had elapsed.

So you have a situation with the Common Core mathematics standards where you have a limited window and you pretty much know what’s going to happen.  You know because the guiding ideas behind it are the exact guiding ideas behind the 1992 CA standards.

So I’ve been there – I’ve heard all the verbiage.  All of the explanations these people have for how wonderful these ideas are and how much they’ll help kids.  Those were the exact statements I was hearing consistently from 1992-1998 and the same program that we were using then that had been put in CA are the programs that are now labeled Common Core aligned and are reappearing.  Chief among them at the high school level is a program called College Preparatory Mathematics, CPM for short, while TERC’s Connected Mathematics Program, CMP, is being widely touted for it’s alignment with Common Core for grades K – 8.

So it isn’t that I am guessing – I’m not guessing – I know what’s going to happen and it’s just going be an unmitigated disaster – But now it will be across the entire country.

The above was by way of introduction.  We need to return to the work of the Validation Committee to see why the well designed plans for truly first rate national math standards fell apart so badly.

The first draft of the Common Core mathematics standards came out in October, 2009, and, aside from all the usual problems one expects in a first draft, they completely stopped with just Algebra I, which was, moreover, moved from the eighth grade to ninth.  In the high achieving countries, Algebra I, Geometry, and Algebra II are compulsory and are taught in grades seven through nine.  In China, for the last 8 or 10 years, they’ve even added a course in “algorithms” to that list.  This is a quite high level course in computers and computer programming.  So this is the normal background of kids in the high achieving countries entering their last two years in high school.

Besides the material above, in about half of the high achieving countries, calculus is required for high school graduation.  Moreover, in all the high achieving countries over 90% of the population are high school graduates.  These numbers are so large that we have to conclude that virtually all kids are capable of learning mathematics to this level, but here, the initial draft of the Common Core mathematics standards stopped with Algebra I in ninth grade.

Data from the National Center for Education Statistics (NCES), the department in the US Department of Education responsible for education data and statistics, shows that in 1992, a student with just an Algebra I course would have only a 7% chance of ever obtaining a 4 year college degree, and there is no rational way that such a background could possibly be declared college ready.  But college and career ready was the announced goal of the Common Core Standards!  Clearly, there was a huge disconnect here.

Since I was the only content expert on Validation, it seemed entirely reasonable that I would focus on the mathematics standards and try to bring the level of these standards as close as possible to the actual expectations in the high achieving countries, and I had long discussions with McCallum and Zimba (but not Daro) about these issues.  My impression was that they fully agreed, but it appeared that their hands were tied, and I had to discuss these concerns with the leaders of Achieve.

So I spend most of a day showing these people the relevant standards for countries like China, South Korea, Taiwan, and Singapore as well as the conclusions of the report of the National Mathematics Panel on the essential topics that needed to be present in K-12 algebra, and shortly afterwards it appears that they gave the Common Core writing team permission to include a limited amount of geometry and second year algebra in the document.  Based on this, it seemed reasonable to assume that the end result would be a document that would have a (non-compulsory) path to calculus in it, something that would match up adequately with international expectations.

But shortly after that the members of Validation received a note from higher up the ladder stating that we no longer would be permitted to “interfere” in the work of the writing group, nor would be be able to explicitly vet the “validating” research for the individual standards, or revise and rewrite portions of the document.  All that was allowed would be for us to sign a letter asserting that the standards were excellent, and benchmarked to the highest international expectations.  There were no provisions for those of us who would not sign that letter.

However, I and 4 other members refused to sign the letter.  My reasons were simply that I could not sign something asserting facts I knew to be incorrect.

Moreover, during that same time frame both McCallum and Zimba, in public testimony clearly indicated that they also believed the standards were unacceptably low.  (To be fair, this occurred while they still believed that they would be allowed to include a pathway to calculus, and both of them mentioned that this pathway was going to fix their issues.  But, while this pathway was strongly hinted at in the drafts between January 2010 and May, 2010, it is completely missing in the final document which was released in June, 2010.)  After June 2010, they tried to suppress their previous remarks, but, none the less, those remarks are in the public record.

It is also worth noting that even with the added material ending with a weak version of Algebra II, if a student stopped with just the material in the final version of the common core standards, then there would be a less than a 40% chance of ever obtaining a college degree in any area, and if a student with only that background wished to major in a STEM area, there would only be a 2.1% chance (1 in 50) of an actual degree in STEM.

But besides this, there has been no analysis of the evidence supporting the standards as written, and, to my knowledge there is an overwhelming amount of evidence that things like the approach to geometry there will simply not work.  Indeed, the Common Core approach is almost identical to an approach that was tried in the old USSR, though there it was limited to their strongest students.  In spite of this, it was a disaster and was rapidly abandoned.  Other areas where there are severe problems are (1) the crucial sixth and seventh grade material on ratios, rates, proportions and percents, where there are outright errors in the standards, besides the fact that this material is placed at least two years behind the grade level expectations in the high achieving countries, and (2) the handling of vectors and matrices in the high schools, where the definition of vectors is entirely incorrect.

Finally, the standards have not been tested.  They have simply been decreed to be the gift that will fix all this countries problems in spite of the fact that the two authors that are competent in mathematics have no background with the creation, verification or testing of standards, while the third author has never been successful in creating standards of any quality what-so-ever.

Crayons

Note from the Editor:  Small groups of teachers and instructional leaders from across the country looked at digital and print K-8 mathematics materials from widely used publishers—including Pearson, McGraw-Hill, and Houghton Mifflin Harcourt—as well as from some lesser-known providers whose texts passed state review processes. The results echo previous alignment studies conducted by university-based researchers.

“In general, the results are pretty bad for all the publishers,” said Morgan Polikoff, an assistant professor of education at the University of Southern California, in Los Angeles, who studies common-standards alignment but was not involved in the EdReports.org project. “I think people really will pay attention to this, and I think it will affect [curriculum] adoption processes going forward.”

In all, just one curriculum series stood out from the pack. Eureka Math, published by Great Minds, a small Washington-based nonprofit organization, was found to be aligned to the Common Core State Standards at all grade levels reviewed. As you can see, they were also recipients of Gates funds. The money flowed from Gates Foundation to Common Core, Inc. to individual companies- http://www.cardinalnewmansociety.org/CatholicEducationDaily/DetailsPage/tabid/102/ArticleID/2688/Common-Core-is-Curriculum-Contrary-to-Advocates%E2%80%99-Claims.aspx

Gates Money CCC, Inc

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Letter to FL. Representative Yoho or NO WAY ESEA!

FLORIDIANS   Floridians Against Common Core Education F.A.C.C.E.

February 3, 2015

 

Representative Ted Yoho
511 Cannon House Office Building
Washington, D.C. 20515

Dear Representative Yoho:

I guess it is time for us to introduce ourselves to you. No, we are not a Tea Party group – just patriots who love their country very much and are very concerned as to the direction we are going.

For years “conservative” politicians have been claiming “liberals” want ‘a cradle to grave nanny state” through the arms of the education system when in fact that statement was first made by Sen. Lamar Alexander in the 80’s and he is at the forefront of the ruination of our children with the new ESEA bill.

Everything aside, the education of the children of this country should be the most important thing on your plate. It is to us. The works have been in place for the final formation of not only school-to-work and outcome-based education since the Carnegie Report of 1934, but also nationalized education. Those in charge of this, know they need to have the children be indoctrinated to their way of thinking, not retain what they are being taught and to act as robots so they will not cause any dissention.

Currently moving through hearings in Washington is the Re-Authorization of the No Child Left Behind (NCLB) bill by the name of “Every Child Ready for College or a Career Act of 2015”. The author of the bill, Sen. Lamar Alexander claims it is an effort to restore the power of local and state education agencies when in reality, it will do the opposite.

In fact, this bill places more conditions on the way states develop their standards, assessments, and accountability systems than required under NCLB, and will cement the Common Core State Standards into federal law and Nationalize our education system.

Why are these hearings closed to the public and Washington not allowing Americans to testify either for or against the ESEA?

The grants from the Race To the Top (RTTT) to the states and the offer of waivers to the states from the mandatory regulations of NCLB were a clear path to hold the states under the “hammer” of the Federal government.

In 1934 the Carnegie Foundation issued a report laying out the plans for our education system you see today. In Marc Tucker’s famous letter to Hillary Clinton while embracing the 1934 report, the letter also talked of all the plans Tucker, David Rockefeller and others had for the implementation of the School To Work Act Clinton put in place with the help of a Republican Congress under the leadership of Newt Gingrich.

In June 1991, we were presented with the SCANS Report or “THE SECRETARY’S COMMISSION ON ACHIEVING NECESSARY SKILLS – U.S. DEPARTMENT OF LABOR”. I hope you notice that everyone on this “committee” were not only non-educators, but corporate CEO’s who seem to have gotten it in their heads they have the RIGHT to not only control the politicians and our education system, but Americans everyday lives.

Then in 1992, just about the time the CCSSO and NGA were being fed all the crazy ideas about our education being aligned with the United Nations and the whole world, Marc Tucker and his cronies produced the report “Tough Choices or Tough Times”. This piece of work laid out everything for the coming of teachers under the control of the states, since of course according to them our teachers come from the “less able of high school graduates to go to college” – in others words they come from the bottom of the barrel. They felt they ‘tolerate’ an enormous amount of WASTE in the system which I believe most Americans would agree the Federal government far surpasses school districts when it comes to waste.

The report puts in place Charter schools, Choice, Vouchers all for the reasons we have been telling parents – the elimination of elected school boards and taking parents out of the equation of overseeing their children’s education leading us to Nationalized Education. It is Common Core only not by that name, but standards, assessments and tomorrow’s requirements. There would be a Teacher Development Agency similar to Teach for America whose teachers for the most part are no smarter than a rock.

Recently, Bill Bennett, the old has been who never was, ventured into an argument with Texas Gov. Greg Abbott over the merits of Common Core. He supports Common Core and is part of Jeb Bush’s website “Conservatives for Higher Standards” supporting CC. There’s that word again – conservatives and you kind of choke on the word when you read the names of the supporters of the CCSS. By the way, Bennett lost the debate!

All of you seem to forget that a good share of us were schooled on good education in PUBLIC schools when America was on the top of the Education ladder but thanks to the Federal government and politicians, the rungs got slippery and now we are almost at the bottom. And, yes, this was done gradually under the wing of every president since and including Reagan.

But I am going to let you read these documents and then maybe you can pass them around to your colleges and then the parents of Florida will give you all an assessment test to see how well you do since you are the ones controlling our children’s futures and think these tests are the best thing since peanut butter for our children.

And – don’t think we are stupid enough to think you guys have done a wonderful thing today by passing legislation to get rid of Obamacare. We know it will not happen because Obama will never sign it.

However, he has already said he will sign the 2015 ESEA re-authorization bill as long as they keep the testing and assessments in the bill. That should tell you all you need to know. And in case you haven’t figured it out, this letter is all about – NO WAY ESEA!

We have watched you all for the past 2 years since taking control of the House and still you allowed Obama to have whatever money he wanted for whatever he wanted it for. We also watched while you stated you were NOT going to give him any more RTTT grant money and then in the same breath you grant him $1 Billion to invade the lives of our youngest and most vulnerable.

I hope you understand we understand this is not an “R” or “D” thing – it is the sheep dogs against the wolves in sheep’s clothing.

What I want to know is why you and others in Washington who like to call themselves conservative are so willing to sell our children “down the river of ruination” by a bunch of corporate bullies, ego ridden politicians and New World Order junkies” Do you and others enjoy these thoughts when you go to bed at night that you have once again “put the screws to the American people” or have they sent most of you to Manchurian Candidate school?

You and your predecessors are responsible for the mess this country is in and if you care, the first step is to STOP Sen. Lamar Alexander’s ESEA bill – or do you support the likes of Marc Tucker’s (socialist) and Alexander’s vision of ruining this country through education? You and your colleges are going to have to decide and soon.

At the 1989, Governors’ Conference, led by Clinton, Lamar Alexander stated, “I would go down to the maternity ward of the local hospital, or whatever you call the part of the hospital where the nurses are who are there when the babies are born. Find out how many babies are born out-of-wedlock, how many babies are born with single parents. Just so you know that! I would think the Brand New American School would be year-round, open from 6:00 a.m. to 6:00 p.m. A second characteristic might be that these schools will serve children from age 3 months old to age 18.” FASCIST EDUCATION!

Then they had socialist Sally McClune speak. Listen close!

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Florida Association of District School Superintendents and FL School Boards Assoc. Partner with Pearson and Other Corporate Cronies

January 31, 2015 By Chris Quackenbush

Today I received the newest policy release from the Florida Association of District School Superintendents.  To say that I was disappointed is an understatement.  It pledges full support for Common Core by name.  The new report advocates convoluted minor reforms to adjust to changes and declining student performance which they do not understand, or will not address.

Joy Frank is the General Counsel and writes their bills and opinions.  We were directed to her by Senator Montford after Deirdre Clemons and I testified at the January 7th hearings in the Capitol.  After two very short meetings, it became apparent that we were not on the same page on Common Core.  After we presented our views and expert reports, Joy said her experts are telling her something else and dismissed it.  We need another meeting, but I doubt that will help.

I went to their web site and discovered the likely reason for her intransigence.

When you partner with Pearson and the other corporate cronies who pay your way, it’s tough to embrace the truth, that Common Core FAILS.

We must expose this connection to our legislators to show their views and testimony are tainted and they must listen to real stakeholders, the parents, students and tax paying citizens of Florida.   We should also address it in our districts with our elected school boards who must be largely unaware of this conflict of interest.

Then I went to the Florida School Boards Association web site to look at their “sponsors”  and found pretty much the same benefactors, with Pearson high on the list.  Both these organizations have expensive lobbyists, staff in the Capitol and access to our legislators through massive donations.  They are the ones creating reports and testifying before legislative committees with an air of legitimacy, while empirical results from education experts, parents and lower student exam results have no merit in their narrative.  By the way, we, as taxpayers, are paying for lobbyists for this association as well.  It’s part of your school district’s budget.

Both these organizations are presenting a united front urging legislators not to “rock the boat” on Common Core.   This is, indeed, a real story of David and Goliath.  Our grassroots organizations must inform and energize the public or accept enslavement of our children by corporate elites who reap the benefit at the bank from High Stakes Testing and Common Core.

March 5th, we have an opportunity to March for the Children in Tallahassee and lock arms across the state and across political lines.  Here are 4 interesting, short videos for your use:

March 5 event info: https://www.youtube.com/watch?v=r1-notNA_hY&feature=youtu.be

High Stakes Testing: https://www.youtube.com/watch?v=2wGxTWTm9F8&feature=youtu.be

History: https://www.youtube.com/watch?v=Zcyy1kJtwZo&feature=youtu.be

And English:  https://www.youtube.com/watch?v=hnLoK9St4XQ&feature=youtu.be

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Republicans Are Now In Control – Not Conservatives!

The words of Republican and Conservative are not necessarily a bonding of thoughts, ideas, morals or values.

One represents a frame of mind, the way you want your children to grow up with respect for others and themselves with a strong set of morals and values to carry with them through their lives.

The other is merely the name of a Political party backed by liars and huge money sources. Don’t misunderstand me, I believe the Democrats as a party are also liars. It just so happens the Republicans just came back into full power and they will certainly not clean up their act for the likes of the American people. In addition, the Republicans did nothing for us in stopping Common Core.

We are being told we should trust that party but as a parent and grandparent I can’t do that. They lie – repeatedly. Example – this morning I was cleaning out some papers and I came across the list of the “supporters” listed on Jeb Bush’s web site for the support of the Common Core State Standards.

You know, the web site that is so hard to find. The URL is www.highercorestandards.org but the actual name of the web site is “Conservatives for Higher Education”.

All REPUBLICANS and I wouldn’t call any of them CONSERVATIVE because they support the CCSS. The only changes you will find in the list of supporters are the removal of the names of Oklahoma Governor Mary Fallin and Louisiana Governor Bobby Jindal.  Ghee, I wonder why?

Maybe it’s because they had the intelligence and backbone to stand-up to the forceful orders of a bunch of “cash cows” telling them how to think and speak. They obviously finally decided to take the time to read the standards, found them unacceptable, below previous standards and unfit for consumption by our children.

Maybe they even decided corporate heads were not qualified to decide what our children should learn – we did do very well before unions, government and cash cows got into education. After all children educated in the 40’s and 50’s put us on the moon!

Interestingly enough, one name still remains on that list. It’s the name of that Preacher who stood in front of his TV cameras in December 2013 and stated he no longer supported the standards and then shortly thereafter went and had lunch with the Council of Chief State School Officers (CCSSO) and gave them his worldly advice. You guessed it –

MIKE HUCKABEE!

HUckabee 5I’m not sure which direction some of the ministers in this country are headed, but this one openly lies to the whole country two nights in a row and then at lunch urges state education officials to get rid of the “Common Core” name because it has become “toxic.” However, it would appear he intends to support the standards given the instructions he gave to the CCSSO. “Rebrand it, refocus it, but don’t retreat”. Ouch!

It would seen Mr. Huckabee has become toxic!

Some of our REPUBLICAN governors took Huckabee’s advice to heart:

  • Arizona Gov. Jan Brewer (R) has used an executive order to purge the name “Common Core” from the standards and refer to them, instead, as Arizona’s College and Career Ready Standards: “The Executive Order requires that executive agencies refer to the standards, adopted in 2010, as Arizona’s College and Career Ready Standards, and encourages citizens and education stakeholders to do the same.” Their standards are still CCSS.
  • Iowa’s Governor Terry Branstad (R) also chose to “rebrand” now referring to the standards as the “Iowa Core”. Imaginative!
  • Florida’s Governor Rick Scott (R) opted to rebrand by removing the words “Common Core” from all official education documents. Floridians are under the impression the new standards name is the “Next Generation Sunshine State Standards however that name was put in place in 2007 and remains today for all except the ELA and Math Standards. Those are being referred to simply as 2014 Language Arts Florida Standards and the 2014 Mathematics Florida Standards and they were renamed in February, 2014.

When Scott was asked if the standards had just been re-branded he replied, “The Florida Standard is derived from the Next Generation Sunshine State Standard, which was derived from earlier versions of the Sunshine State Standards. These standards pre-dated Common Core and are truly Florida’s own standards.”

What about Florida’s obligation to the Federal Government from our acceptance of Race to the Top money? Gov. Scott said: “Race to the Top was a four-year grant. That grant has expired, it’s done. We are no longer under obligation to the Federal Government. So we are pushing back against any Federal intrusion into our public schools.”

This statement is also a lie since Florida applied for an extension to complete all their requirements when they filed their last report. Another lie, we still have money and he has an extension until Sept 1, 2015 – the RTTT deal is not over!

RTTT Extension

  • Indiana’s Governor Mike Pence (R), the first to accept the CCSS and then the first to supposedly “replace” the CCSS is still in hot water with his parents and voters. It is obvious the new Indiana standards are so close to the old ones that stating they are “rebranded” is certainly more appropriate than saying they are changed.

Florida’s Governor Scott thought he was smart to call for 3 meetings to hear complaints about the standards, but he forgot two things at those meetings – the parents and himself! He couldn’t find the time to attend any of those meetings or the Town Hall events he called for – but at the same time he found the time to go all the way to South Florida to have dinner with Jeb Bush.

How is your state doing? Are they continually lying to you, playing a cover-up game? Florida tells us they have made 99 changes to the CCSS to make them our own, but no details showing what those changes supposedly are. The 99 changes involving cursive writing and calculus will not be tested on in the general state tests, out of eleven thousand math and English standards means nothing.

It is called TEST UNTIL YOU DROP!

All the participating CC states were required to file a yearly report to the FDOE if they received Race To The Top (RTTT) funds explaining how they spent the funds, how much they have left, what goals they listed on their applications have been completed and which ones haven’t and why! Florida RETAINED most of the $700M they received in Tallahassee in round 2 according to their own words to pay for a flubbed up CCSS web site and contracts they needed to put in place to be compliant.

I noticed this past week several local school districts around the country had amendments or referendums on their ballots to increase school taxes. I’m not surprised, but I am surprised the voters were dumb enough to vote for the increases to their property taxes to pay for this boondoggle of a Trojan Horse. Are you really prepared to take head on the estimated costs of the CCSS?  $1,024,163,000 is one estimate.

Interestingly enough in Florida, Scott stayed as far away from the topic of the CCSS as he could during the campaign. Even Jeb Bush hitting the trail for Scott tried to stay away from the topic, but Bush never does know when not to lie. When asked about the changes to Florida’s CCSS he said, “he agrees with Scott’s statement that “Common Core is out” in Florida. Florida’s changes to Common Core were not substantial, and standards are now “Florida-based” and higher”.

How can Bush say “CC is out of FL” & then “concede FL made changes to the CCSS that were not substantial“? Makes Absolutely No Sense and in my playbook it’s called “doublespeak”!

How do the Master Deceivers in your state work? The ones in Florida tried to convince the FDOE they have complied with all requirements while at the same time convincing the public that the Florida standards are something other than Common Core with a new name or “lipstick on a pig.” Notice the changes here, FL has all 3 standards!

Common Core Standards

Florida powers to be tripped all over themselves in trying to convince everyone the CCSS were gone, yet at the same time, after having asked for an extension and renewed their NCLB waiver in June 2014, it would have broken the rules of the waiver – and Rick Scott really likes to play with money.

Equally interesting is these states have all had to sign a “memorandum of understanding” with the FDOE regarding RTTT if they were planning to apply for the grants or expect to be picked, which is what Florida did. Contrary to what Florida’s governor said, it is obvious the rules still apply regarding RTTT because they asked for the extension to comply.

I hope the “powers to be in charge” of these states understand clearly “we” have NOT been educated with the CCSS. We know full well you are liars, fence jumpers, manipulators, deceivers, and in bed with the likes of Carnegie, Gates, Soros, Bush Dynasty, ALEC, NEA, NTA, Charter School Management Companies and actually too many others to name. Anyone who is willing to put some “cash” into your election “cow” – you will cop a deal with.

That is everyone but the American people.

Florida’s raging battle over Choice/Charter/Vouchers is beginning to take on a sickening level. Actually there is no difference between the “money men” involved in vouchers, choice and charters. They are all part of the same pot with the same legislature passing all this lenient legislation.

Vouchers/Choice nor Charters do not get our children away from Common Core and I thought that was the main issue. The Florida Supreme court has already ruled once against Vouchers being unconstitutional according to the state statutes. The legislature did it anyway and now they are back in court.

Politics did had its ugly hand in the last election when it came to education right down to the local boards. There is no love loss by me for the “Step Up For Student’s” and nor should there be for you. They are just another “cash cow” looking to fill coffers in the name of the “low-income” children. But they all have been playing the low-income game since 1965 and it never gets any better. Why? They all continue to use those children as scape goats rather encouraging them and laying out the world in front of them. Money does not buy good education!

Interesting the support of the voucher programs and like the Charter school mess, there is no one minding the store. There are so many scandals surrounding the McKay Scholarship program along with the legislation that was passed that even though a Private school is receiving Public taxpayer funds, they don’t have to abide by FOIA requests. So who is minding the stores?

David Figlio of Northwestern University, who has evaluated the scholarship program on an annual basis for the state – guess whose side he’s on. If he is being paid by the state, you need to look no further.

Some in Florida believe that in re-electing Scott he would be “thankful” and be willing to talk “dump the CCSS” completely. That is not going to happen. Not only is the man a businessman first and foremost, he never (even in his own lawsuit) faces his accusers nor answers questions about anything.

Although it was Charlie Crist and the Republican House & Senate that gave Florida the CCSS, the state would have been better off to elect Crist since the monopoly of republicans in Tallahassee would never have given Crist anything he wanted. They won’t give it to us either.

Nor will those in D.C. The republicans took charge of the House and Senate in ’94 and ’02 and exactly what did that give us?  Promises!

You are right if you think my faith in any politician has flown out the proverbial window and I still don’t understand why you put all of your faith in them rather than your own intelligence especially after they have lied to you so many times. Most should have been removed from their jobs at the local level already. You would have been!

They are ruining our children’s futures, actively working at creating the North American Union as a prelude to the New World Order and pushing your children into UN/UNESCO communist education .

As J. Edgar Hoover (FBI) stated at the time Eisenhower signed The Communist Control Act in 1954, “you are forcing the Communist Party movement to go underground” which is exactly what it did for a period of time. Once they realized no one was going to act on the ACT, they began to slowly surface through the building up of unions and control all over the country. We now even openly elect communists into elected offices.

I see this country as having been an expansive experiment – touched by the hand of God, implemented by Godly people and what do we have today? Nothing but scraps left – 97% of the people asleep or could care less. If you are sitting on the sidelines watching what politicians have done to this country with their egos and self-serving attitude it is truly a sad sight.

I sincerely hope more states are successful in gaining back the control of the education of their children and along with that the morals and values that were once the strong force behind this great country.

“Democracy attaches all possible value to each man; socialism makes each man a mere agent, a mere number. democracy and socialism have nothing in common but one word: equality. But notice the difference: while democracy seeks equality in liberty, socialism seeks equality in restraint and servitude and Democracy extends the sphere of individual freedom, socialism restricts it. Democracy attaches all possible value to each man; socialism makes each man a mere agent, a mere number”.    Alexis de Tocqueville  1848

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IN THE SHARK TANK!

I apologize for not having posted for a while, but there is so much happening in America let alone our world, the time for research and the time for writing seem to be waging this battle of their own.

As you know, from time to time I do share articles and papers written by those whom I trust and personally know. One such person is Karen Schoen – not only a dear friend and committed Patriot, but an ex school teacher who always has her eyes and ears out to pick up on the things that relate back to the education of our children. Such is this article called – In the Shark Tank!

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COMMUNIST MANIFESTO SECTIONS RELATING TO EDUCATION & FAMILY:

17. Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers’ associations. Put the party line in textbooks.

18. Gain control of all student newspapers.

19. Use student riots to foment public protests against programs or organizations which are under Communist attack.

24. Eliminate all laws governing obscenity by calling them “censorship” and a violation of free speech and free press.

25. Break down cultural standards of morality by promoting pornography and obscenity in books, magazines, motion pictures, radio, and TV.

26. Present homosexuality, degeneracy and promiscuity as “normal, natural, healthy.”

27. Infiltrate the churches and replace revealed religion with “social” religion. Discredit the Bible and emphasize the need for intellectual maturity, which does not need a “religious crutch.”

28. Eliminate prayer or any phase of religious expression in the schools on the ground that it violates the principle of “separation of church and state.”

29. Discredit the American Constitution by calling it inadequate, old-fashioned, out of step with modern needs, a hindrance to cooperation between nations on a worldwide basis.

30, Discredit the American Founding Fathers. Present them as selfish aristocrats who had no concern for the “common man.”

31. Belittle all forms of American culture and discourage the teaching of American history on the ground that it was only a minor part of the “big picture.” Give more emphasis to Russian history since the Communists took over.

32. Support any socialist movement to give centralized control over any part of the culture–education, social agencies, welfare programs, mental health clinics, etc.

40. Discredit the family as an institution. Encourage promiscuity and easy divorce.

41. Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.

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by Karen Schoen, Florida

Dear Americans:

This past weekend during one of our thunder storms, I had a few minutes to watch a show called  Shark Tank. I love to see the new, innovative ideas from future entrepreneurs…who get a chance to turn their dreams into reality.

I was horrified – as one entrepreneur after another displayed their business ideas – and NOT ONE understood the Cost Analysis that dictates Production!  No Balance Sheets or Projections Analysis are available to predict future expansion for their business Growth!

As a former teacher and business owner, the Red Flags went off in my head: 

How can Business succeed – if Owners do NOT GRASP MATH?

It was then that I started tying the pieces together. Remember:

  • Everything is connected
  • Everything happens for a reason
  • Nothing is random
  • Everything is planned
  • EVERYTHING IS A LIE

How does this work?  What are we not told?  What are the Results?

Remember – the ELITE ESTABLISHMENT GOALS:

  • Money
  • Power
  • Control

What is the lowest common denominator that affects every American? 

What is the one place that behavior modification can succeed?  

If you answered SCHOOL and EDUCATION, you would be correct!

As a former student from “The New School of Social Research”  mentioned by Glenn Beck as the premier provider of psychological manipulation, let me explain how this works, and this is what I learned:

  1. If you repeat something enough people will believe it to be true.  Emotional Values (aka LIES) can replace facts (aka TRUTH).
  2. If you create scary things people will turn to government for answers. (aka Man Made Climate Control, CO2).
  3. Each child is a commodity and is judged on their ability to produce. Any non-productive individual is a useless eater and can easily be discarded.  Individuality can not be tolerated, for individuals might question their government.  People MUST NOT TALK to each other. (aka group rights) keeping them divided by groups, religion and race makes it easier to strengthen the divide. (aka Separation of Church and State – which does not exist)
  4. Everyone is addicted to something. If you control the addiction, you control the individual.  You can then group addicted people into groups and turn them against each other by withholding the addiction.
  5. Promotion of Political Correctness aka censorship quiets constructive discourse.
  6. School MUST replace family by using immorality, environment and emotion to replace fact and common sense.  AKA teach to the left brain (emotion) leaving out the right brain (fact / truth) 
  7. Indoctrinate – not educate (aka constant testing) to make sure that all answers fit the new behavior pattern.
  8. Replace the ease of math with the confusion of math. Math is a universal language. anyone all over the world can communicate using the truth of math. Math is the one fact that must remain constant.
  9. Interest, inflation, FED, Mortages Fraud, Trade Agreements, QE, National debt, Actual cost of waste, fraud and abuse, conservation, sustainable developments, outsourcing, DEBT are lost on a populace with no understanding of math.  Students are taught the one with the biggest debt wins because someone will work to pay off the debt, America needs illegals to pay off the debt.  JOBS are more important than SMALL BUSINESSES.
  10. Elimination of CIVICS produces Experts (people getting government grants to produce the government desired outcome) who know more than you do because you are ignorant.  Experts should build, develop, manage.  You are too stupid.  All experts and stakeholders have a financial interest in your production, your private property and will “manage” it better than you.

Hitler

Therefore if math is confused – the result is that communication, problem solving, logical thinking…and common sense are ELIMINATED. 

Parents are not be able to help their children.

Children learn how “stupid” mom and dad are.

Children learn in grades K-12 that humans are the ENEMY of the Earth, that they are worthless, and their voice doesn’t count.  

They are only important as part of the group (aka GROUPTHINK, like Nazi Germany).  Family is of no help, only the school can help. Students are only as good as their ability to work, and are coached to do more for less.

Social Justice indoctrinates that no one can own anything. Only the State can own property, because that is the only way to keep everything “fair” for all. 

We must “redistribute wealth”  by taking from those who have – and give it to those who have not. Of course, you must not expect the Establishment to “share theirs” – only TAKE and SHARE what is YOURS.  

This, of course, makes the Elite richer as they legally steal everything you own (by regulating you out of business) – for the fairness of all – in essence:  SHARED POVERTY!  

“Transforming America” means DESTROYING the Constitution, God, our American culture, and Family – REPLACING it with Government, the UN, and School. 

Nationalism, patriotism, and exceptionalism are key to America’s Survival. 

Transformation eliminates America – in favor of the UN.

Mission accomplished in a Colorado district: AP History: CO school board member proposing ‘patriotic’

On November 4, YOUR vote can make a difference

Do you want an establishment follower of the same old, failed policies – presented by the same people who created this mess?

OR

DO YOU WANT TO USE YOUR VOICE and choose a leader who will tell you the truth, no matter how bad it is and will follow the Constitutional Rule of Law to find solutions protecting all Americans equally? 

VET your candidates wisely.  Follow the money.

Who gives them donations are the people they will favor. 

Do you want a voice – or will you leave your destiny to someone else?