Archive for the ‘Academic Standards’ Category

Utah State Office of Education Lies to Legislature and Board about National Common Science Standards Adoption   Leave a comment

You can’t just watch this; you have to act:  email your legislators and school board members and members of the media.

One dog barking does not wake up a town.  Ten thousand barking dogs will.

This short, seven minute video is a powerful documentation that uses the actual voices from recorded audio and video from legislative meetings and school board retreats that show the trail of promises broken and the belittling and bullying happening to our legislators, parents, and teachers by the Utah State Office of Education.

  • You will hear the USOE curriculum director promising an elected school board that Utah will never adopt national common science standards.
  • You will hear the USOE superintendent promising the Utah legislature that Utah will never adopt national common science standards.
  • You will hear the USOE representative justifying the adoption of the common science standards and their hiding of the true science standards, giving parents a watered down, fake version –even during the time that USOE has an official “public comment” period happening— with the excuse that parents would find the standards “overwhelming”.

 

Please watch and share.

Please Show Up to Push Back on Science Standards at Statewide USOE Meetings Starting TOMORROW   4 comments

creation_hands_xlarge

 

The Utah State School Board —despite last year’s pushback, despite serious concerns of some of the state school board members–  is now moving to adopt national, common standards for science.  Watch this video to see the documented false promises by the USOE to legislators and local school board members, that Utah would never adopt nationalized science standards; this string of broken promises needs to be exposed and those breaking the promises need to be held accountable by our legislature and governor.

 

 

 

You are invited to the USOE’s public meetings on the subject, to be held statewide for a few weeks, starting TOMORROW.

Be forewarned: the USOE won’t admit that Utah is adopting NGSS.   To know this bit of information, you have to be in touch with those parents who served on the science study committee.  Utah indeed is (out of sight of the public) pushing for adoption of NGSS but the USOE claims that it’s only revising its old standards, and that the revision is limited to middle school science standards for now, so it’s not whole NGSS adoption, they say.  But do your research.  They’ve been caught fibbing more than once.  And they are fibbing now.

So, what are the “Next Generation Science Standards” (NGSS)  and why should we take time fight them?

NGSS are common Science Standards created by businessmen and politicians at Achieve, Inc., aimed to make all students use (and be tested on) the same set of science-related standards nationwide.  Achieve, Inc., is the same group that pushed Common Core math and English into being.  (So if you didn’t love Common Core, heads up.)

As with Common Core math and English standards, states lose control when they adopt NGSS.  Achieve Inc., is private, so it’s not subject to sunshine laws– no transparency.  So right or wrong, good or bad, we’ll have no way to even know which scientific theories are being accepted or rejected, or what kind of lobbying monies are determining priorities for learning.  We will not be able to affect in any appeal to local boards, what our children will be taught or tested.  That power will have gone to the standards copyright holders and corporate test creators.  We have no method of un-electing those controllers, no way for our scientists to affect any amendments made in the ever-changing and politically charged future of science.

It is also tragically true that Fordham Institute rated NGSS as inferior to many states’ science standards.  Still, many states, including Utah, are adopting NGSS anyway– a sad reminder of recent history, when certain states with prior standards higher than Common Core dropped their standards  to be in Common Core.  It’s also a sad proof that the claim that “the standards are higher and better for all” was nothing more than a marketing lie, then for English and math, and now for science.

There are important reasons  that South Carolina officially rejected NGSS.

And so did Wyoming.

Kansas parents sued the state school board over it.

West Virginia is fighting about it.

It’s a hot topic in many other  states.

But do Utahns even know it’s going on here?  (How would they know unless they were personal friends of the parent review committee?)  The USOE won’t even admit that Utah is aiming to adopt NGSS!  To do Utah-specific homework on this, read this article.  And this one. 

Then come to the meeting.  The USOE is calling the new standards “a revision” rather than a wholesale adoption of NGSS standards, in what appears to be an attempt to deceive the people. Parent committee members opposed to the change, including scientist Vincent Newberger, have pointed out that one word– one– was altered from NGSS standards in Utah’s “revision of its own standards” and some NGSS standards were only renumbered, so that the proponents could feel truthful about calling these standards a “revision” of Utah’s prior science standards rather than an adoption of national standards.  The USOE’s open meetings are not, supposedly, to promote NGSS but are to promote what USOE calls a “revision of middle school science standards” only.

Parents need to take control of this conversation.

Ask yourself:  1)  Is this revision actually an adoption of NGSS?  2)  Do I want national science standards in Utah?

Answer one:  If you read what parent committee members are testifying, you will conclude that this revision IS an adoption of NGSS.

Answer two:  As with Common Core, we must push back against national science standards for two reasons:  control of standards (liberty) and content of standards (academics).

CONTROL

Although parent committee members on Utah’s “revision” team testify that the content is global warming-centric, and electricity-dismissive, and testify that the standards present as facts, controversial theories only accepted by certain groups; to me, the enduring issue is control, local power.

If we adopt standards written by an unrepresentative, nonelected, central committee– standards that don’t come with an amendment process for future alterations as scientific theories and studies grow– we give away our personal power.

Even if these standards were unbiased and excellent, we should never, even for one second, consider adopting national/federally promoted standards– because science is ever-changing and ever politically charged.  We are foolish to hand away our right to judge, to debate, to control, what we will be teaching our children, and to let unelected, unknown others decide which science topics will be marginalized while others are highlighted in the centrally controlled standards.   Would we allow a nontransparent, unelected, distant group to rewrite the U.S. Constitution?  Never.  Then, why is representation and power concerning laws and policies affecting our children’s knowledge, beliefs and skills any less important?

Representation is nonexistent in NGSS standards adoption, despite the token cherrypicked teacher or professor who gets to contribute ideas to the new standards.  Unless there is a written constitution for altering our standards so that we retain true control of what is taught, no federal or national standards should ever, ever be accepted.  Adopting centralized standards is giving away the key to the local castle.

Are these just harmless, minimal standards without any teeth or enforcer?  Hardly; the enforcement of the science standards is embedded in the nationally aligned tests, tests which carry such intense pressure for schools and students (school grading/shutdown; teacher evaluation/firing) that they have become the bullies of the educational system.

CONTENT

Know this:  NGSS are neither neutral nor objective.   This explains why pushback against NGSS is so strong in some states, even to the point of lawsuits against state school boards over NGSS.  NGSS standards are slanted.

It may come as a surprise that religious freedom is a key complaint against these standards.  This was pointed out by plaintiffs in the Kansas lawsuit, which alleged that implementation “will cause the state to infringe on the religious rights of parents, students and taxpayers under the Establishment, Free Exercise, Speech and Equal Protection clauses of the U.S. Constitution.”

The legal complaint stated that “the principal tool of indoctrination is the concealed use of an Orthodoxy known as methodological naturalism or scientific materialism. It holds that explanations of the cause and nature of natural phenomena may only use natural, material or mechanistic causes, and must assume that supernatural and teleological or design conceptions of nature are invalid. The Orthodoxy is an atheistic faith-based doctrine that has been candidly explained by Richard Lewontin, a prominent geneticist and evolutionary biologist, as follows:

“Our willingness to accept scientific claims that are against common sense is the key to an understanding of the real struggle between science and the supernatural. We take the side of science in spite of the patent absurdity of some of its constructs, in spite of its failure to fulfill many of its extravagant promises of health and life, in spite of the tolerance of the scientific community for unsubstantiated just-so stories, because we have a prior commitment, a commitment to materialism. It is not that the methods and institutions of science somehow compel us to accept a material explanation of the phenomenal world, but, on the contrary, thatwe are forced by our a priori adherence to material causes to create an apparatus of investigation and a set of concepts that produce material explanations, no matter how counter-intuitive, no matter how mystifying to the uninitiated. Moreover, that materialism is absolute, for we cannot allow a Divine Foot in the door.” [Richard Lewontin, Billions and Billions of Demons, 44 N.Y. Rev. of Books 31 (Jan. 9, 1997) (emphasis added)]

 

So, under NGSS, you can’t teach, as some scientists do, that evolution can exist alongside creationism.  Under scientific materialism/methodological naturalism, any “design conception” is invalid.

Other complaints against NGSS science standards are that they pit environmental activism against activists who want freedom to use natural local resources;  that they ask students to see themselves as either global warming believers or global warming deniers, to the exclusion of scientific inquiry; that they pit advocates of scientific open debate against advocates for scientific and political consensus-seeking; that they push the orthodox religion of atheism rather than allowing students to decide for themselves whether or not to include Creation in their personal scientific study.

Below is a list of the upcoming science meetings in Utah, where any citizen may come and ask questions and make comments.

Friends, we need to show up and bring neighbors.  If too few Utahns find out and push back, the NGSS standards will slide right in like Common Core for math and English did.  Please cancel your other plans.  Bring your video cameras if you come.  It’s an open, public meeting so recording seems proper and fair.  Recording USOE official replies to questions from parents can only encourage accountability from the USOE to the citizens.  If you can’t attend one of the meetings in the next weeks, please comment (and ask others to comment) on the USOE’s  90 day public comment survey link.

Before I list the meeting times and dates and cities, I want to share portions of an email sent out from a Washington County, Utah citizen to other citizens of Washington county.  I don’t know who wrote this email:

 

————————————-

Washington County Email:

“Washington County was settled by wise men and women who worked hard to make our red desert bloom.  They have passed down a wonderful heritage of hard work and love for the land to all who have followed them.  We are now reaping the fruits of the careful planning and preservation that has become a way of life to all who make Washington County their home.  We desire to pass this heritage along to our children so that the generations to come will continue to be wise stewards of this land that we love.

 

It is hard to understand why anyone from Washington County would allow their children to be taught a science curriculum that does not align with our value system.  Imagine how powerful it would be to teach our children the science behind why our soil is red, how ancient volcanos came to pepper our back yards with basalt rock, what made our sand dunes petrify, why dinosaur footprints can be found in farm land and what makes our sunsets so spectacular.  As our children learn the unique science of the environment around them, they will have greater knowledge and appreciation of the diverse environments around the world.  They will also come to appreciate the importance of being wise stewards wherever their paths may lead them.

 

We now have an opportunity to protect our right to teach our children.   The Federal Government has incentivized groups to develop the Next Generation Science Standards (NGSS) and those groups have worked tirelessly to get them implemented in Utah, and all states.  Please come and learn more about the NGSS from Vincent Newmeyer, a member of the NGSS review committee.  We will be meeting on Thursday, April 23rd at 6:00 P.M. at the St. George Downtown Library (88 W. 100 S. St. George).  Mr. Newmeyer is one of the review committee members who have great concerns about the NGSS.  These members are generously giving their time to visit communities to warn them about these new federal standards.

 

Directly following the meeting with Mr. Newmeyer, there will be a public meeting with the State and Local School Boards to discuss these federal standards tied to high-stakes testing onThursday, April 23rd at 7:00 P.M. at the Washington School District Office Board Room at 121 Tabernacle Street in St. George.”  

 ————————————-

 

USOE Public Feedback Meetings

All Meetings are 7 p.m. – 8 p.m.

Thursday, April 23
Washington School District Office
Location: Board Room
121 Tabernacle Street
St George, Utah 84770
Note: The main doors will be locked.  Access through the front side doors.

Tuesday, April 28
Uintah School District Office
Location: Board Room (Upstairs)
635 West 200 South
Vernal, Utah 84078

Wednesday, May 6
Provo School District Office
Location: Professional Development Center
280 West 940 North
Provo, Utah 84604

Wednesday, May 13
Cache County School District Office
Location: Professional Development Center
2063 North 1200 East
North Logan, Utah 84341

Tuesday, May 19
Salt Lake Center for Science Education (SLCSE)
Location: The Media Center
1400 Goodwin Avenue
Salt Lake City, Utah 84116

 

 

Ten Reasons To Opt Out of Common Core/SAGE Testing   4 comments

opt out 2015

 

 

1.  THE TESTS HAVE NEVER BEEN VALIDATED.  It is out of the norm for tests to be given to children that never have been validated in a formal, scientific, peer-reviewed way.  Professor Tienken of Seton Hall University calls this “dataless decision making“.  What does it mean to a mom or dad to hear that no validity report has ever been issued for the SAGE/Common Core tests?  It means that the test is as likely to harm as to help any child.

We would not give our children unpiloted, experimental medicine; why would we give them unpiloted, experimental education?  –And, did you know that Florida bought/rented the SAGE test from Utah, and now Florida points to Utah students as its guinea pigs?  Where was Utah’s parental consent? Is it okay that the youngest, most helpless citizens are compulsory research subjects without the knowledge or consent of their parents?

2.  THE STANDARDS (upon which the test is based) HAVE NEVER BEEN VALIDATED.   Building a test on the sandy foundation of unvalidated standards –hoping but not having actual evidence on which to base that hope– that the standards are unquestionably legitimate, means that not only the test but the teaching that leads up to it, is experimental, not time-tested.  The SAGE evaluates teachers and even grades schools (and will close them) based on test scores from this flawed-upon-flawed (not to mention unrepresentative/unconstitutional) system.   Dr. Tienken reminds us that that making policy decisions in this baseless way is “educational malpractice.”

3. THE TESTS UNFAIRLY REDEFINE WHAT IT MEANS TO BE EDUCATED.  The tests assume improper authority to enforce the common core and they thus cement this new definition of what education is.  The redefining was not done by educators, but by businessmenfalse philanthropists and politicians. The copyright on the standards for this test ensure that nobody gets any influence in what the standards will look like years from now, except those who hold copyright.  Teachers are pressured, even against their professional judgment, to conform to test-centric standards and curriculum.  Schools can get shut down, teachers can get rewarded, punished or fired, all based on the high stakes test.

4. THE TESTS ARE SECRETIVE.  Parents and teachers may not see test questions, not even years after the test is over.  Last year’s leaked screen shots of the test, taken by a student with her cell phone to show her mother, revealed an unpleasing agenda that asked students to question the value of reading (versus playing video games).  The student who took the photos was told that she was a cheater, was threatened with expulsion; and the teacher who didn’t notice (or stop) the cell phone photography was threatened with job loss.  Members of Utah’s 15-parent SAGE review committee have expressed grave concerns about the quality and content of SAGE, citing “grammar, typos, content, wrong answers, glitches, etc.,” but were never shown whether corrections were made to SAGE, prior to its hasty rollout.

5.  TEST ITEM CREATION IS QUESTIONABLE.  SAGE questions were written by two groups: a few hand picked Utah educators, and the psychometricians at the testing company, American Institutes for Research (AIR) which is not an academic organization but a behavioral research group.  We don’t know why psychometricians were entrusted to write math and English questions.  And we don’t know what the percentages are– how many SAGE questions come from educators, and how many from AIR’s psychometricians?

6.  THE TEST DISREGARDS ETHICS CODES FOR BEHAVIORAL RESEARCH TESTING.  As Dr. Gary Thompson has pointed out, behavioral tests are normally governed by strict codes of ethics and test-giving psychologists lose their licenses to practice if they veer from the codes of ethics.

The Utah State Office of Education claims tests do not collect psychological information, but it seems unreasonable to believe the claim.

Consider:

  • Behavioral Indicators” is a phrase that’s been in Utah laws concerning student testing for years.  It’s old news.  Happily, last month, Sen. Aaron Osmond wrote a bill to remove that language.  (Thank you,  Senator Osmond.)  Time will tell if the new law is respected or enforced.
  • Psychometric census” of Utah students was part of the agreement Utah made with the federal government when it applied for and received a grant to build a longitudinal database to federal specifications, (including federal and international interoperability specifications.)  Utah promised in that grant contract to use its Student Strengths Inventory to collect noncognitive data.
  • The test company, AIR, is a behavioral research company that creates behavioral assessments as its primary mission and focus.
  • U.S. Dept of Education reports such as “Promoting Grit, Tenacity and Perserverance” promote collection of students’ psychological and belief-based data via tests, encouraging schools to use biometric data collection devices.  I have not seen any of these devices being used in Utah schools, but neither have I seen any evidence that the legislature or our State School Board stand opposed to the Dept. of Education’s report or the advice it gives.
  • The NCES, a federal agency, has a National Data Collection Model which it invites states to follow.  Since Utah has no proper legal privacy protections in place, there is nothing stopping us from accepting the invitation to comply with the Model’s suggestions, which include hundreds of data points including intimate and even belief-based points: religious affiliation, nickname, voting status, bus stop times,  birthdate, nonschool activities, etc.

7.  UTAH’S NEW SCHOOL TURNAROUND LAW WILL SHUT DOWN SCHOOLS OR TAKE THEM OVER –USING SAGE AS JUSTIFICATION.  The bell curve of school-grading uses SAGE as its school-measuring stick; when a certain number of schools (regardless of quality) are inevitably labeled “failing” because of their position on that bell curve, they will be turned over to the state, turned into a charter school, or closed.  These events will alter lives, because of Utah’s belief in and reliance on the illegitimate SAGE test scores.

8.  SAGE TESTS ARE GIVEN ALL YEAR LONG.  These are not just end-of-year tests anymore.  SAGE tests are summative, formative, interim, and practice (assignment based) tests.  The summative (ending) test is given so early in the year that content has not been taught yet.  But it gets tested anyway, and teachers/students/schools get negatively judged, anyway.

9.  OPTING OUT IS ONE WAY TO PROTEST DATA MINING AND TO MINIMIZE IT.  The State Longitudinal Database System (SLDS) collects daily data on every school child without ever asking for parental consent.   SLDS collects much more than test-gathered data.  The government of Utah will not allow an SLDS opt out.  And since SLDS does not have an opt out provision (while SAGE does) it makes sense to minimize the amount of data mining that’s being done on your child by not taking these tests.

10.  OPTING OUT OF SAGE FIGHTS EDUCATION WITHOUT REPRESENTATION.  The lack of transparency, of fairness, of any shared amendment process or true representation under Common Core and its testing system defies “consent of the governed,” a principle we learned in the Declaration of Independence.  “It is the right [and responsibility] of the people to alter or abolish” governments [or educational programs] destructive of life, liberty or the pursuit of happiness –or those that govern without the knowledge of, or consent of, the governed.

I believe that parents now have the right and responsibility to abolish SAGE testing, by refusing to participate.

If you haven’t yet realized that the Utah State Office of Education acts as an unaccountable bully to both the State School Board and to parents/teachers/legislators, please watch this; it is yet more reason to not allow your child to take the SAGE/AIR test, which is a science test as well as English and math:

 

Beware of Stealth Assessment as SAGE replacement

Please beware, however:  The testing opt out movement has grown so huge (outside Utah) that some Utah legislators have decided to hop on the anti-testing bandwagon with an eye toward replacing SAGE with something  from which public school parents can never, ever opt out (unless they home school or use private school).  That’s called embedded testing, or stealth assessment.

Rep. Marie Poulson’s resolution to create a task force to study getting rid of SAGE and to replace it with embedded, or stealth assessments, passed in the Utah legislature this year.  That means that it will most likely become law next year.

Opt out of SAGE this year; fight Stealth Assessment next year.

 

———————————————————————————————

 National News Update on Test Opt-Out Movement

provided by Fairtest.org 

We’ve pulled together this special edition of our usually-weekly newsclips because of three huge stories that broke in the past several days.

–  In New York, more than 173,000 students opted out of the first wave of state testing, at least tripling last year’s boycott level.

–  In five states (Colorado, Minnesota, Montana, Nevada and North Dakota) computerized Common Core testing systems collapsed in a replay of the widespread technical problems which plagued Florida exams earlier this spring.

Both major developments further undermine the credibility of judgements about students, teachers and schools made on the basis of standardized exam results.

—  And, in Washington DC, the U.S. Senate education committee responded to grassroots pressure for assessment reform by endorsing an overhaul of “No Child Left Behind,” which eliminates most federal sanctions for test scores.  The bill does not go far enough to reversing test misuse and overuse, but it is a step in the right direction

Remember that these updates are posted online at: http://fairtest.org/news/other for your reference and for use in Facebook posts, Tweets, weblinks, etc.


U.S. Senate Committee Votes to Kill “No Child Left Behind,” But High-Stakes Testing Era is Far From Over
http://www.thenation.com/blog/204593/senate-committee-votes-kill-no-child-left-behind-high-stakes-testing-era-isnt-over#
NCLB Reauthorization: A Chance to Right a Wrong That is Hurting Low-Income Children
http://blogs.rollcall.com/beltway-insiders/esea-reauthorization-chance-right-wrong-commentary/

California Large Urban School District Leadership Rebukes Standardized Testing Fixation
http://www.utsandiego.com/news/2015/apr/15/san-diego-schools-rebuke-testing/

Colorado Computerized Testing Shut Down Statewide by “Technical Difficulties”
http://gazette.com/technical-difficulties-cause-statewide-shutdown-of-standardized-testing-in-colorado/article/1549677

Florida
Governor Signs Modest Testing Reductions into Law; Parents and Teachers Promise Escalating Pressure
http://www.miamiherald.com/news/local/education/article18529547.html
Florida’s New Student Testing Law Should Have Gone Further
http://www.tampabay.com/opinion/editorials/editorial-new-student-testing-law-should-have-gone-further/2225493

Georgia Judge Sentences Educators to Up to Seven Years in Prison for Test Cheating
https://celebrity.yahoo.com/news/pleas-mulled-former-atlanta-educators-test-cheating-scandal-120733406.html

Indiana
Legislators Have Competing Views About Future of State Testing
http://in.chalkbeat.org/2015/04/15/no-clarity-yet-on-competing-vision-for-indiana-state-testing/#.VTDyTkZLUZw

Michigan
Opt-Out Movement is Starting to Gain Steam
http://www.tctimes.com/news/local_news/opting-out/article_231a679c-e377-11e4-9a4a-53b0b97da9c8.html

Minnesota
Student Assessments Snarled by Computer Crash
http://www.twincities.com/localnews/ci_27914106/minnesota-student-assessments-snarled-by-computer-crash

Montana
Cancels Smarter Balanced Testing Mandate After Computer Administration Woes
http://blogs.edweek.org/edweek/state_edwatch/2015/04/montana_lets_schools_cancel_smarter_balanced_testing_after_technical_woes.html

Nevada
Common Core Testing Disrupted for Two Days by Computer Problems
http://www.8newsnow.com/story/28811425/nevadas-common-core-testing-halted-for-second-day

New Jersey
More than 15% of 11th Graders Skipped Standardized Test
http://www.thedailyjournal.com/story/news/local/new-jersey/2015/04/15/new-jersey-nearly-th-graders-skipped-standardized-test/25850117/

New York
Fed-up Parents Revolt Against Testing in Historic Fashion
http://www.nydailynews.com/new-york/education/fed-up-parents-revolt-state-standardized-tests-article-1.2185433
Tens of Thousands Boycott New York State Exams, Raising Questions About Test-Based Evaluations
http://www.ksl.com/index.php?nid=157&sid=34264074&title=thousands-skip-ny-tests-raising-questions-about-evaluations
Track District-by-District Data Here:
https://docs.google.com/spreadsheets/d/t2_8Bg3h8mqx6Ax8rwGG5Mw/htmlview?pli=1

North Dakota Testing Plagued by More Computer Glitches
http://bismarcktribune.com/news/local/education/more-glitches-plague-standardized-tests/article_a5de5054-375e-5a8e-97ad-448efbf4cc39.html

Ohio Panelists Blast Testing at League of Women Voters Forum
http://www.ohio.com/news/local/panelists-relay-school-testing-concerns-at-league-of-women-voters-forum-1.583799

Oklahoma
Schools Struggling to Meet State Requirements for Test Monitors
http://www.tulsaworld.com/news/education/help-wanted-schools-struggling-to-meet-state-requirements-for-test/article_ce65ce4c-28ce-577d-9815-66ee2f0a1631.html

Oregon
House Passes Bill Making it Easier to Opt Out of Tests
http://registerguard.com/rg/news/local/32990672-75/oregon-house-oks-bill-making-it-easier-for-parents-to-opt-out-of-common-core-standardized-tests.html.csp
Oregon District Considers Suspending Common Core Test
http://registerguard.com/rg/news/local/32980118-75/springfield-board-considers-moratorium-on-smarter-balanced-standardized-tests.html.csp

Pennsylvania Sees More Students Opting Out of Standardized Tests, Especially in Philadelphia
http://bismarcktribune.com/news/local/education/more-glitches-plague-standardized-tests/article_a5de5054-375e-5a8e-97ad-448efbf4cc39.html
Lehigh Valley Opt-Outs on the Rise
http://www.lehighvalleylive.com/breaking-news/index.ssf/2015/04/lehigh_valley_pssa_opt_outs_on.html

Texas Parents Speak Out Against STAAR Exams
http://www.connectamarillo.com/news/story.aspx?id=1192443
Texas Principal’s Firing May Stem From Testing Criticism
http://www.dallasnews.com/news/20150416-popular-dallas-isd-principal-at-rosemont-elementary-to-lose-her-job.ece

Vermont
School Board Chair Explains Why State Voted to Suspend Use of Smarter Balanced Scores
http://www.burlingtonfreepress.com/story/opinion/my-turn/2015/04/16/opinion-vermont-dropped-sbac-testing/25901041/

Washington
State Students Are Right to Fight Testing Requirements
http://www.queenannenews.com/Content/News/Breaking-News/Article/EDITORIAL-Students-right-to-fight-testing-requirements/26/539/37377
Washington Board of Ed Wants to End Biology Exam That Blocks 2,000 From Graduating
http://www.seattletimes.com/education-lab/scrap-biology-test-or-2000-students-wont-graduate-state-board-of-education-tells-lawmakers/

West Virginia Common Core Testing Off to Rocky Start, “The Logistical Issues Are Terrible
http://wvmetronews.com/2015/04/17/common-core-woes-continue-in-wv/

Wisconsin Opt-Out Movement Gains Ground
http://host.madison.com/ct/news/local/writers/pat_schneider/opt-out-movement-gaining-ground-for-testing-in-madison-schools/article_83c01e97-b2d8-5fbc-b595-ce437251d1b5.html

Computerized Tests Face Major Technical Barriers
http://www.brookings.edu/blogs/techtank/posts/2015/04/15-next-generation-assessment-glitches
FairTest Chronology of High-Stakes Computer Test Failures
http://www.fairtest.org/computerized-testing-problems-2013-2015

Source-Focused Analysis of Common Core Starts Here: An Updated Syllabus   7 comments

Original source documents arm honest people who want to know the truth about Common Core to take back the reins of control.

This is important because proponents are increasing false advertisements about Common Core.  They’re also hiding the Common Core Inititative under different names, such as “Utah Core” or  “Indiana Core“.  Unfortunately, well intentioned people whom we trust to tell us the truth often simply don’t know the whole story.  It is up to us to find out for ourselves.

Please go go directly to source documents to fact-check claims being made by proponents of Common Core.

(This slightly updated syllabus was shared in a previous  post.  It is republished today because Alisa, Renee and I are speaking in Vernal tonight and we want to point our Vernal friends to solid information.  If anyone wants to come to the meeting tonight, you are welcome.  There is, of course, no charge and the event begins at 7:00.)

Link to tonight’s Vernal, Utah, meeting:   204 E 100 N, Vernal, UT 84078  (435) 789-0091

 

 

image cc

 A Source-Focused Analysis of the Common Core Initiative

  1. The General Educational Provisions Act – This law prohibits the federal government from directing or supervising education:  “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system…” The Dept. of Education, by forming multiple  official partnerships with corporate America, has gotten away with breaking this law.
  2. U.S. Constitution – Amendment 10 – “The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.” The disregard by the Dept. of Education for the authority and diversity of individual states’ educational pathways must be stopped.
  3. Utah’s Race to the Top Grant Application– Utah got points from the federal government for having a SLDS database system. (This tracks children without parental consent or knowledge.  There’s no legal opt-out for SLDS child inventorying.  Corporations, in partnership with state SLDS systems, collect millions of data points on children, without parental consent. ) Also in the Race to the Top Grant Application document, see that Utah got more points for having adopted Common Core. This was how we got in. Despite not winning the grant money, we remained in these systems.
  4. The No Child Left Behind Waiver– This shows the 15% cap the federal government put on top of the copyrighted, unamendable (by states) common standards.  So states are allowed to add frosting and sprinkles to state standards, but they have no say in what goes into the cake itself.
  5. The State Longitudinal Database System (SLDS) Grant– All states have one. This is a federally paid-for database that every state in the US now has. It tracks students within the state. Aggregated data ion students is sent from this system to the federal EdFacts Exchange. Parents can not opt their children out. (They can and probably should opt out of Common Core tests, however.)
  6. The lawsuit against the Department of Education– The Electronic Privacy Information Center has sued the DOE for destroying the previously data-privacy protective federal FERPA. The lawsuit explains that parental consent is a best practice, not a mandate, prior to data sharing; it shows that terms were redefined, that personally identifiable information, including biometrics, can be shared, and that agencies have legal access to private data of students.
  7. The copyright on Common Core held by CCSSO/NGA – The fact that there are “terms of use” and a copyright shows that we have no real control over the standards which are written behind closed doors in D.C. Notice that no one outside CCSSO/NGA may claim to have helped write the standards.
  8. The report entitled “For Each And Every Child” from the Equity and Excellence Commission – This report was commissioned by Obama. It reveals that forced redistribution of wealth is a main reason for the national education system.
  9. The Cooperative Agreement between the Dept. of Education and the testing consortia – Even though Utah escaped the SBAC and is not bound by the Cooperative Agreement directly, Utah’s current testing group, A.I.R., is partnered with SBAC. This document shows clearly the mandates for synchronizing tests and sharing student data to mesh testing companies with federal aims and agents.  Its only claim to binding authority is money.
  10. The speeches of Secretary Arne Duncan on education – He states that Common Standards were Obama’s idea and that the federal government is moving to play a larger role in education.  Also, the speeches of President Obama on education – Obama’s top 4 education goals: control data, common standards, teachers, and to take over low-performing schools.
  1. The speeches of the CEA of Pearson Ed, Sir Michael Barber – Barber wants every school on the globe to have the exact same academic standards and to underpin every standard with environmental propaganda. He also pushes for global data and stresses the term “sustainable reform” which he calls “irreversible reform”.
  2. The speeches and actions of the main funder of Common Core, Bill Gates – He’s funded Common Core almost completely on his own; he’s partnered with Pearson; he says “we won’t know it works until all the tests and curriculum aligns with the standards” and he’s writing curriculum for his “uniform customer base” –all children and all schools.
  3. The speeches of David Coleman, a noneducator, the architect of the Common Core ELA standards and now promoted to College Board President -He mocks narrative writing, he’s diminished the percentage of classic literature that’s allowable in the standards. He’s not been elected, he’s never taught school, yet he’s almost singlehandedly altered the quality and liberty of classrooms. As he’s now the College Board President, he’s aligning the SAT to his version of standards.
  4. The Dept. of Ed report: Promoting Grit, Tenacity and Perserverance– behavioral indicators are sought by the federal government. They may include monitoring children using cameras, posture chairs, and bracelets. (see graphic, mid-report.)
  5. Federal data collection websites such as the EdFacts Exchange, the Common Education Data Standards, the National Data Collection Model, and the Data Quality Campaign, sites because three of these four ask us to give personally identifiable information on students, from our state database. -The first link shows what we already give to the federal government; the others show what the federal government is requesting that we share, which includes intimate, personally identifiable information. See Common Core creators’ data management branch, EIMAC of CCSSO, with its stated mission to disaggregate student data.  The EIMAC/CCSSO link also shows the official partnership of the federal government with corporate Common Core.
  1. The Official Common Core Standards – English and Math standards. Here you will see Common Core calling itself a “living work” meaning that what Common Core is today, will not remain. There is no amendment process for states to have a voice in altering the commonly held standards because they’re under private copyright. See a recommended reading list in Appendix B that includes “The Bluest Eye,” a pornographic novel.
  2. See academic testimonies of the official Common Core validation committee members who refused to sign off on the legitimacy of the standards; other professors have also testified that Common Core hurts legitimate college readiness.  See in contrast the motive of Common Core promoters such as Marc Tucker of the Center for American Progress who report that “the United States will have to largely abandon the beloved emblem of American education: local control.  …[N]ew authority will have to come at the expense of local control.”
  3. Federal Definition of College and Career Ready Standards – the federal government hides the phrase “common core” from public view by using the term “college and career ready standards” in its documents.  Know that they are the same thing.
  4. Common Educational Data Standards – The same private groups (NGA/CCSSO) that created Common Core have also created Common Educational Data Standards, so that student data mining and citizen tracking is interoperable and easy.  Coupled with the breakdown of family privacy law (federal FERPA, altered by the Dept. of Education) we see that children’s data lacks proper protections, and that students are being used as compulsory, unpaid  research objects.
  5. Follow the money trails – Study what advocacy and development of common standards Bill Gates has paid for; see how his unelected philanthropy affects education and its governance, and see how his partnerships with Pearson, with the United Nations and others monopolize the U.S. and global education markets, excluding voters as public-private partnerships make decisions, instead of voters or elected representatives such as school boards or legislators making decisions.

american mom

The Governor’s Charade   5 comments

Last Friday, my children and I were on an educational field trip to see Governor Herbert address the state school board in Salt Lake City.  We were learning how to use civic rights to free speech and expression.  I had hoped to influence the establishment to not renew the federal waiver (NCLB/ESEA) and hoped to influence them to consider withdrawing from Common Core and all its data-and-teacher-control-tentacles.  We also wanted to spread the good news:  that Mia Love’s H.R. 524, if it passed, might help enforce states’ constitutional rights to control education locally.

There we stood holding signs outside the door of the state school board meeting, my children and I:  “Vote No on NCLB Waiver” and “We Support Mia Love’s H.R. 524  (the anti-common core bill).

We couldn’t go inside the meeting because 1) one of my children is very young and noisy,  and 2) there was no room.

We had even been discouraged by USOE officials and by the governor’s bodyguard (!) from standing in that hall outside the board meeting; they said the handful of us posed a fire hazard.

Yet we were standing there when Governor Herbert made his exit alongside Tami Pyfer.  The Governor read our signs and he said, “I support Mia Love’s H.R. 524.”

Explain that quote.

Governor Herbert —Vice Chair of the National Governors Association, which created and copyrighted Common Core —  now supports the anti-common core bill?!

I immediately felt the same sick way I’d felt when President Obama came out with his  student data review  saying he was concerned about privacy, after his administration had done everything in its power to destroy student privacy: from decreasing privacy rights in federal FERPA,  to paying each state to build matching, interoperable SLDS databases, to hosting “Datapalooza” and pushing inter-agency “data-mashing.”

Obama (and Herbert) get away with blatant hypocrisy because most of us are, sadly, low-information voters.  People don’t know.  And they don’t know who to trust.

I prefer it when everyone gives each other plates of warm cookies instead of headaches.  I don’t like thinking of –or labeling– my country’s president or my state’s governor as hypocrites.

But I am not going to pretend that I don’t see what I clearly see:  repressed real conversation under a pretense of reasoning things out,  strict topic-control and topic-narrowing; no debate.

The governor has only asked Utah to comment about the standards, not the governance of them, and he never asked for comments about the data  mining nor testing nor lack of parental and teacher freedom.  Although months ago  Governor Herbert said, “we will not cede that responsibility [of local education] to anyone else,” we know that Utah had already given that responsibility away years ago (control of tests, data sharing and of standards-amending).  That power left when Utah adopted standards from private groups NGA/CCSSO who created and copyrighted Common Core, groups in which Governor Herbert holds top leadership positions. Governor Herbert’s words about standing up to federal encroachment are either feigned or very, very fractional.

We all heard the Governor quoting the Old Testament prophet Isaiah in his speech to the board that day, “Come now, and let us reason together.” (Isaiah 1:18) But there is no “reasoning together” happening!  Where is the real discussion, the real debate?  I see a top-down dispensing of “politically correct” marketing lines about Common Core, a one-sided “conversation”. Under the public radar–  in emails and blogs and social media, discussion percolates, sans Governor.

We don’t see our Governor (nor Common Core financier Bill Gates nor Common Core architect David Coleman nor Common Core test grant-giver Arne Duncan) ever participating in debates on this subject.  These top promoters/creators of Common Core are actively hiding, as is clear from Kathleen Jasper’s Conversation ED and countless others.   They don’t want to thoroughly, honestly, honorably reason.  They don’t have a leg to stand on.  Common Core, when you scratch beneath the surface, is utterly indefensible and unconstitutional.

The Utah public is only allowed ten minutes (divided by five citizens, with two minutes each) per month at state school board meetings.  Per month!  Some reasoning together!  Meanwhile, the state school board is appointed via a very biased, committee-to-the-governor selection process.  And yet taxpayers fund this charade, these one sided flyers, mailers and the USOE website itself, all debate-free, marketing the Common Core product without intellectual discussion of any kind.

It’s maddening to those of us who are paying close attention.

Know these facts (and fact check me, so you really actually know it for yourself.)

1.  Only NGA/CCSSO can amend the shared Common Core.  And they will.  (The “living document” will change, the Common Core declares on page 3.)

In Friday’s meeting, presentation after presentation pretended that Utah could amend the shared Common Core.

2.  Common Core states like Utah can’t delete from the standards, and can only add 15% max.  

In Friday’s meeting, no mention was made of the 15% limit that says no state may add much to the standards (to keep the tests all aligned nationally).

3.  Speaking about standards-tweaking is a charade.

In Friday’s meeting, no mention was made of the fact that if Utah adds the permitted 15%, the addition will never be seen on the nationally aligned test questions. So what’s motivating the teachers to teach the addition?  And it won’t be in the shared textbooks anyway.

4.  Common Core ELA and math standards are under copyright.  

In Friday’s meeting no mention was made of the Common Core copyright.

5.  Common Core was rammed down Utah’s throats without proper discussion,  and a parent and teacher led  lawsuit is underway because of that fact.

In Friday’s meeting, no mention was made of the fact that no teachers or administrators were ever asked for input prior to the state adopting Common Core.

6.  The Attorney General and the Governor are not correct in saying that we retain local control under the Common Core standards, tests and aligned data standards.

In Friday’s meeting, no mention was made of any rebuttals to the Attorney General’s blanket statement (that Common Core in no way harms Utah autonomy over education).  It was just: “Tell us which particular standard did Utahns find troubling?”

 

 

titanic chairs meme

 

The narrow, controlled “conversation” about Common Core in our state is light years away from the spirit of the scripture that the governor quoted, “Come and let us reason together.”

I am really, really tired of the hypocrisy.

 

 

 

 

Misleading Polls: One Reason Utahns Don’t Know About the Common Core and Common Data Standards   2 comments

I was invited to speak on the Rod Arquette show today about the results of a poll published  by Utah Policy.  I’ve decided to write here what I won’t have time to fully say there.

The poll’s questions narrowed the larger Common Core Agenda to a tiny fraction (just the academic standards, string free) so that it reaped the kinds of positive responses that it sought.

For example, it said: “Utah is currently participating in a coordinated effort with other states to set similar education standards in math and language. These standards outline what a student should know and be able to do at the end of each grade in K through 12 education.”  This half-truth left out volumes that would have altered the poll-taker’s responses if the poll taker would have been more fully informed.

chairs

Focusing on the actual standards themselves is as foolish as focusing on rearranging the deck chairs on the Titanic.  Good or bad, the standards, like deck chairs, will soon be in an uncontrollable, different place.

  • If Utah Policy would have been fully honest, disclosing the fact that the standards are not coordinated by Utah and other states but by private, unelected organizations in D.C. (NGA and CCSSO) which have copyrighted the standards, answers would have been different.
  • If Utah Policy would have been fully honest, disclosing the fact that the standards-creators, (NGA/CCSSO) are official partners with the federal government in creating Common Educational Data Standards (CEDS) that are aligned to Common Core Academic Standards, so that CEDS can be used to track students in state (SLDS), federal (EdFacts) and corporate data banks, thanks to the recent federal alteration of FERPA, answers would have been different.
  • If Utah Policy would have been fully honest, disclosing the fact that the standards are unamendable by states and that there is, in fact, no amendment process by which any participating state could alter or influence future versions of “Common Core 2.0″  answers would have been different.
  • If Utah Policy would have been fully honest, disclosing the fact that the Utah Chamber of Commerce and the Governor’s Prosperity 2020 Initiative is promoting Common Core for financial gain and that special interests make millions from Utah’s education tax dollars, due to schools now being essentially forced to purchase the standardized books, test infrastructures, and technologies, answers would have been different.
  • If Utah Policy would have been fully honest, disclosing the fact that Common Core standards lack empirical evidence (meaning that they are unpiloted, unproven, and that they turn our children into unconsenting, unpaid guinea pigs for marketers, researchers and for the creators of Common Core) –answers would have been different.
  • If Utah policy would have been fully honest, disclosing the fact that Common Core may raise some specific standards spottily in some grades and in some states, but it lowers them elsewhere, dumbing down some and rigor-izing others, but making everyone common, as if one size could fit all — answers would have been different.

The poll’s article said:  “Utah’s Education IS NOT controlled by the federal government, Herbert has said time and time again.”  True, Herbert has said that. So has the Utah Attorney General.  Yet it is false.   Fact check for yourself.  Truth is truth whether we believe it or not.

The federal government micromanages the Common Core testing network.  Evidence in Cooperative Agreement of SBAC (Utah’s company, AIR’s partner) here. The federal government offers a waiver from the much-hated No Child Left Behind (unconstitutional) law in exchange for adoption of Common Core (aka College and Career Ready Standards Adoption).

Education standards-alteration was the very first of the Obama Administration’s four assurances as listed stated in the ARRA grant money documents, in Secretary Duncan’s “Vision for Education Reform” speech, and on the White House website.  College and career ready standards is a term that was specifically hijacked and redefined as the Common Core, as “standards common to a significant number of states” by the federal government.

In fact, in Secretary of Education Arne Duncan’s 2010 “Vision” speech, he said:

“Traditionally the federal government has had a limited role in education policy… the Obama Administration has sought to fundamentally shift the federal role so that the Dept. is doing much more… creating a strong cradle-to-career continuum… In March 2009 Obama called on the nation’s governors and state school chiefs to develop standards and assessments.”

Both the Republican and the Democratic parties  in various states –and even the Chicago Teacher’s Union — have written resolutions condemning Common Core. Not just because of the fuzzy math.  Not just because of the lessening of classic literature.  It’s all about Constitutional rights.

If you like socialist-styled, distant, top-down, big government, big-corporate  control of tests, teachers and standards, Common Core may be your thing. But if you believe in local control, in free and independent academic thought, and if you want parental aims met –as opposed to big-government-big-corporate aims, then Common Core is not for you.

Shame on Utah Policy for its misleading poll.

 

titanic chairs meme

 

Utah Should Vote No on Federal NCLB/ESEA Flexibility Waiver Renewal   1 comment

gulliver

 

Tomorrow morning, the Utah State School Board will vote on whether or not to renew the federal No Child Left Behind ESEA Flexibility Waiver.

Governor Herbert will address the board in person prior to this vote, at the USOE offices at 250 E 500 S in Salt Lake City.

It’s an open meeting.  Many of us will be there, and you are wanted and needed there.  If you can’t come, please write to the board.  Here’s the board’s email address.  Board@schools.utah.gov

Here’s my letter.

 

——————–

Dear Board,
Please vote no on the ESEA/NCLB renewal of waiver tomorrow.
No Child Left Behind was bad; but the waiver from it (meaning that we consent to continue with Common Core) is far worse, because of the suffocating strings attached. A million tiny strings took Gulliver down.
I am referring to:
1- The CCSSO-created CEDS data collection aligned to the Common Core standards.
2- Teacher handcuffing via teacher grading related to Common Core testing.
3-  No amendment process for the Common Core (copyrighted) standards.  (We could alter our previous Utah Core; we can’t alter ELA or Math under Common Core’s copyright.)
Bottom line: we owe no accountability to the federal government Constitutionally and it returns very little money, percentage wise, of our education budget –of which Utah wastes much on bloated administrative salaries and on the common core tech ed sales cartel, not giving much to truly benefit children or teachers.
We have constitutional rights and we are shredding them, voluntarily, by tying our school system down under Common Core and Common Data.
Please vote NO on renewing NCLB.
Christel Swasey
Utah Credentialed Teacher
Follow

Get every new post delivered to your Inbox.

Join 2,414 other followers

%d bloggers like this: