Archive for the ‘Transparency Problems: Why Won’t State Leaders Answer Questions?’ Category

No School Turnaround: Unanimous Board Veto Request from Utah’s Largest School District – to Gov Herbert   Leave a comment

alpine page one veto

alpine page two veto

For  documented articles about why school turnaround is far from an innocuous concept, please read this and this.

Stealth Testing: An Unacceptable Alternative to High Stakes Tests   3 comments

stealth assessment baby

 

Senator Howard Stephenson was right when he said on the Rod Arquette Show  that SAGE tests turn our children into guinea pigs and that SAGE should be abandoned immediately, this very minute.

He was right when he said that it’s educational malpractice to use a beta-test to judge students and teachers and schools.

He was right in saying that it’s unethical to test students in January and February on content that hasn’t even been introduced for that school year yet.

But why was there no mention of privacy –or of parental rights to informed consent?  Why is that not part of his stop-SAGE argument?  Why is the senator pushing back against SAGE/Common Core tests now, when he never has done so before?  He could have helped pass Rep. Anderegg’s student data privacy bill, two years in a row.  He could have done so much to protect our children.  He did not.   The student data privacy bill is, once again, two years in a row, utterly dead in the water.

I do suspect, because of Stephenson’s infatuation with all things technological, that Stephenson is using the anti-SAGE argument to lead listeners toward acceptance of something  just as sinister or worse:  curriculum-integrated tests, also known as “stealth assessments”.   

That’s what’s coming next.  And stealth will hurt, not help, the fight for parental rights and student privacy rights.

A resolution just passed the Utah House of Representatives along these stealth assessment lines, called  HCR7.  The visible intentions of HCR7 are great:  to reduce the amount of time wasted on testing  and reducing test anxiety; to expand the amount of time spent teaching and learning instead of test-prepping.  Its sponsor, Rep. Poulson, explained in a KSL quote: “my family were small farmers and cattlemen, and I know just from that experience that if you spend all of your time weighing and measuring, and not feeding, it causes problems.”

Agreed!  Education for a child’s benefit should be its own end, not just a stepping stone toward the Capital T Tests.

But, but, but.

See line 66.  It wants to “maximize the integration of testing into an aligned curriculum“.  How?

The school system just hides the fact that a test is happening from its students.

The techno-curriculum can suck out a constant stream of personal data from the student’s technology use.  Assignments, projects, and even games can constantly upload academic and nonacademic data about the child, all day every day, into the State Longitudinal Database Systems –and into the hands of third-party technology vendors.

This concept is hot-off-the-press in trendy scholarly journals and books under the name “stealth assessment“.  Stealth is what Pearson (world’s largest educational sales products company)  is very excited about.   Philanthropist-lobbyist Bill Gates has been throwing his money at the stealth assessments movement.  NPR is on board.   (Dr. Gary Thompson warned of the trend as part of his presentation as he exposed the lack of validity studies or ethics in Utah’s SAGE test.  Also read researcher Jakell Sullivan’s article about stealth testing.)

As Dr. Thompson has pointed out, stealth can be honorable and valuable in a private, parentally consented-to, setting:  when a parent asks a trained child psychologist to help heal a hurt child, he/she can analyze a child’s drawings, how a child plays with toys, or how he organizes objects, etc.

The difference is informed consent.

The governmental-corporate machine is suggesting that legislatures force schools to adopt compulsory testing embedded in school curriculum and activities, allowing student data collection to be pulled without informed consent.

Do we want our students to be tested and analyzed and tracked like guinea pigs all day, year after year—  not by teachers, but by third party vendors and the government?

Stealth testing, or “integrated testing” removes the possibility for parental opt-outs.  I’m not for that.  Are you?

Why doesn’t anyone seem to care?   I repeat:  two years in a row Rep. Jake Anderegg’s student data protection bill has gone unpassed.  I cannot understand the legislature’s apathy about privacy rights and the lack of valiant protection of children’s privacy in this data-binging day and age.

I don’t get it.  Someone, tell me why this is not important in a supposedly child-friendly state.  It is known all over the planet that private data is the new gold, the new oil.  Knowledge about individuals is power over them. When someone knows extremely detailed information about individuals, they can can persuade them, influence them, guide them, help them –and control them. Children’s privacy, their data, is gold to corporations and governments. Yet they are not being protected.  Our legislators don’t think it’s important enough.  We can pass bills about every petty thing you can imagine, but we can’t protect our kids from having their gold robbed every single day.  I can’t believe it’s just neglect and busy-ness.  I think it’s greed-based.

Don’t believe it?  Study what the feds have done in recent years to destroy student privacy.  Search Utah code for any mention of students having rights to their own data, or ownership of it; search in vain for any punishment when data is collected without parental consent by schools or third party vendors.  See corporations salivating over taken student data –collected without parental consent by every state’s “State Longitudinal Database System”.

Look at this detailed Knewton interview where the corporation brags about millions of data points –soon to be billions, they brag– of data points, collected thanks to schools, but benefitting the corporate pocketbook:  https://www.insidehighered.com/news/2013/01/25/arizona-st-and-knewtons-grand-experiment-adaptive-learning

Watch the Datapalooza event where the same type of talk is going on– absolutely no discussion of parental rights, of privacy rights, of the morality of picking up academic and nonacademic personal information about another person without his/her consent nor parental consent:  https://youtu.be/Lr7Z7ysDluQ

See this recent Politico article that casually discusses Salt Lake City’s Cyber Snoops working for Pearson, tracking our children:   http://www.politico.com/story/2015/03/cyber-snoops-track-students-116276.html

 

Our elected representatives, from Governor Herbert through Howard Stephenson through Marie Poulson through our state school board, are not demonstrating any respect for parental consent.  By their inaction, they are violating our children’s data privacy.

Utah is volunteering to give away our gold, our children’s private data–  out of naiivete, greed, or tragically misplaced “trust”.

There is only one solution that I can see:  parents,  we are the only ones who really care.  WE CAN SPEAK UP.

We can protect our children by pressuring our elected representatives at the senate, house and state school board.  We can tell elected representatives that our children need and deserve proper data privacy protection.  Tell them that FERPA is broken and we need local protection. Tell them we will not tolerate embedded tests in the daily curriculum and technologies that our children use.

Demand the dignity of privacy for your child.  Say NO to “integrated curriculum and testing”– stealth assessment.    Put these words in  your elected representatives’ inboxes and messaging systems and twitter feeds and ears.  Don’t let it rest.  Be a pest.  Silence is acquiescence.

Children and their private data are not “stakeholder” owned inventory.  Children are not “human capital” to be  tracked and directed by the government.  My child is mine.  He/she has a mission unrelated to fattening up the workforce or serving Prosperity 2020.   I do not think the legislature comprehends that fact.  

Maybe I am not barking loudly enough.  Maybe a hundred thousand parents need to be barking.

I’ll repaste the elected representatives’ email information here.

 

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Write to the Utah State School Board:    Board@schools.utah.gov

Here are the Utah State Representatives.  

District Representative Party Counties Represented Contact Info
1 Sandall, Scott D. R Box Elder, Cache ssandall@le.utah.gov
435-279-7551
2 Lifferth, David E. R Utah dlifferth@le.utah.gov
801-358-9124
3 Draxler, Jack R. R Cache jdraxler@le.utah.gov
435-752-1488
4 Redd, Edward H. R Cache eredd@le.utah.gov
435-760-3177
5 Webb, R. Curt R Cache curtwebb@le.utah.gov
435-753-0215
6 Anderegg, Jacob L. R Utah janderegg@le.utah.gov
801-901-3580
7 Fawson, Justin L. R Weber justinfawson@le.utah.gov
801-781-0016
8 Froerer, Gage R Weber gfroerer@le.utah.gov
801-391-4233
9 Peterson, Jeremy A. R Weber jeremyapeterson@le.utah.gov
801-390-1480
10 Pitcher, Dixon M. R Weber dpitcher@le.utah.gov
801-710-9150
11 Dee, Brad L. R Davis, Weber bdee@le.utah.gov
801-479-5495
12 Schultz, Mike R Davis, Weber mikeschultz@le.utah.gov
801-859-7713
13 Ray, Paul R Davis pray@le.utah.gov
801-725-2719
14 Oda, Curtis R Davis coda@le.utah.gov
801-725-0277
15 Wilson, Brad R. R Davis bradwilson@le.utah.gov
801-425-1028
16 Handy, Stephen G. R Davis stevehandy@le.utah.gov
801-979-8711
17 Barlow, Stewart R Davis sbarlow@le.utah.gov
801-289-6699
18 Hawkes, Timothy D. R Davis thawkes@le.utah.gov
801-294-4494
19 Ward, Raymond P. R Davis rayward@le.utah.gov
801-440-8765
20 Edwards, Rebecca P. R Davis beckyedwards@le.utah.gov
801-554-1968
21 Sagers, Douglas V. R Tooele dougsagers@le.utah.gov
435-830-3485
22 Duckworth, Susan D Salt Lake sduckworth@le.utah.gov
801-250-0728
23 Hollins, Sandra D Salt Lake shollins@le.utah.gov
801-363-4257
24 Chavez-Houck, Rebecca D Salt Lake rchouck@le.utah.gov
801-891-9292
25 Briscoe, Joel K. D Salt Lake jbriscoe@le.utah.gov
801-946-9791
26 Romero, Angela D Salt Lake angelaromero@le.utah.gov
801-722-4972
27 Kennedy, Michael S. R Utah mikekennedy@le.utah.gov
801-358-2362
28 King, Brian S. D Salt Lake, Summit briansking@le.utah.gov
801-560-0769
29 Perry, Lee B. R Box Elder, Weber leeperry@le.utah.gov
435-225-0430
30 Cox, Fred C. R Salt Lake fredcox@le.utah.gov
801-966-2636
31 DiCaro, Sophia M. R Salt Lake sdicaro@le.utah.gov
32 Christensen, LaVar R Salt Lake lavarchristensen@le.utah.gov
801-808-5105
33 Hall, Craig R Salt Lake chall@le.utah.gov
801-573-1774
34 Anderson, Johnny R Salt Lake janderson34@le.utah.gov
801-898-1168
35 Wheatley, Mark A. D Salt Lake markwheatley@le.utah.gov
801-556-4862
36 Arent, Patrice M. D Salt Lake parent@le.utah.gov
801-889-7849
37 Moss, Carol Spackman D Salt Lake csmoss@le.utah.gov
801-647-8764
38 Hutchings, Eric K. R Salt Lake ehutchings@le.utah.gov
801-963-2639
39 Dunnigan, James A. R Salt Lake jdunnigan@le.utah.gov
801-840-1800
40 Miller, Justin J. D Salt Lake jjmiller@le.utah.gov
801-573-8810
41 McCay, Daniel R Salt Lake dmccay@le.utah.gov
801-810-4110
42 Coleman, Kim R Salt Lake kimcoleman@le.utah.gov
801-865-8970
43 Tanner, Earl D. R Salt Lake earltanner@le.utah.gov
801-792-2156
44 Cutler, Bruce R. R Salt Lake brucecutler@le.utah.gov
801-556-4600
45 Eliason, Steve R Salt Lake seliason@le.utah.gov
801-673-4748
46 Poulson, Marie H. D Salt Lake mariepoulson@le.utah.gov
801-942-5390
47 Ivory, Ken R Salt Lake kivory@le.utah.gov
801-694-8380
48 Stratton, Keven J. R Utah kstratton@le.utah.gov
801-836-6010
49 Spendlove, Robert M. R Salt Lake rspendlove@le.utah.gov
801-560-5394
50 Cunningham, Rich R Salt Lake rcunningham@le.utah.gov
801-722-4942
51 Hughes, Gregory H. R Salt Lake greghughes@le.utah.gov
801-432-0362
52 Knotwell, John R Salt Lake jknotwell@le.utah.gov
801-449-1834
53 Brown, Melvin R. R Daggett, Duchesne, Morgan, Rich, Summit melbrown@le.utah.gov
435-647-6512
54 Powell, Kraig R Summit, Wasatch kraigpowell@le.utah.gov
435-654-0501
55 Chew, Scott H. R Duchesne, Uintah scottchew@le.utah.gov
56 Christofferson, Kay J. R Utah kchristofferson@le.utah.gov
801-592-5709
57 Greene, Brian M. R Utah bgreene@le.utah.gov
801-889-5693
58 Cox, Jon R Juab, Sanpete jcox@le.utah.gov
435-851-4457
59 Peterson, Val L. R Utah vpeterson@le.utah.gov
801-224-4473
60 Daw, Brad M. R Utah bdaw@le.utah.gov
801-850-3608
61 Grover, Keith R Utah keithgrover@le.utah.gov
801-319-0170
62 Stanard, Jon E. R Washington jstanard@le.utah.gov
435-414-4631
63 Sanpei, Dean R Utah dsanpei@le.utah.gov
801-979-5711
64 Thurston, Norman K R Utah normthurston@le.utah.gov
385-399-9658
65 Gibson, Francis D. R Utah fgibson@le.utah.gov
801-491-3763
66 McKell, Mike K. R Utah mmckell@le.utah.gov
801-210-1495
67 Roberts, Marc K. R Utah mroberts@le.utah.gov
801-210-0155
68 Nelson, Merrill F. R Beaver, Juab, Millard, Tooele, Utah mnelson@le.utah.gov
801-971-2172
69 King, Brad D Carbon, Duchesne, Emery, Grand bradking@le.utah.gov
435-637-7955
70 McIff, Kay L. R Emery, Grand, Sanpete, Sevier kaymciff@le.utah.gov
801-608-4331
71 Last, Bradley G. R Iron, Washington blast@le.utah.gov
435-635-7334
72 Westwood, John R. R Iron jwestwood@le.utah.gov
435-586-6961
73 Noel, Michael E. R Beaver, Garfield, Kane, Piute, San Juan, Sevier, Wayne mnoel@kanab.net
435-616-5603
74 Snow, V. Lowry R Washington vlsnow@le.utah.gov
435-703-3688
75 Ipson, Don L. R Washington dipson@le.utah.gov
435-817-5281

 

Here are the Utah Senators (write more than just your own senator.)

 

District Name Email County(ies)
1 Escamilla, Luz (D) lescamilla@le.utah.gov Salt Lake
2 Dabakis, Jim (D) jdabakis@le.utah.gov Salt Lake
3 Davis, Gene (D) gdavis@le.utah.gov Salt Lake
4 Iwamoto, Jani (D) jiwamoto@le.utah.gov Salt Lake
5 Mayne, Karen (D) kmayne@le.utah.gov Salt Lake
6 Harper, Wayne A. (R) wharper@le.utah.gov Salt Lake
7 Henderson, Deidre M. (R) dhenderson@le.utah.gov Utah
8 Shiozawa, Brian E. (R) bshiozawa@le.utah.gov Salt Lake
9 Niederhauser, Wayne L. (R) wniederhauser@le.utah.gov Salt Lake
10 Osmond, Aaron (R) aosmond@le.utah.gov Salt Lake
11 Stephenson, Howard A. (R) hstephenson@le.utah.gov Salt Lake, Utah
12 Thatcher, Daniel W. (R) dthatcher@le.utah.gov Salt Lake, Tooele
13 Madsen, Mark B. (R) mmadsen@le.utah.gov Salt Lake, Utah
14 Jackson, Alvin B. (R) abjackson@le.utah.gov Utah
15 Dayton, Margaret (R) mdayton@le.utah.gov Utah
16 Bramble, Curtis S. (R) curt@cbramble.com Utah, Wasatch
17 Knudson, Peter C. (R) pknudson@le.utah.gov Box Elder, Cache, Tooele
18 Millner, Ann (R) amillner@le.utah.gov Davis, Morgan, Weber
19 Christensen, Allen M. (R) achristensen@le.utah.gov Morgan, Summit, Weber
20 Jenkins, Scott K. (R) sjenkins@le.utah.gov Davis, Weber
21 Stevenson, Jerry W. (R) jwstevenson@le.utah.gov Davis
22 Adams, J. Stuart (R) jsadams@le.utah.gov Davis
23 Weiler, Todd (R) tweiler@le.utah.gov Davis, Salt Lake
24 Okerlund, Ralph (R) rokerlund@le.utah.gov Beaver, Garfield, Juab, Kane, Millard, Piute, Sanpete, Sevier, Utah, Wayne
25 Hillyard, Lyle W. (R) lhillyard@le.utah.gov Cache, Rich
26 Van Tassell, Kevin T. (R) kvantassell@le.utah.gov Daggett, Duchesne, Summit, Uintah, Wasatch
27 Hinkins, David P. (R) dhinkins@le.utah.gov Carbon, Emery, Grand, San Juan, Utah, Wasatch
28 Vickers, Evan J. (R) evickers@le.utah.gov Beaver, Iron, Washington
29 Urquhart, Stephen H. (R) surquhart@le.utah.gov Washington

 

 

 

 

 

Dr. Gary Thompson’s $100,000 Reward For SAGE Common Core Test Validity Reports   5 comments

 

 

100k2

 

 

Last year, on behalf of Early Life Child Psychology and Education Center, Dr. Gary Thompson offered $100,000.00 to the Utah State Office of Education (USOE) for validity reports for Utah’s SAGE Common Core test.

He made the offer after Associate Superintendent Judy Park made a public statement regarding the validity of SAGE which Dr. Thompson knew to be false.  He knew that test makers such as American Institutes for Research (AIR)  or Pearson routinely provide validity reports to psychologists in the private sector, because by law and ethics, they know the tests can’t be used otherwise.

Dr. Thompson gave the USOE a 24-hour deadline to forward to his clinic some certified copies of industry-standard validity reports prepared by AIR.  Such reports would show the test’s construct validity, criterion validity, content validity, concurrent validity, and predictive validity.

In exchange for copies of the reports, Early Life Corp would donate $50,000.00 to a public school of USOE’s choice, plus an additional $50,000.00 to the 2014-15 Utah Public School Teacher of the Year.  He sent the offer directly to Dr. Judy Park and to some of the Utah State School Board members; he also posted the offer on his personal Facebook page, the clinic’s Facebook page, and on the Utahns Against Common Core Facebook page.

The offer was quickly big news among those who follow the Common Core Initiative’s unfolding saga nationwide.  Six clinicians and partners of Early Life, including the CEO who happens to be Dr. Thompson’s wife, were not happy about the offer.  That night was a sleepless one for them and Dr. Thompson was consigned to the couch for the night by the CEO.  Still, Dr. Thompson slept like a baby.  Why?

Here’s a little bit of history:

Right after his appearance on the Glenn Beck TV show, where Dr. Thompson had exposed the Common Core/SAGE test’s assault on student privacy and its unanswered validity questions, Dr. Thompson had been summoned to the offices of then-Superintendent Dr. Martell Menlove and Associate Superintendent Brenda Hales.  He accepted the invitation, bringing along his clinic’s lawyer and his best friend, Edward D. Flint.

During the two and a half hour meeting, Dr. Thompson and Ed Flint first sat and listened to “Brenda Hales’ hour-long lecture about ‘the Standards'”.  Dr. Thompson finally explained, when she was finished speaking, that academic standards were not Thompson/Flint’s area of expertise and that the subject was of no interest to them on any level.

Next, Menlove/Hales listened to Thompson/Flint.  The doctor and the lawyer explained the fundamentals of test validity issues and data gathering, and expressed their concerns about privacy and testing issues, laying out a careful analysis of how easily potential violations could occur under Common Core’s tests.

Menlove/Hales dismissed their concerns as “conspiracy theories” and requested that Thompson/Flint “stop bringing fear into our community via social media”.  Thompson and Flint promised to cease speaking of their concerns if Menlove and Hales would agree to contact AIR to provide documentation that the concerns were unwarranted.

Dr. Menlove agreed.

Weeks later, still having seen no validity reports, Dr. Thompson finally received a phone call –from a parent, who had noticed an AIR letter posted  on the USOE webpage.  The letter was directed to Dr. Menlove from AIR Vice President Jon Cohen; it purported to address the concerns of Mr. Flint and Dr. Thompson, using their names.

AIR Vice President Jon Cohen failed to actually respond to the pointed, specific concerns that had been submitted in writing to Dr. Menlove.  (Read those here.)

What he did do is attempt to give AIR a pat on the back by sharing a link to what was meant to go to a national nonprofit disabilities organization, one that would vouch for the test verbally (not with any validity studies or reports).  Yet –incredibly– when one click’s on the AIR Vice President’s link, one is linked to a vacation spot on Catalina Island.

It’s been two years since AIR’s defense of validity letter was posted on the USOE website, and still no correction has been made.

Why haven’t the newspapers reported that the validity of Utah’s SAGE test is proved with a link to a Catalina Island website?  This singular error (I’m assuming, hoping it was an error) and it’s now two-year uncorrected status speaks tragic volumes about the lack of professionalism of the SAGE, the USOE and the AIR Corporation.  (AIR has received at least $39 million so far for its testing service, from Utah taxpayers.)

Dr. Thompson was not amused by AIR’s error.  He shared this story in multiple, filmed presentations in four different states.  Audiences and parents were stunned.

 

This is news.  Why is it not in the papers?  When AIR had the perfect opportunity to silence “misinformed” critics by putting the issue to rest with actual validity tests, the company produced no reports of any tests, just a short  letter that said nothing.

Multiple calls to Dr. Menlove’s office and to his personal cell phone were never returned.  Months later both Dr. Menlove and Brenda Hales abruptly resigned with no explanations given.

It had become clear to Dr. Thompson that the SAGE test was designed to assess both academic and psychological constructs.  Dr. Thompson knew from his direct doctoral residency experience and from his academic training in assessment that no test of this kind had ever been devised in the history of clinical psychology. With knowledge of the extreme experimental nature of the test it was his logical assumption that AIR’s efforts were devoted to the construction of the test and could not have concurrently designed an entirely new method of measuring validity; providing validity reports is a time-consuming and extremely expensive task. (He notes that AIR and other Common Core test makers must have been thrilled to oblige when “client” Secretary Arne Duncan gave them the opportunity to devise a huge test without requiring the normally expensive and very time-consuming validity tests.)

It’s common knowledge, thanks to the USOE, that AIR was the only company that was federally approved; thus, the only company Utah could have chosen once it dumped its SBAC membership.  The USOE has explained, “AIR is currently the only vendor who produces a summative adaptive assessment that has received federal approval.”

No one really knows– outside of the few AIR psychometricians and V.P. Jon Cohen– exactly what the Utah SAGE test (which is now also used outside Utah)  measures.  After two years of studying the issue, Dr. Thompson surmises that AIR has devised one of the most complex, accurate measures of personality characteristics ever made.  Dr. Thompson believes that behavioral testing was AIR’s contractual goal and that SAGE reached that goal.

Support for Dr. Thompson’s conclusion is easy to find.  As one example, scan the federal report entitled “Promoting Grit, Tenacity and Perserverance“.  It openly promotes schools’ collection of students’ psychological and belief-based data via behavioral assessment.  (See page 44 to view biometric data collection device photos: student mood meters, posture analysis seats, wireless skin conductance sensors, etc.)  Utah’s own documents, such as the grant application for the State Longitudinal Database System, reveal that noncognitive assessment, including psychometric census-taking of Utah students, were part of the state’s agreement with the federal government even before the Common Core Initiative had come to our state.

As for the SAGE test’s academics, Dr. Thompson points out that barring independent, peer-reviewed documentation, it is not possible to honestly claim that SAGE measures what it claims to measure– academics– in a valid manner.  Dr. Thompson puts it this way:  “There is no way in hell that the AIR-produced SAGE/Common Core test measures academic achievement in a valid manner, and quite probably, does not measure academics at all.”

 

Dr_GARY-550x400

Dr. Gary Thompson and his family

 

 

Postscript:  For more opt-out-of-SAGE-tests motivation please read the testimonies of parents who served on Utah’s SAGE “validation committee”.  They read the SAGE questions last year and are now speaking out.

Utah Governor: Please Veto SB 235. Please Pass HB 360   Leave a comment

american mom field

 

The State School Board of Utah meets tomorrow and will discuss SB 235 (bad bill) and HB 360 (great bill).  They apparently want the good one vetoed.  Too much liberty for teachers; too much distance between Utah and Common Core.  It’s an open meeting; come and see.

The board doesn’t like this freedom-saving bill.  But the Utah legislature did like it; HB 360 passed both houses and should be signed into law by the governor next week.    Unless he vetoes, swayed by the school board…

Please email them:  Board@schools.utah.gov

 

Dear State School Board,

I want to give input on two bills that you will be recommending for veto or signing to our governor.

  • HB 360 is a good bill for teachers’ autonomy, parental input and local control.  Please do not ask for a veto.  This is a good, constitutional bill.  Parents and teachers want autonomy and this bill creates space for it.  I see no reason to veto this bill.  If this board does recommend a veto, I would like to know why each board member voted as he/she did on the issue.
  • SB 235, on the other hand, is a terrible bill that punishes schools with unvalid labels of “failing” based on the controversial SAGE tests and on an unfair bell curve, so that some are forced to failregardless; it punishes schools with high parental opt-out rates and falsely labels them “failing” and then it forces these “failing” schools to take an “expert” to create “turnaround” that will likely be based on the Obama/Gates Turnaround Model.
For detailed, annotated research on SB 235, see two articles:
1.  https://whatiscommoncore.wordpress.com/2015/03/13/utah-legislature-adopts-obamas-model-for-turnaround-schools/
2.  http://www.utahnsagainstcommoncore.com/sb235-effectively-federalized-utahs-education-system-and-federalization-is-anti-family/
Please consider these important bills very, very carefully before you make recommendations to our Governor.
Christel Swasey

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Here’s the link for Governor Herbert’s electronic messages to ask for that SB 235 veto:    http://www.utah.gov/governor/contact/

Here are the Utah Representatives.  Ask them to contact the Governor too:  (write more than just your own rep.)

District Representative Party Counties Represented Contact Info
1 Sandall, Scott D. R Box Elder, Cache ssandall@le.utah.gov
435-279-7551
2 Lifferth, David E. R Utah dlifferth@le.utah.gov
801-358-9124
3 Draxler, Jack R. R Cache jdraxler@le.utah.gov
435-752-1488
4 Redd, Edward H. R Cache eredd@le.utah.gov
435-760-3177
5 Webb, R. Curt R Cache curtwebb@le.utah.gov
435-753-0215
6 Anderegg, Jacob L. R Utah janderegg@le.utah.gov
801-901-3580
7 Fawson, Justin L. R Weber justinfawson@le.utah.gov
801-781-0016
8 Froerer, Gage R Weber gfroerer@le.utah.gov
801-391-4233
9 Peterson, Jeremy A. R Weber jeremyapeterson@le.utah.gov
801-390-1480
10 Pitcher, Dixon M. R Weber dpitcher@le.utah.gov
801-710-9150
11 Dee, Brad L. R Davis, Weber bdee@le.utah.gov
801-479-5495
12 Schultz, Mike R Davis, Weber mikeschultz@le.utah.gov
801-859-7713
13 Ray, Paul R Davis pray@le.utah.gov
801-725-2719
14 Oda, Curtis R Davis coda@le.utah.gov
801-725-0277
15 Wilson, Brad R. R Davis bradwilson@le.utah.gov
801-425-1028
16 Handy, Stephen G. R Davis stevehandy@le.utah.gov
801-979-8711
17 Barlow, Stewart R Davis sbarlow@le.utah.gov
801-289-6699
18 Hawkes, Timothy D. R Davis thawkes@le.utah.gov
801-294-4494
19 Ward, Raymond P. R Davis rayward@le.utah.gov
801-440-8765
20 Edwards, Rebecca P. R Davis beckyedwards@le.utah.gov
801-554-1968
21 Sagers, Douglas V. R Tooele dougsagers@le.utah.gov
435-830-3485
22 Duckworth, Susan D Salt Lake sduckworth@le.utah.gov
801-250-0728
23 Hollins, Sandra D Salt Lake shollins@le.utah.gov
801-363-4257
24 Chavez-Houck, Rebecca D Salt Lake rchouck@le.utah.gov
801-891-9292
25 Briscoe, Joel K. D Salt Lake jbriscoe@le.utah.gov
801-946-9791
26 Romero, Angela D Salt Lake angelaromero@le.utah.gov
801-722-4972
27 Kennedy, Michael S. R Utah mikekennedy@le.utah.gov
801-358-2362
28 King, Brian S. D Salt Lake, Summit briansking@le.utah.gov
801-560-0769
29 Perry, Lee B. R Box Elder, Weber leeperry@le.utah.gov
435-225-0430
30 Cox, Fred C. R Salt Lake fredcox@le.utah.gov
801-966-2636
31 DiCaro, Sophia M. R Salt Lake sdicaro@le.utah.gov
32 Christensen, LaVar R Salt Lake lavarchristensen@le.utah.gov
801-808-5105
33 Hall, Craig R Salt Lake chall@le.utah.gov
801-573-1774
34 Anderson, Johnny R Salt Lake janderson34@le.utah.gov
801-898-1168
35 Wheatley, Mark A. D Salt Lake markwheatley@le.utah.gov
801-556-4862
36 Arent, Patrice M. D Salt Lake parent@le.utah.gov
801-889-7849
37 Moss, Carol Spackman D Salt Lake csmoss@le.utah.gov
801-647-8764
38 Hutchings, Eric K. R Salt Lake ehutchings@le.utah.gov
801-963-2639
39 Dunnigan, James A. R Salt Lake jdunnigan@le.utah.gov
801-840-1800
40 Miller, Justin J. D Salt Lake jjmiller@le.utah.gov
801-573-8810
41 McCay, Daniel R Salt Lake dmccay@le.utah.gov
801-810-4110
42 Coleman, Kim R Salt Lake kimcoleman@le.utah.gov
801-865-8970
43 Tanner, Earl D. R Salt Lake earltanner@le.utah.gov
801-792-2156
44 Cutler, Bruce R. R Salt Lake brucecutler@le.utah.gov
801-556-4600
45 Eliason, Steve R Salt Lake seliason@le.utah.gov
801-673-4748
46 Poulson, Marie H. D Salt Lake mariepoulson@le.utah.gov
801-942-5390
47 Ivory, Ken R Salt Lake kivory@le.utah.gov
801-694-8380
48 Stratton, Keven J. R Utah kstratton@le.utah.gov
801-836-6010
49 Spendlove, Robert M. R Salt Lake rspendlove@le.utah.gov
801-560-5394
50 Cunningham, Rich R Salt Lake rcunningham@le.utah.gov
801-722-4942
51 Hughes, Gregory H. R Salt Lake greghughes@le.utah.gov
801-432-0362
52 Knotwell, John R Salt Lake jknotwell@le.utah.gov
801-449-1834
53 Brown, Melvin R. R Daggett, Duchesne, Morgan, Rich, Summit melbrown@le.utah.gov
435-647-6512
54 Powell, Kraig R Summit, Wasatch kraigpowell@le.utah.gov
435-654-0501
55 Chew, Scott H. R Duchesne, Uintah scottchew@le.utah.gov
56 Christofferson, Kay J. R Utah kchristofferson@le.utah.gov
801-592-5709
57 Greene, Brian M. R Utah bgreene@le.utah.gov
801-889-5693
58 Cox, Jon R Juab, Sanpete jcox@le.utah.gov
435-851-4457
59 Peterson, Val L. R Utah vpeterson@le.utah.gov
801-224-4473
60 Daw, Brad M. R Utah bdaw@le.utah.gov
801-850-3608
61 Grover, Keith R Utah keithgrover@le.utah.gov
801-319-0170
62 Stanard, Jon E. R Washington jstanard@le.utah.gov
435-414-4631
63 Sanpei, Dean R Utah dsanpei@le.utah.gov
801-979-5711
64 Thurston, Norman K R Utah normthurston@le.utah.gov
385-399-9658
65 Gibson, Francis D. R Utah fgibson@le.utah.gov
801-491-3763
66 McKell, Mike K. R Utah mmckell@le.utah.gov
801-210-1495
67 Roberts, Marc K. R Utah mroberts@le.utah.gov
801-210-0155
68 Nelson, Merrill F. R Beaver, Juab, Millard, Tooele, Utah mnelson@le.utah.gov
801-971-2172
69 King, Brad D Carbon, Duchesne, Emery, Grand bradking@le.utah.gov
435-637-7955
70 McIff, Kay L. R Emery, Grand, Sanpete, Sevier kaymciff@le.utah.gov
801-608-4331
71 Last, Bradley G. R Iron, Washington blast@le.utah.gov
435-635-7334
72 Westwood, John R. R Iron jwestwood@le.utah.gov
435-586-6961
73 Noel, Michael E. R Beaver, Garfield, Kane, Piute, San Juan, Sevier, Wayne mnoel@kanab.net
435-616-5603
74 Snow, V. Lowry R Washington vlsnow@le.utah.gov
435-703-3688
75 Ipson, Don L. R Washington dipson@le.utah.gov
435-817-5281

 

Here are the Utah Senators (write more than just your own senator):

 

District Name Email County(ies)
1 Escamilla, Luz (D) lescamilla@le.utah.gov Salt Lake
2 Dabakis, Jim (D) jdabakis@le.utah.gov Salt Lake
3 Davis, Gene (D) gdavis@le.utah.gov Salt Lake
4 Iwamoto, Jani (D) jiwamoto@le.utah.gov Salt Lake
5 Mayne, Karen (D) kmayne@le.utah.gov Salt Lake
6 Harper, Wayne A. (R) wharper@le.utah.gov Salt Lake
7 Henderson, Deidre M. (R) dhenderson@le.utah.gov Utah
8 Shiozawa, Brian E. (R) bshiozawa@le.utah.gov Salt Lake
9 Niederhauser, Wayne L. (R) wniederhauser@le.utah.gov Salt Lake
10 Osmond, Aaron (R) aosmond@le.utah.gov Salt Lake
11 Stephenson, Howard A. (R) hstephenson@le.utah.gov Salt Lake, Utah
12 Thatcher, Daniel W. (R) dthatcher@le.utah.gov Salt Lake, Tooele
13 Madsen, Mark B. (R) mmadsen@le.utah.gov Salt Lake, Utah
14 Jackson, Alvin B. (R) abjackson@le.utah.gov Utah
15 Dayton, Margaret (R) mdayton@le.utah.gov Utah
16 Bramble, Curtis S. (R) curt@cbramble.com Utah, Wasatch
17 Knudson, Peter C. (R) pknudson@le.utah.gov Box Elder, Cache, Tooele
18 Millner, Ann (R) amillner@le.utah.gov Davis, Morgan, Weber
19 Christensen, Allen M. (R) achristensen@le.utah.gov Morgan, Summit, Weber
20 Jenkins, Scott K. (R) sjenkins@le.utah.gov Davis, Weber
21 Stevenson, Jerry W. (R) jwstevenson@le.utah.gov Davis
22 Adams, J. Stuart (R) jsadams@le.utah.gov Davis
23 Weiler, Todd (R) tweiler@le.utah.gov Davis, Salt Lake
24 Okerlund, Ralph (R) rokerlund@le.utah.gov Beaver, Garfield, Juab, Kane, Millard, Piute, Sanpete, Sevier, Utah, Wayne
25 Hillyard, Lyle W. (R) lhillyard@le.utah.gov Cache, Rich
26 Van Tassell, Kevin T. (R) kvantassell@le.utah.gov Daggett, Duchesne, Summit, Uintah, Wasatch
27 Hinkins, David P. (R) dhinkins@le.utah.gov Carbon, Emery, Grand, San Juan, Utah, Wasatch
28 Vickers, Evan J. (R) evickers@le.utah.gov Beaver, Iron, Washington
29 Urquhart, Stephen H. (R) surquhart@le.utah.gov Washington

 

Please write or call!  This is still America and not every legislator is bought by lobby money.  Some actually do listen to constituents.We should act –even if we act alone.  If we each act on conscience, rather than failing to act, for fear of failure, we might be winning many more battles.

A war over children’s lives and schooling and privacy rights is being waged, far under the radar of most people’s daily lives– but even those who know it’s going on, often fail to act.  Keep acting, even if it appears there is no hope.  Please join me if you can.

–And by the way, there is real hope!

  • The powerful Utah Educators’ Association (UEA) was also opposed to SB 235.  So were key Utah Democrats.  Some of the conservatives who actually voted for SB 235 now regret it.

Many people have written to the governor on this issue, pleading for a veto.

  • HB 360 already successfully PASSED both legislative houses, so it has the support of our elected reps.  There’s no reason anyone would want it vetoed, that I can see, except if they are being paid (in money or in power) by “the machine”.

 

 

herbert

 

I sometimes think that we would be better off if we had an obvious wolf for a Governor.

If we had an obvious wolf, people would be paying very close attention to what he was doing.  But Governor Herbert uses conservative language while he passes rascally progressive bills and initiatives and blocks conservative ones.

Most of Utah pays no real attention.  Many assume that the conservative-sounding speech they heard him make on the campaign trail matches his actions today.

But this is not the case.  He’s a key member of the Common Core creation team at NGA/CCSSO and he’s a proud promoter of Prosperity 2020, the cradle-to-workforce program that puts the economy first (not children) and puts businesses, not moms, dads and teachers, in positions of power over schools.  He is not about to fight his own machine.  The only thing he might fear is losing re-election.  This is why I have a little bit of  faith that letters asking him to veto SB 235 and asking him to pass HB 360,  might, in great numbers, have influence on him –only for his re-election hopes.  If he does just the opposite of what we are asking, and passes SB 235 and vetoes HB 360, let’s at least not let him do it too quietly and without pushback.  We still have about a week until it’s too late to veto or to pass these bills into law.

 

 

 

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

Federal Control of Technology and Data: On “Internet Neutrality,”the ConnectEd Initiative, and SETRA   6 comments

How will President Obama’s multiple initiatives increase federal control over American technology and data mining –and how will these initiatives affect children?

There are several new initiatives to consider.

I.  NET NEUTRALITY

Yesterday the Federal Communications Commission (FCC) passed the Obama-approved definition of “Internet Neutrality.”  Proponents made it sound as if “neutrality” meant openness and freedom for individuals, but the ruling increases federal power over the internet.

The notion that fairness and neutrality should be government-defined and government-enforced makes me roll my eyes. The term “net neutrality” sounds just like Harrison Bergeron, with the FCC playing the part of the Handicapper General to enforce equality by handicapping achievers and punishing success.

So now that the federal government has increased power to define and enforce its one definition of neutrality, how will this advance the goals of Obama’s ConnectED initiative?  Will “neutrality” aim, like ConnectEd aims, to strap tax dollars and children’s destinies in education to Bill Gates’ philosophies and coffers?  I ask this in light of Microsoft’s alignment with the FCC’s ruling, Microsoft’s celebrated discounting of common core-aligned ed tech products and Microsoft’s promotion of ConnectED.  Add to that question this fact: Microsoft’s owner, Gates, funded the Role of Federal Policy report, which found (surprise, surprise) that the power of federal groups, to “research” children/education without restraint, should be increased using ESRA reauthorization.  More on that below.

How does all of this work with the SETRA bill’s student data collection goals?

II.  CONNECT-ED

First, a quick ConnectEd review:  Obama is bringing the now-neutralized internet to all schools while behaving very non-neutrally himself: he’s officially favoring and partnering with Microsoft/Bill Gates/Common Core so the uniform customer base (children) will only receive the One Correctly Aligned Education Product (and likely will thank Gates for what they see as kindness, deep discounts).  Microsoft’s website explains: “Partnering with the White House’s ConnectED Initiative, we’re helping provide technology for education, at a fraction of the cost.”  Pearson, Inc. is doing the same thing here and here and here to lay those near-irreversible foundations for the future.

What Microsoft, Pearson and ConnectEd are doing could be compared to offering free or discounted train tracks to your city.  They’re fancy tracks, but customized to fit one sort of train only.  By accepting the offer, you are automatically limited to using only the kinds of trains made to run on your new tracks.

States and schools ought to be saying “no, thanks” to Gates and Pearson if we want to have the freedom to later use education and ed technology that might be Common Core-free.

(As an important aside: one of the stated aims of Obama’s ConnectEd is to catch up to South Korea where “all schools are connected to the internet… all teachers are trained in digital learning, and printed textbooks will be phased out by 2016.”  I’ll never join the chorus of “Let die traditional, print books”.  But ConnectED has. )

The Internet has been, until now, unregulated by the federal government.  It’s been free.   The controllistas think of free as “unfair,” however.

“The main excuse for implementing the new invasions is the statists’ favorite complaint: Internet service providers ‘discriminate’  …[F]acilitators seeking to benefit from less competition, such as Facebook, Google, and Netflix,  ought to be beige in color, have identical horsepower, the same number of doors, and get the same gas mileage no matter how far or fast they may be driven” (from Bob Adelman, New American Magazine).

In the FCC’s ruling, Bob Adelmann pointed out, there’s been dramatic change without  transparent vetting.  Adelmann wrote, three days ago: “On Thursday consumers will finally be able to see and read the FCC’s (Federal Communications Commission) planned new rules to regulate the Internet. Deliberately hidden from public view, the 332-page document … [was] demanded by President Obama… he told FCC … to adopt the “strongest possible rules” in regulating the Internet.”

 

 

WHY?

 

Why was Obama bent on getting the “strongest possible rules” to control the Internet– and why did he confuse people by calling this move one toward openness and freedom?  I don’t know why.

The “why” is not so important.

What matters most now is that Americans recognize that he is, in fact, aiming for ever increasing control at the expense of our freedoms, and that he’s partnered with private corporations who share his aims.  History teaches that many people seek to control other people; whether for kindly intentioned or malicious intentioned reasons, they always have and always will.  That’s why our Constitution is so sacred.  It protects individuals from others’ controlling tendencies by decentralizing power.

Government-imposed equality, or “neutrality,” is a theme Obama has promoted in many ways prior to yesterday’s “Net Neutrality” punch.

  1. Think of common “College and Career Ready Standards” –a.k.a Common Core, which his administration promoted to U.S. governors –and reported about to the U.N.– in 2009-10: “President Obama called on the nation’s governors and state school chiefs to develop standards and assessments,” said Secretary Duncan.
  2. Think of Common Education Data Standards (CEDS) for all students and for every state database, data standards which his administration partnered in creating.
  3. Think of his administration’s funding and promotion of common SLDS state databases that now track and grade the nation’s schools, teachers and students using interoperable systems and common, national data models.
  4. Think of federally-promoted, aligned testing for all states and students.  Same, same, same.

Match that to the speeches of Bill Gates  about building the uniform customer base of students using Common Core.

In each of the Obama-promoted, standardizing measures, no one may soar.  No one is allowed to meander into creative or superior or innovative paths because of that devoted mindset: no failure– not allowing anyone freedom, if that includes the freedom for some to fail.  This commonizing of the masses under the banner of “fair and equal” once upon a time used to be called communism, but that’s not a politically correct term anymore.  You can’t even call it socialism.  Instead, the p.c. terms are “social justice”  or “playing fair.”  I call it theft.  Legalized plunder.

And it’s never actually fair: There is nothing fair about elites centralizing power to take freedom from individuals.  Also, for those who decide that they are above the law there are exceptions; the ruling elite still get to choose.

When I say, “elites centralize power to take freedom from individuals,” I don’t mean metaphorically or theoretically.  It’s real.  It’s no theory.  The micromanagement of schools, children, teachers to minimize parental “interference” and parental “opportunity” is a large and extremely well oiled machine.

On its federal hand, there’s the Obama Administration’s “National Education Technology Plan“.  On its private, corporate hand, there’s the Bill-Gates-led “Evolving Role of Federal Policy in Education Research,” explained out a report written by Aspen Institute and funded by the Gates Foundation.  It says, “there is a broad consensus that federal investment in education research, development, and dissemination is vital” and “the pending reauthorization of ESRA creates new opportunities to better harness the tremendous research capacity we have in America to turn broad consensus into broad benefit,” and even: “the Obama Administration has proposed to create a new unit of ED, called ARPA-ED, that would be analogous to the high-profile Defense Advanced Research Projects Agency (DARPA) in the Department of Defense. ”

III. SETRA – The Reauthorization of ESRA

We need to study the “pending reauthorization of ESRA” that hopes to “harness” students’ data.  The SETRA bill now on-deck, bill S227, is the data collection bill that American Principles Project  warned America about in a press release.  SETRA is a direct answer to what the both the Evolving Role of Federal Policy in Education Research and the National Education Technology Plan had requested:  more power to the federal government over student data.

The history of educational data collection by federal/private forces is very boring.  I only bring this up because we need to see them for what they are: public-private-partnerships, with unclear dividing lines between federal and private controls.  That means that we can’t easily un-elect them or influence the power that they wield.  It’s data collection without representation.  That’s not only unconstitutional; it’s also very creepy.

The boring but important history of these public-private-partnerships is detailed in the Evolving Role of Federal Policy in Education Research report, as well as on websites from the REL/WestED groups.   WestED, a now-nonprofit, explains: “The roots of WestEd go back to 1966, when Congress funded regional laboratories across the country to find practical ways to improve the education of our nation’s children.  Charged with “bridging the gap between research and practice,” a number of the original Regional Educational Laboratories grew beyond their initial charge and developed into successful organizations. Two in particular—the Southwest Regional Educational Laboratory (SWRL) and the Far West Laboratory for Educational Research and Development (FWL)—evolved beyond their laboratory roots, eventually merging in 1995 to form WestEd.”

Why it matters?  Ask yourself this:  How does a parent protect his/her child from data leaks, privacy breaches and unwanted government intrusion or “guidance” when the data collection machines are not run by elected representatives, and they are paid to run well by the unstoppable force of taxes?

How does a parent protect his/her child when federal FERPA (Family Ed Rights and Privacy Act) has been altered so that it’s no longer protective of parental rights and student privacy?

How does a parent protect his/her child when the new SETRA bill allows power to go to regional commissioners, rather than residing in local schools, districts, or even states?  Regions take precedence over states under SETRA.

But the public does not know this because proponents of SETRA reveal what they want to reveal in their “pro-SETRA” talking points.

I hate talking points!  Give me truth in the form of direct quotes and page numbers from a bill next time, Congressman Boener.

Proponents fail to reveal the details of the bill that alarm opponents of SETRA.  I’ll share a few.

Psychological Profiling

For example, page 28, section 132 reveals that data to be collected on students may: “include research on social and emotional learning“.  Social and emotional learning means psychological testing!  This is promoting the same creepy biometric data mining methods that the Dept. of Education was pushing two years ago in its “Promoting Grit, Tenacity and Perserverance” report of 2013 (see report pdf page 44).

grit

This SETRA bill’s  language empowers the government to create a profile on your child, psychologically (emotional learning) and politically (social learning).

I do not support allowing the government to keep psychological/political dossiers on children.

 

Reliance on a wet-noodle FERPA for privacy protection

But I have no power, they tell me,  despite being a mom, a voter, and a taxpayer.  Recall that there is no requirement under federal FERPA any longer to get parental consent over the gathering or sharing of student data.

Likewise, in Utah, there’s no protection for student data.  The state longitudinal database system (SLDS) gathers data about each child from the moment he/she registers for kindergarten or preschool without parental consent.

The state has said that no Utah parent may opt an child out of SLDS and legislation to create protections for children’s privacy in Utah has not been successful.

Utah’s legislature and school board continues to allow the SLDS to run wild, unaccountable to parents or to anyone.  Students’ data in Utah is unprotected by law.  If the board or an administrator tells you differently, ask them to show you the law that provides protection in Utah.  Then send it to me.

In fact, the Utah Data Alliance promotes the sharing of data between agencies such as schools, higher ed, workforce services, and other agencies.  If the board or an administrator tells you differently, ask them to show you the law that provides protection in Utah.  Then please send it to me.

 

Parental Rights Dismissed

 

Soon, if federal SETRA passes, student data will be even more unprotected.  Zero parental rights over student academic data (thanks to shredded federal FERPA protections and wrongheaded Utah policies) will be joined by zero parental rights over student psychological data (thanks to power-hungry SETRA).

In section 208 (see page 107) the SETRA bill reauthorizes the federal government “to align statewide, longitudinal data systems [SLDS] from early education through postsecondary education (including pre-service preparation programs), and the workforce, consistent with privacy protections under section 183;’’

SLDS is the very set of databases that deny parents their rights to be the main authorities over their own children’s data.  Do we want to reauthorize the federal government to use our tax dollars for that purpose, moms and dads?

“Privacy protections under section 183,” as we discussed above, equals no privacy at all.  Why?  There used to be confidentiality standards, such as those seen in the 2002 data privacy code.  But all of that changed.  Now, confidentiality and parental consent have been reduced to “best practice” status, and parental consent prior to sharing data is not required by federal FERPA.

 

REGIONAL EDUCATION LABS MAY SUPERCEDE STATE AGENCIES IN POWER

Under SETRA section 174, “REGIONAL EDUCATIONAL LABORATORIES FOR RESEARCH, DEVELOPMENT, DISSEMINATION, AND EVALUATION” the power of the regional educational laboratories is expanded.  This whole section is worth reading, but it’s hard to read because of the many interruptions where the bill alters definitions and phrases from the original ESRA bill.  Try it.

I have to say that in this section, the repeated use of the term “laboratories,” in the context of “regional educational laboratories” gives me the creeps.  Am I the only one?  Our children as guinea pigs in laboratories of educational and now psychological experimentation –organized by region and not by state? No, thank you.

When Regions Rule, States Lose Constitutional Strength

Another important thought:  how can states’ rights over education ever be defended and protected when education is being restructured to function in regional, not by states, divisions?  Is this why the regional laboratories of educational research are growing to become more powerful than state boards?)

On page 57 of the pdf the R.E.L. Commissioner is given a lot of power.  “Each eligible applicant desiring a contract grant, contract, or cooperative agreement under this section shall submit an application at such time, in such manner, and containing such information as the Evaluation and Regional Assistance Commissioner may reasonably require.”  The Commissioner can deny funds, or give funds, to people who “shall seek input from State educational agencies and local educational agencies in the region that the award will serve”.  Hmm.  I see.  People may seek input from state agencies, but the regional laboratory commissioner is The Man.

The Regions aim for that power.

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I’m not finished with my SETRA analysis.  I’m just sick of it right now.

I’ll be back.

Should Voters or the Governor Hold Power Over Schools? SIGN OUR PETITION   1 comment

herbert

 

 

 

Utahns Against Common Core is asking Utahns to sign a transparency in voting petition immediately.  It will be seen on Capitol Hill tomorrow morning.

Sign it here.   Read SB104,  the bill that needs to pass, here.

The issue is one of power.  Should the Governor hold the power over who gets to sit on the state school board, or should Utah’s voters get to decide?  This is such a foundational measure.  If the people themselves cannot possibly get decision makers elected who think differently from the powerful elites who marry corporate and federal aims and remove local control, then we have no hope of ever getting free of things like Common Core or the forced use on children of the State Longitudinal Database System.

There are competing bills right now that push for more or less voter control of decision making; either the Governor gets even more power than he already has, in appointing the board; or else, voters get increased power because voting will be totally transparent, partisan, and run just like the elections for other elected representatives in our state.

Please sign the petition now.  The opposition is circulating a petition to bring to the Capitol tomorrow as well.

It is so a no-brainer to those of us who believe in representative government and the voice of the people.  But it’s not a sure thing at all.

Although it seems almost unthinkable that there are so many people in our supposedly conservative state who want the Governor to be able to appoint people rather than to have open, transparent, partisan elections, that is what is happening.

Even if you happen to like the current governor’s line of thinking, what happens years from now when you don’t?

Decision making power over our schools and our children’s lives should not be concentrated in one man.  It’s unAmerican, dangerous, and stupid to allow the centralization of power.  We have a greater likelihood of not corrupting our state when we allow the people to choose, and to debate, and to vote transparently.

For those who didn’t know– our current process for getting new state school board members is not okay.  It is centralized and corrupt, already.  But the opposition wants to make it more easily controlled by the elites.

This is how it currently works:  a governor-appointed committee interviews candidates for state school board, giving them, among other things, a questionnaire that is biased to the governor’s aims.  (It asks, among other things, if the candidate supports the Utah Core/Common Core).  So people who think independently will never even make it to the interview.  Then the committee interviews a narrowed group, further narrows it to three people; the governor chooses two of them, and passes those two names on to voters.  Utah voters never get any transparency, and only get choice a or b.  (This reminds me of the old Ford ads:  You can have any color, as long as it’s black.)

Please help us make this process fair and transparent.  Sign the petition.  Tell your representatives that you support Al Jackson’s bill for transparency in school board elections.

Thank you.

———————————————————————————-

Petition language –  from Utahns Against Common Core:

We, the undersigned, support SB 104, Education Elections and Reporting Amendments, which uses partisan elections to vet candidates and allow locally elected delegates to narrow the voting field of candidates who appear on the ballot. Partisan elections are used with great success in all other major elections in Utah and it makes perfect sense to allow the same process to function in large scale elections for school board members. The Salt Lake Tribune editorial of 10-30-2014 stated that there is no reason to come up with a new method of electing school board members. They stated:

“Actually, they don’t need to invent a thing. All they have to do use the same system we use to choose other state office holders. The process that is good enough to elect governors, attorneys general and members of the Legislature… People who want to be on the state school board should go through the same process as people who want to serve in the Legislature… It’s good enough for legislators. It should be good enough for school board members.”

The current system is broken. It guarantees that a single political party comprised of the UEA, USBA, and other educator organizations, dominate the election of the people on school boards.

Other facts

  • Locally elected delegates vet candidates most effectively
  • Increased transparency by highly effective caucus delegates
  • Lower cost to run for office
  • More people engaged in the issues important to education
  • Board members still represent all the people, just like you represent all your constituents
  • Partisan elections are constitutional
  • Party affiliation just lets you know where their core principles stand
  • State GOP Resolution strongly requested the legislature pass partisan elections
  • Utah County GOP Resolution strongly requested the legislature pass partisan elections
  • Not passing SB 104 would be hypocritical since it is the same system used to elect you

I further request that no bill be passed that involves empowering the governor to appoint board members. The 15 state school board members have control of half of the state’s budget. Empowering them to be appointed by the governor instead of through the caucus system that has produced the “best managed state” in the union would be folly and give too much power to one individual.

Sign here.

 

herbert

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