Archive for the ‘Homeschool’ Category
Agency Based Education (ABE) is an important organization started by Oak Norton, the same man who is the webmaster for Utahns Against Common Core.
ABE holds yearly conferences attended by parents, teachers and legislators who want educational freedom. (Agency here means free agency— not a government agency.) It teaches the average person what should be widely known, but isn’t, about individual agency in education.
ABE’s site states:
Our mission is to provide an opportunity for the parents and children of the state of Utah to choose an Agency-Based Education.
Principles of an Agency-Based Education
- Must be based in choice and not compulsion
- Helps develop an internal moral compass as one fosters a recognition and love of truth
- Recognizes that truth best inspires when sought from original source materials
- Should be individualized to allow children to identify and develop their gifts and talents and discover their life’s missions
- Must recognize that parents have the sovereign stewardship to guide their children’s educational journey
Our Organization’s Purpose
This is an educational organization that teaches parents:
- Their natural rights
- Principles of a higher quality education
- Current laws on education (Utah)
- What is wrong with compulsory education and why we want change
- What education options are currently available and what they could be in the future
- How to get involved with us
HELPING AGENCY BASED EDUCATION
ABE’s asking friends of the cause for help. I am a friend of ABE and I signed up. It cost me nothing and it helps ABE. You can help, too.
Rather than holding a traditional fundraiser, ABE is asking people to simply sign up for a free account here, so that ABE can receive points (and money) from the retailers who have agreed to pay ABE for the referral. For details on how it works, just click here.
For more information about why ABE’s educational mission is so important, click here.
Here’s a portion of and ABE article that defines the term “agency based education.”
Defining “Agency-Based” Education
By Rebecca Bocchino
What is “agency-based” education as opposed to constructivism and behaviorism, and is there any scientific research supporting these methods? Addressing these questions requires that we consider the various underlying assumptions of the nature of man, upon which are based the intellectual, moral, and cultural foundations for our differing views of the nature and purpose of education. It might also help to put the issue of “scientific research”, with its emphasis on measurable, quantifiable, observable, and replicable behaviors, into a more Judeo-Christian perspective.
Behaviorism, as articulated by John Watson and B. F. Skinner, sees man as an object that is only capable of responding to external stimuli. It claims that man acquired sense organs through evolution, not Divine design, and these sensory organs receive and transfer the environmental stimuli which then act upon the human “object”, causing a response. Thus, choice and action are determined by the process of controlling and manipulating stimuli, which can be reduced to a science in a laboratory.
In his book, Beyond Freedom and Dignity, B. F. Skinner dismisses any belief in the free will or agency of man, claiming instead that
man does not act upon the world, the world acts upon him. … Freedom and dignity…are the possessions of the autonomous man of traditional theory, and they are essential to practices in which a person is held responsible for his conduct and given credit for his achievements. A SCIENTIFIC ANALYSIS [BEHAVIORISM] SHIFTS BOTH THE RESPONSIBILITY AND THE ACHIEVEMENT TO THE ENVIRONMENT. (emphasis added)
It is upon this humanist moral foundation that behavioral methods using operant conditioning are based.
Constructivism or progressivism takes the concept of free will to the other extreme by operating on the assumption that man is not only a “self”, but that he possesses within himself all the wisdom and individual determination needed to progress. InSummerhill, the British educator A. S. Neill counters the behaviorist assumption by suggesting that…
we should allow children to be themselves…renounce all discipline, all direction, all suggestion, all moral training, all religious instruction…a child is innately wise and realistic. If left to himself, he will develop as far as he is capable of developing.
From this extreme springs methods such as “whole language” and “fuzzy math”.
Many are united in their rejection of constructivism and progressivism as one extreme, but controversy still exists between the humanist underpinnings of behaviorism and the Judeo-Christian belief in redemption and the nature of man. Differences arise in how we define the capacity and nature of man: whether he is a moral agent accountable to a higher, divine law, or a non-redemptive organism to be manipulated, controlled, shaped, and used by an external environment….
Read the rest here.
Common Core Concerns
Please click on the links to get to the original source documents that verify Common Core does far more damage than good.
The Race to the Top Grant Application – In this, Utah got points toward possibly winning grant money. Points were awarded in this application for the state’s having a student-tracker, this federally funded, nationally interoperable SLDS database system. (It is illegal to have a national student database; yet, all 50 states have matching, interoperable SLDS systems. The 50 SLDS’s effectually function as a national student database.
States submit K-12 data to the federal Edfacts Exchange –despite the U.S. Constitution and GEPA law which makes such accountability to the federal government illegal. Note that it is not allowed for any Utah student to opt out of being tracked, and parents are not notified nor asked for consent for this P-20 (preschool through grade 20) surveillance.) Also in this application, Utah got points to adopt the Common Core (without having seen any empirical data to prove Common Core academically legitimate). This lure of federal money was how Utah got in to the current bind. Despite not winning any grant money, Utah unfortunately chose to remain in both the Common Core and what amounts to the federal student surveillance program.
It is noteworthy that despite claims that only aggregated data is submitted to Edfacts Data Exchange, the CCSSO (state superintendents society that copyrighted Common Core) has a “stated commitment to disaggregation of data” and numerous federal websites do model student data standardization and invite states to use common data sets which makes it easier to share personally identifiable information, including biometric and behavioral data.
The No Child Left Behind Waiver – This shows the 15% cap the federal government put on top of the copyrighted Common Core. The 15% rule limits innovation and excellence, being enforced in the common core aligned test systems and by textbook sales companies’ near-monopoly on any thought beyond Common Core. The 15% rule is also echoed in multiple documents from governmental and common core corporate developers.
The State Longitudinal Database System Grant – This is the federally paid-for database that every state in the U.S. has. It tracks students within the state. But each SLDS can communicate with another. There is no apparent limit to how much information is being collected by schools, and no permission is collected from parents to have such information, nor is there any limit on how much information can be given by states to the federal government about students, because of Department of Education alterations to federal FERPA regulations. Vendors, volunteers and other unwanted “stakeholders” can now be considered “authorized representatives” to access data. Parental consent has been reduced from a requirement to a “best practice.”
The lawsuit against the Department of Education – The Electronic Privacy Information Center has sued the U.S. Department of Education for shredding previously protective federal FERPA law. The lawsuit explains which terms were redefined, which agencies now have legal access to the private data of students, and much more.
Utah’s Core Standards – This document (link below) has been removed, but it used to show on page four, how Utah lost local control under Common Core. Utah had to ask permission from an unelected D.C. group to alter its own state standards. It said: modified by permission from CCSSO 2010.
The report entitled “For Each And Every Child” from the Equity and Excellence Commission – This report was commissioned by Obama. It reveals that power to forcibly redistribute resources, including teachers, principals and money, is a key reason that federal education reformers want a national education system.
The Executive Summary of Race to the Top – see page 3, part D 3. This clearly shows the same tactic: the federal education reformers hope to gain the power to redistribute teachers and principals to their definition of “ensuring equitable distribution of effective teachers and principals.”
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., works closely with SBAC. This document shows how clearly the Department of Education has mandated a synchronizing of tests and the sharing of data to triangulate the SBAC and PARCC under the watchful eye of the Department.
The speeches of Secretary Arne Duncan on education – He claims Common Core was Obama’s plan. He also states that he hopes to make schools replace families as the center of people’s lives, with schools open seven days a week, all year round, almost all day long. See video clip: http://www.youtube.com/watch?v=DuO_nB7WY9w
The speeches of President Obama on education – Obama’s 2020 goal is to control teachers, tests, money, and toddlers.
The speeches of the CEA of Pearson Ed, Sir Michael Barber – Barber wants every school on the globe to have the same academic standards and he promotes the underpinning of global education standards with environmental extremism. He promotes ending diversity, using global sameness and uses the term “irreversible reform.” His ruthless book, Deliverology, is dedicated to American education reformers. It advocates delivering a set goal at any price and at any cost. Pearson is the world’s largest education sales company; it’s now partnered with Bill Gates, the second wealthiest man on earth, to promote global common education, devoid of any academic empirical proving that the standards are beneficial rather than harmful.
The speeches 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 Common Core works until all the tests and curriculum align with these standards” and he’s writing curriculum for all. He also speaks of the usefulness of having students be “a uniform customer base.”
The speeches of David Coleman, non-educator, and the lead architect of the Common Core ELA standards who has been promoted to College Board President. He mocks narrative writing, has diminished the percentage of classic literature that’s allowable in the standards, promotes “informational text” without studying the effect of the reduction of classic literature on students long term, and, although he’s not been elected, yet he’s almost single-handedly reduced the quality and liberty of the high school English teacher’s options. As College Board President, he’s aligning the SAT to his version of what Common standards should be. This will hurt universities, which now know, for example, that students are not learning Calculus nor much classic literature in high school any more.
Promoting Grit, Tenacity and Perseverance – see p. 62/44 – This U.S. Dept. of Education report assures all that data about behavioral and attitudinal indicators of students are desperately wanted by the federal government. It’s all about controlling students by knowing their inner thoughts. Facial expression cameras, posture analysis seats, pressure mouses, wireless skin sensors are all recommended as ways to collect data about children in a continuous stream, in this document.
The federal websites such as the EdFacts Exchange, the Common Education Data Standards, the National Data Collection Model, and the Data Quality Campaign, sites -Three of these four ask states to match other states’ personally identifiable information collection. – The first link shows what we already give to the federal government; the others show what the federal government is requesting that all states do, which does include collecting intimate, personally identifiable information such as bus stop times, nicknames, parental voting record, academic scores, health information, mother’s maiden name, social security number, etc.
The Common Core English and Math standards – These are the actual standards. (CCSS)
The CCSS were rejected by key members of their validation committee, who have published and testified extensively that Common Core is an academic mistake that dramatically weakens high school standards.
American Institutes for Research – AIR’s common core implementation document shows that AIR is not an academic testing group but a behavioral research institute partnered with the federally funded and federally controlled SBAC testing group. Parents and teachers may not see these subjectively written, attitude assessing test questions; and students cannot succeed in this computer adaptive test, which guarantees that all students fail about half the questions.
HB15 – This bill shows that Utah law requires the assessment of behavior and attitudes. See line 59.
SB 175 – proposed amendments to this bill show that it is Utah educational leadership’s will that any student who opts out of Common Core testing will be punished academically (see line 135) and his/her school will be punished as well (see line 168)
Legislators in Pennsylvania, Michigan, Indiana, Georgia, North Carolina, and elsewhere are working to write protective laws guarding data privacy, upholding parental and local teachers’ voices in education, and halting education dollars for unpiloted, experimental Common Core trainings and tests.
They aren’t only concerned that time and money are being invested in an academic train wreck. It’s a precendent-setting liberty issue. Unelected groups now set governance policies that Utahns must abide by. Surely, CCSSO, NGA, Achieve, Inc., or Bill Gates have no constituency. Yet the whims of this group are ruling teachers, administrators and students in Utah.
This is un-American governance.
“A teacher shall consider students’ summative adaptive assessments in determining students’ academic grades for the appropriate courses and students’ advancement to the next grade level… Students not tested due to parent request shall receive a non-proficient score which shall be used in school accountability calculations.” -Proposed amendment to Utah Senate Bill 175
After I read that a Utah student who opts out of common core testing will be labeled “nonproficient” and that his or her school will be punished in accountability scores, I was stunned.
So I wrote to my state school board representative and the state superintendent for clarification. I still don’t know who wrote the amendment or whether it will be law soon. Here is the email string.
Martell or Dixie,
Please explain why USOE documents now say that students who opt out of common core testing will be given a nonproficient score and their school will suffer “accountability” punishments. I have not and will not allow my high school student to take state standardized tests. She takes a pencil and paper alternative so that her school teacher (not the entire state) knows how she’s doing. Up till now this has never affected her straight A record. It has not harmed her schools’ scores.
Am I to understand that new policies will damage her record and her school’s record?
Thanks for taking the time to explain.
Unfortunately the State Board of Education and the Utah State Office of Education do not write the legislation that requires our schools, districts and state to provide data on school performance for our students, their teachers, their schools, districts or the state. We are required under several legislative mandates to provide data on student performance in relationship to our schools, teachers and our state. Thus if we have parents and students that refuse to provide such data via the assessment systems provided to evaluate student success, we cannot provide the necessary data to the state or national legislative mandates that require such data. It is not that we wish to punish anyone for “accountability”, but as a state organization, we must live by the rules as well as those we serve.
Christel, I would highly encourage you to read a book I just rediscovered from Gerald W. Bracey called “On the Death of Childhood and the Destruction of Public Schools”. It was written in 2003 based on the fallacy of “No Child Left Behind” calling the Act “The Plan for the Destruction of Public Education: Just Say No”. To me it speaks volumes of how far we have come in regard to this act and how long it has taken parents to recognize the expectations it brought to our school system.
Needless to say, as a teacher, a mother, a grandmother, I believe our State Office of Education and our State Board are doing the best they can to limit the intrusion, while abiding by the legislation that we must enforce. I hope you will take the time to look deeper into this issue and others you rail against.
I do aim to fully study the history of education reform once I don’t feel so threatened by the suffocating power of Common Core.
But thanks, and I will take the book recommendation for later. Right now, I have no time.
Because of this school board’s decision to implement Common Core —without ever sending out a memo to teachers, letting us know that our kids and our teaching careers were going to be forever strangled by the transformations of Common Core-– because of that decision, I have to homeschool my kids and give speeches and write articles to try to knock sense into those who do not study these things– none of which I did before, none of which I want to do, none of which I get paid to do.
My time, my life, has been redefined by this school board’s terrible, terrible decision.
This is why I “rail” against the decision. I “rail” for liberty. I rail for legitimate education that puts kids, not fat bank accounts of educational sales companies, first.
I’m sorry that it bothers you. I am doing what I feel compelled to do. I am trying to save something precious.
Martell, do you agree with Dixie on this? Was it the legislature, and not the USOE or USSB who created the language that says that a student who opts out of the common core test will be labeled “nonproficient”? Do you agree with, or disagree with, this language? If you disagree will you join me in writing a letter to our legislature to amend the language so that no student nor school will be punished for excercising their free agency?
Then I wrote to a few legislators who are concerned with education:
Please direct me to those who are writing proposed amendments to SB 175. I would like to meet with them to discuss deleting the proposed changes.
The amendments effectively stop a parent’s or student’s ability to opt out of the secretive, nontransparent Common Core tests and the related mandatory behavioral indicators assessments (See HB 15 line 59) and the related SLDS federal surveillance* program.
In SB 175’s new wording,
1. Schools will be punished if students opt out of the Common Core tests.
2. Students will be punished if they opt out of the Common Core tests, not just with a crashing G.P.A. due to the mandated “non-proficient” score to be received for opting out (which is, of course, inaccurate and dishonest labeling for an opt-out) but also because Common Core tests will count on a student’s academic grade and will help determine whether he/she advances to the next grade.
3. Parents will be punished because any good university will decline allowing a student to enter who has a suddenly-crashed G.P.A., due to having opted out of the Common Core test.
“A teacher shall consider students’ summative adaptive assessments in determining students’ academic grades for the appropriate courses and students’ advancement to the next grade level… Students not tested due to parent request shall receive a non-proficient score which shall be used in school accountability calculations.”
Years of straight A’s and hard work will be marginalized whenever the parental right is exercised, to opt out of Common Core testing, a punishment for following the dictates of conscience.
Utah education reforms such as this one are out of control. Please stop this freedom-suffocating trend.
I will publish their responses when I get them.
When Carie Valentine, a mother against Common Core, secured the proper permit yesterday to have a peaceful demonstration against Common Core this coming Friday, she also called the Salt Lake Police to let them know about the event.
The officer on the other end of the line told her that he was thrilled that Utahns are not backing down and asked her to continue the fight, saying that he spoke for many in his office.
So, this Friday, outside the State School Board’s monthly, all-day meeting, Utah teachers, parents and citizens will demonstrate against Common Core. The peaceful demonstration has been organized for many reasons.
1. Normally, the public may only speak at USSB meetings if a request is made ahead of time, and only two minutes are given per person, with a firm limit on numbers allowed to speak.
2. There is a long history with most of the members of this board, that demonstrates a refusal do adequate research about the experiment called Common Core or to acknowledge that there are terrible, sobering academic flaws, and even unconstitutional flaws, in the new agenda. The board tends to use talking points rather than evidence or references, such as pilot studies, references to laws, or empirical data, to make their parroted claims that the Common Core system is legitimate. Many citizens feel that this atmosphere of no debate is an anti-intellectual, un-American stance.
3. There are numerous, serious concerns about the 518-page agenda to be addressed in the meeting, (including a tax-funded propaganda campaign to push common core acceptance on schools, media and parents).
4. The board did not provide a thorough public and media vetting of the transformative changes to our children’s educational experience prior to implementation; and Common Core cannot be amended without Utah asking permission from unelected D.C. groups who copyrighted the standards Utah uses. Local control has thus been opted away by the board.
5. There appears to be no escape now for parents who object to Common Core’s tests (for many reasons, including behavioral assessments mandated by HB 15). Why? SB 175 mandates that any child who opts out of Common Core testing will be labeled “non-proficient” and the child’s teacher is forced by the state to give the child a bad grade and the school will be punished. It reads: “A teacher shall consider students’ summative adaptive assessments in determining students’ academic grades for the appropriate courses and students’ advancement to the next grade level… Students not tested due to parent request shall receive a non-proficient score which shall be used in school accountability calculations.” Opting out of tests, standards or attendance quotas should be a parental decision, God-given. As long as we are a free country, the state should take a back seat to parental conscience. But most of the education reforms happening in Utah display a disregard for parental (or teachers’) conscience and agency.
Many who would stand up and protest can not do so; they have to be at jobs at 8:30 on a Friday morning; or they are children, who don’t have a voice to articulate their displeasure with the Common Core situtation; or they are principals, staff and teachers whose jobs depend on them appearing to agree with Common Core’s implementation in Utah.
Keeping that in mind, if you can make it, please come. Know that you likely represent thousands who cannot join us Friday.
Utah State Office of Education
250 East 500 South
Salt Lake City, Utah, 84114
When: beginning 8:30 a.m. this Friday, August 2.
Who: All are welcome.
From Carie Valentine, event organizer:
“…[W]hen I found out about Common Core I was upset and even angry that our state would make such radical and damaging changes to our education system. Since that time, many good parents just like you have worked tirelessly to get the word out about Common Core. Parents are not being educated by our own state school board and so we have had to educate ourselves.
The rally at the capitol was amazing. The [many hundreds of] people that showed up to voice their opposition was inspiring. I would like to continue that momentum and demonstrate in front of the state education offices. Their last meeting before the traditional school schedule begins is this Friday, Aug 2. Please join me to send them a message that we are in this for the long haul.
I have secured the proper permit for a demonstration this Friday at the State School Board Offices in Salt Lake City. This is considered a spontaneous demonstration.
…I have also called the SLC police dept. and they know we are coming and the officer I spoke with was thrilled we aren’t backing down. He asked us to continue the fight and said he spoke for many in his office.
If you have access to a bigger bank of people, please pass the word along. These are our children, our tax dollars, and our schools. You have my permission to give out my email address to others who want to come. Please try and make time. We are all busy but this is important.
This is a chance to let them know we are not going away. If you are coming, plan on attending the public comment period from 8-8:30 and the picketing will be from 8:30am-9:30am. Please make your own sign and if you have an button wear that. Here are the “rules”.
We can’t block the sidewalk or the entrance to the building. We can’t (shouldn’t) swear or yell through bull horns. We can hold signs and chant something clever about “no common core”. We can’t prevent movement of pedestrians on the sidewalk. Please email me your confirmation so I can have an idea of how many of us there will be.
If you would like to speak to the board directly the public comment period will be from 8-8:30.
You must sign up in advance. I tried attending and signing up at the meeting and they took the sign up away before I could put my name on it.
To sign up to speak at the board meeting in advance, contact Board Secretary Lorraine Austin at (801) 538-7517.
To picket outside, there is no need to sign up in advance, but if you want to give us a head count, email Carie Valentine at email@example.com
Tomorrow night at 7:00 p.m. there will be a Common Core informational meeting at a home in Syracuse, Utah. If you live nearby, please feel free to stop by and bring a friend. Dalane England and I will be speaking about the Common Core. Address: 2532 South 1300 West, Syracuse, Utah, 84075.
We plan to answer the following questions:
What is Common Core, and why are so many people fighting day and night to repeal it?
Does it harm my child?
Did all citizens and legislators get a chance to vet Common Core prior to its adoption by the state school board?
How does it kill local control of education, of privacy and of local values?
Why is it constitutionally threatening? / How are voters shut out of the decision making processes of Common Core?
Why don’t teachers or principals dare speak out against it?
Why must Utah’s state school board ask permission from unelected D.C. groups to modify ed standards in Utah, under Common Core?
How does unwanted student (and teacher) data mining and tracking rely on Common Core tests and standards?
Why has the Department of Education been sued for its Common-Core-test related changes to the Family Educational Rights Privacy Act?
What are intended and unintended consequences of having students take the Common Core tests?
How does Common Core affect homeschoolers and charter schoolers?
How is parental consent of student information sidestepped by the Common Core agenda?
Who paid for Common Core’s development, tests, and trainings and who will pay for Utah’s future Common Core costs?
Who gets wildly rich when Common Core aligned curriculum are virtually the only salable education products in America?
Why are both the Utah Chamber of Commerce and Utah’s Governor involved in promoting Common Core as part of Prosperity 2020?
What does the anti-common core legislation look like in those states that are withdrawing from Common Core –and can we do this in Utah?
Is there any evidence that Common Core can raise academic success or economic success in Utah? / Was there ever a pilot study or a field test of the standards? / Which lead creator of Common Core admitted that these standards only prepare students for a nonselective 2-year college?
Why did the main creator of Common Core get promoted to be president of the College Board and how will it dumb down college standards?
Which source documents from the Department of Education mandate teacher redistribution, sharing of student level data, not adding more than 15% to the standards in any state, and asking permission of D.C. groups to make amendments to these common standards?
How do we reclaim our now-lost educational power?
Another #Stopcommoncore Twitter Rally
Just a week ago Parent Led Reform rallied 2,493,308 Twitter users to #Stopcommoncore. A second Twitter Rally is planned for today, Thursday, May 2, at 9pm EST- 7pm MST to include participation of working parents, educators and citizens.
Parent Led Reform will host the rally as a collaborative project with Truth In American Education, designed to share the research diligently collected by parents and citizens concerned about the government’s push for national common standards in education.
This rally is an encore of the April 16 #Stopcommoncore Twitter event, which reached 2,493,308 Twitter users.
Karin Piper, spokesperson for Parent Led Reform, said, “Parent Led Reform opposes a lock-step approach to education that takes the focus away from the student and decisions away from the parent.”
The #Stopcommoncore Twitter Rally features a panel of experts who are planning on answering questions by the moderator, as well as taking live questions from Twitter users across the nation.
Panelists are Shane Vander Hart (Truth in American Education), William Estrada (Homeschool Legal Defense Association) Joy Pullmann (Heartland Institute), Ben DeGrow (Independence Institute), Emmett McGroarty (American Principles Project).
Follow our host and panel: @parentledreform @shulsie @shanevanderhart @BenDegrow @will_estrada @Joypullmann @approject @Truthinamed
Supported by Pioneer Institute, AFP, Heartland, Independence Institute, American Principles Project, Freedom Works, Home School Legal Defense Association