Archive for the ‘Dr. Gary Thompson’ Tag

Questions for Congressional Betsy DeVos Hearing: Letter from Grassroots Nationwide Coalition   1 comment

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Nationwide Coalition letter

linked at Florida’s Stop Common Core Coalition here.

 

January 9, 2017

Senate Health, Education, Labor and Pensions Committee

428 Senate Dirksen Office Building, Washington, DC 20510

 

Dear Chairman Alexander, Ranking Member Murray, and Members of the Health, Education, Labor, & Pensions Committee,

 

We, the undersigned leaders of a nationwide coalition of grassroots parent groups, wish to raise significant concerns about Secretary-designate Betsy DeVos, and request that you ask her these questions about education, standards, privacy and autonomy issues:

1) We understand that your website statement right after your appointment that you are “not a supporter – period” of Common Core was meant to reassure activists that you oppose the standards and will honor Mr. Trump’s promise to get rid of Common Core.

Please list your efforts during your extensive period of education activism and philanthropy to fight the implementation of the standards.

2) In your November 23 website statement you mention “high standards,” and in the Trump Transition Team readout of your November 19th meeting with the president-elect, you reportedly discussed “higher national standards.”

Please explain how this is different from Common Core. Also, please justify this stand in light of the lack of constitutional and statutory authority for the federal government to involve itself in standards, and in light of Mr. Trump’s promise to stop Common Core, make education local, and scale back or abolish the U.S. Department of Education.

3) Would you please reconcile your website statement that you are “not a supporter – period” of Common Core with your record of education advocacy in Michigan and elsewhere – specifically, when you have, either individually or through your organizations (especially the Great Lakes Education Project (GLEP) that you founded and chaired, and of which your family foundation is still the majority funder):

 Been described as supporting Common Core by Tonya Allen of the Skillman Foundation in the Detroit News?

 Actively worked to block a bill that would have repealed and replaced Michigan’s Common Core standards with the Massachusetts standards, arguably the best in the nation?

 Actively lobbied for continued implementation of Common Core in Michigan?

 Financially supported pro-Common Core candidates in Michigan?

 Funded Alabama pro-Common Core state school board candidates?

 Threatened the grassroots parent organization Stop Common Core in Michigan with legal action for showing the link between GLEP endorsement and Common Core support?

4) The Indiana voucher law that you and your organization, the American Federation for Children (AFC), strongly supported and funded requires voucher recipient schools to administer the public school Common Core-aligned tests and submit to the grading system based on those same Common Core-aligned tests. The tests determine what is taught, which means that this law is imposing Common Core on private schools. Indiana “is the secondworst in the country on infringing on private school autonomy” according to the Center for Education Reform because of that and other onerous requirements, and the state received an F grade on the Education Liberty Watch School Choice Freedom Grading Scale.

Do you support imposing public-school standards, curriculum and tests on private and or home schools?

5) Through Excel in Ed and the American Federation for Children, you have influenced legislation that has made Florida a “leader” in school choice, yet the majority of students, especially those in rural areas, in states like Florida, still chooses to attend traditional public schools. Public school advocates in Florida complain that expanded school choice has negatively affected their traditional public schools, even in previously high performing districts.

As Secretary of Education, how will you support the rights of parents and communities whose first choice is their community’s traditional public school?

6) You and AFC have been strong supporters of federal Title I portability. As Secretary of Education, would you require the same public school, Common Core tests and the rest of the federal regulations for private schools under a Title I portability program as Jeb Bush recommended for Mitt Romney in 2012 (p. 24)? If yes, please cite the constitutional authority for the federal government to be involved in regulating schools, including private schools, and explain how this policy squares with Mr. Trump’s promise to reduce the federal education footprint.

7) The Every Student Succeeds Act (ESSA) requires secretarial approval of state education plans for standards, tests and accountability. Will you support state sovereignty by approving the state plans in line with Mr. Trump’s vision of decreasing the federal role in education, or will you exercise federal control by secretarial veto power over these plans?

8) The Philanthropy Roundtable group that you chaired published a report on charter schools, but did not mention the Hillsdale classical charter schools, even though they are in your home state of Michigan and Hillsdale is nationally renowned for its classical and constitutional teaching and for not taking federal funding. Have you or any of your organizations done anything substantive to support the Hillsdale model aside from a few brief mentions on your websites? If not, do you want all charter schools in Michigan and elsewhere to only teach Common Core-aligned standards, curriculum and tests?

9) During the primary campaign, President-elect Trump indicated that he strongly supported student privacy by closing the loopholes in the Family Education Rights and Privacy Act (FERPA), saying the following to a parent activist:

I would close all of it,” Trump replied. “You have to have privacy. You have to have privacy. So I’d close all of it. But, most of all, I’d get everything out of Washington, ‘cause that’s where it’s all emanating from.

Will you commit to reversing the Obama administration’s regulatory gutting of FERPA and to updating that statute to better protect student privacy in the digital age?

10) We are sure you are aware of serious parental concerns about corporate collection and mining of highly sensitive student data through digital platforms, without parental knowledge or consent. But the Philanthropy Roundtable, which you chaired, published a report called Blended Learning: A Wise Giver’s Guide to Supporting Tech-assisted Teaching that lauds the Dream Box software that “records 50,000 data points per student per hour” and does not contain a single use of the words “privacy,” “transparency” [as in who receives that data and how it is used to make life-changing decision for children], or “consent.”

Will you continue to promote the corporate data-mining efforts of enterprises such as Dream Box and Knewton, whose CEO bragged about collecting “5-10 million data points per user per day,” described in your organization’s report?

11) Related to Questions 9 and 10 above, there is currently a federal commission, the Commission on Evidence-based Policymaking, which is discussing lifting the federal prohibition on the creation of a student unit-record system. If that prohibition is removed, the federal government would be allowed to maintain a database linking student data from preschool through the workforce. That idea is strongly opposed by parent groups and privacy organizations.

Will you commit to protecting student privacy by recommending to the Commission on EvidenceBased Policymaking that this prohibition be left in place?

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12) As outlined in a letter from Liberty Counsel that was co-signed by dozens of parent groups across the nation, the National Assessment Governing Board (NAGB) plans to add subjective, invasive, illegal, and unconstitutional survey or test mindset questions to the 2017 administration of the National Assessment of Educational Progress (NAEP).

What will you do to rein in NAGB and protect the psychological privacy and freedom of conscience of American students?

13) Through commissions, programs, federally funded groups, the newly passed Every Student Succeeds Act (ESSA), the proposed Strengthening Education Through Research Act, and other entities, there has been an explosion of effort to expand invasive, subjective social emotional learning (SEL) standards, curricula and assessment.

What is your view of SEL and what will you do to protect student psychological privacy and freedom of conscience?

Thank you for your willingness to hear and address the concerns of hundreds of thousands of parents across this nation.

Should you need any further detail on any of these issues, I am acting as point of contact for this coalition.

Karen R. Effrem, MD President – Education Liberty Watch

http://www.edlibertywatch.org

Office: 952-361-4931

Mobile: 763-458-7119

dockaren@edlibertywatch.org

 

Sincerely,

 

National Organizations and Education Policy Leaders

Karen R. Effrem, MD – President, Education Liberty Watch

Sandra Stotsky, Professor of Education emerita, 21st Century Chair in Teacher Quality, University of Arkansas

Eunie Smith, Acting President & Mary Potter Summa, National Issues Chair – Eagle Forum

Angela Davidson Weinzinger – Leader, Parents and Educators Against Common Core Standards

Donna G. Garner, Retired Teacher and EdViews.org Policy Commentator

Christel Swasey – Advisory Board Member, United States Parents Involved in Education

Shane Vander Hart – Caffeinated Thoughts

Teri Sasseville – Special Ed Advocates to Stop Common Core

Michelle Earle – Founder and Administrator, Twitter Stop Federal Education Mandates in the U.S

Gudrun & Tim Hinderberger – Founding Administrators & Michelle Earle, Co-administrator, Americans Against Common Core Group

Alice Linahan, Vice-President – Women on the Wall

Teri Sasseville – Stop Early Childhood Common Core

Lynne M Taylor – Common Core Diva, education researcher and activist

 

State Organizations and Education Policy Leaders

Alabama

Betty Peters – Member, Alabama State Board of Education 

Arkansas

Jennifer Helms, PhD, RN – President, Arkansans for Education Freedom

California

Orlean Koehle – President, California Eagle Forum

Orlean Koehle – Director, Californians United Against Common Core

Florida

Karen R. Effrem, MD – Executive Director, Florida Stop Common Core Coalition

Meredith Mears, Debbie Higgenbotham, Stacie Clark – FL Parents RISE Keith Flaugh – Florida Citizens Alliance

Janet O McDonald, M.Ed., LMT, Neurodevelopmental Specialist & Instructor – Member, Flagler County School Board, District 2

Catherine Baer – Chairwoman, The Tea Party Network

Suzette Lopez – Accountabaloney

Sue Woltanski – Minimize Testing Maximize Learning

Beth Overholt, MSW – Chair, Opt Out Leon County

Deb Gerry Herbage – Founder, Exposed Blog

Lamarre Notargiacomo – Indian River Coalition 4 Educational Freedom

Charlotte Greenbarg – President, Independent Voices for Better Education

Georgia

Teri Sasseville – Georgians to Stop Common Core

Idaho

Stephanie Froerer Zimmerman – Founder, Idahoans for Local Education

Indiana

Donald Bauder – V.P Hamilton County Grassroots Conservatives

Iowa

Shane Vander Hart and Leslie Beck – Iowa RestoreEd

Kansas

Lisa Huesers, Courtney Rankin, Rosy Schmidt – Kansans Against Common Core

Kentucky

Shirley Daniels – Kentucky Eagle Forum

Louisiana

Dr. Elizabeth Meyers, Dr. Anna Arthurs, Mrs. Mary Kass, Mrs. Terri Temmcke – Stop Common Core in Louisiana

Michigan

Deborah DeBacker, Tamara Carlone, Melanie Kurdys , & Karen Braun – Stop Common Core in Michigan

Minnesota

Linda Bell, founder; Kerstin Hardley-Schulz, & Chris Daniels – Minnesota Advocates and Champions for Children

Jennifer Black-Allen and Anne Taylor – MACC Refuse the Tests

Nevada

Karen Briske – Stop Common Core in Nevada

New Hampshire

Ken Eyring – Member, Windham School Board

New York

Michelle Earle – Founder and Administrator, Stop Common Core and Federal Education Mandates in the Fingerlakes, NY

Alphonsine Englerth – Advocate & Founder, Flo’s Advocacy for Better Education in NYS

Ohio

Heidi Huber – Ohioans for Local Control

Oklahoma Jenni White – Education Director, Restore Oklahoma Parental Empowerment

Tennessee

Karen Bracken – President/Founder, Tennessee Against Common Core Bobbie Patray – President, Tennessee Eagle Forum

Texas

Lynn Davenport – Parents Encouraging A Classical Education (PEACE)

Mellany Lamb – Texans Against Common Core

Meg Bakich – Leader, Truth in Texas Education

A. Patrick Huff – Adjunct Professor, University of St. Thomas

Utah Michelle Boulter – Member, Utah State Board of Education, District 15, as an individual

Wendy K. Hart – Member, Alpine School District Board of Education, ASD2, as an individual

Oak Norton – Executive Director, Agency Based Education

Gayle Ruzicka – President, Utah Eagle Forum

Oak Norton and Christel Swasey – Co-Founders, Utahns Against Common Core

Dr. Gary Thompson – Founder, Early Life Psychology, Inc.

West Virginia

Angela Summers – WV Against Common Core

Washington

JR Wilson – Stop Common Core in Washington State

Leah Huck, Karen W. Larsen, and Breann Treffry, Administrators – Washington State Against Common Core

Wisconsin

Jeffrey Horn – Stop Common Core in Wisconsin

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Three Anti-Common Core State School Board Members Elected in Utah Last Night   3 comments

 

happy dance dog

Miracles do happen.

Utah’s liberty-loving, anti-common core community did a lot of happy dancing last night when candidates Alisa Ellis, Michelle Boulter and Lisa Cummins won three seats on the state school board. This election showed what can happen when people actually get to vote, instead of having the governor appoint board members, as had happened for so many years in the past.

Utah’s board finally has vibrant voices and votes for parent-and-teacher directed, not federal-corporate directed control of curriculum, testing, and student data.

lisa cumminsboulteralisa vote

 

 

 

 

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Although the Utah anti-common core community was saddened that the heroic Dr. Gary Thompson (pictured above with Senator Mike Lee and Lisa Cummins) did not win his bid for a seat on the state school board, his campaign had an undeniable impact in raising awareness about student mental health, student data privacy, and the supremacy of family /parental rights.  How often Dr. Thompson repeated this truth: “Parents are, and always must be, the resident experts of their children”.

The spirit of what Dr. Thompson’s all about thrives in Alisa, Michelle and Lisa.

The news of three of our strongest freedom-fighter parents taking three seats on the state school board is nothing short of miraculous.

Celebrate!

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Dr. Thompson to USOE: Stop Lying to Legislators; UCLA Never Validated SAGE Test   1 comment

Thompson debate sl trib

State School Board candidate Dr. Gary Thompson’s tooth-and-nail fight against the Utah State Office of Education, a fight for ethical student testing and protection of student data –a years-long, ongoing fight– was completely omitted in the Salt Lake Tribune’s report yesterday about Dr. Thompson.

The Tribune stated that school board candidate Dr. Gary Thompson refused to participate in this week’s debate because “the one-minute-or-less response time… lent itself more to sound bites than productive dialogue”.   The Tribune failed to note that Dr. Thompson has fiercely, publicly debated education ethics for years: look here for video of his recent campaign speech  which called out incumbent Crandall; here for his campaign site, here for his blog, here for his famous offer to give $10,000 for evidence of actual validity for Utah’s Common Core SAGE/AIR test; here for his television appearance on The Blaze.

Last week, Dr. Thompson was infuriated when state assessment director Jo Ellen Schaeffer told legislators that UCLA had validated Utah’s SAGE testing, at the June 14th  interim education session, stating that this showed SAGE to be a valid test.

While it is true that CRESST has an office on a UCLA campus, CRESST is not UCLA.  CRESST is not a university; it’s a government-funded “research” group partnered with AIR  (remember: AIR is Utah’s SAGE testmaking contractor).  That’s a far cry from independent validity testing; it’s more like asking the the chef’s business partners to write his restaurant’s review.

That blurring by Schaeffer is no small thing.  It seems impossible that Schaeffer would not know what independent validity testing is, as state assessment director.  Thus, she must be unconcerned with the ethics of saying that a test was independently validated, when it never was.

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Representative Snow followed up, asking for evidence of validity testing.  The USOE returned a memo, not a validity report.  The memo stated that Achieve, Inc., Education Next, UCLA and Florida had given evidence of the validity of SAGE.  But it wasn’t true.

Dr. Thompson pointed out that alignment with NAEP testing is not independent validity testing on the SAGE test; the SAGE has never been validated.

He said:  “Both the Utah State Board of Education and the Utah State Office of Education have a long, well documented history of providing lawmakers and parents in Utah with responses to inquiries laced with ‘lies of omission’.  This deceptive practice places public school children in Utah at high risk for continued psychometric experimentation, and profit-motivated exploitation via the hands of SAGE test designer, AIR, Inc.”

Most people read whatever the USOE posts online about “validity” (without validity report links or any footnotes, of course) and just swallow it as truth.  But Dr. Thompson and others are holding the USOE’s feet to the fire, saying that children deserve better than to be experimentation subjects for profit-motivated corporations and the power-tripping federal government.

Will enough people wake up and vote differently, or at least call or email the state school board, to make a difference?  Phone: 801-538-7500  Address:  250 East 500 South  PO Box 144200 SLC UT  Email:  stateboard@schools.utah.gov

Thompson family

Dr. Thompson’s response to the USOE’s response is here:

 

Dear Ms. Sullivan [Parent who contacted Representative Snow],

I have read the Utah State Board of Education’s memo in response to Representative Lowry Snow’s inquiry, on your behalf, about his concerns regarding the validity of the Utah SAGE test.  Here is a partial summary statement from the Board’s response informing Representative Snow, that the SAGE is indeed a valid test:

 “The validity of Utah’s Student Assessments of Growth and Excellence (SAGE) has been confirmed through a number of independent sources. The most recent studies include: (1) The National Center for Research on Evaluation, Standards, and Student Testing, UCLA (CRESST), (2) Education Next, (3) Achieve.org, (4) Independent Verification of the Psychometric Validity for the Florida Standards Assessment. Each study substantiates both the high rigor of Utah’s standards and the validity and reliability of the assessments that measures those standards.”

As cited evidence of SAGE validity, the Board references “Education Next”, and “Achieve”. org”. Per the Board’s own memo, this cited evidence discusses  “high standards and state proficiency levels” when compared to the NAEP test.   This is not related to specific inquires regarding the validity of the Utah SAGE test.  As such, a response from me will not be forth coming.

I also will not respond to the Board’s reference to the State of Florida’s Validity study.   Several months ago, the Board used this same document to substantiate Utah’s SAGE test validity.   I sent a written response to the Board, and the general public, factually rebutting this dangerously irresponsible, and inaccurate claim. 

As you and thousands of Utah parents are aware, I am still waiting for a response.   The letter sent to Board Vice Chairman, Dave Thomas, in response to his spurious claims, was referenced and published by Utahan’s Against Common Core’s Christel Swasey. Here is the link: http://www.utahnsagainstcommoncore.com/sage-validity-part-2-dr-thompson-responds/

Thus, the only item left to rebut from the Utah State Board of Education memo, is its unexplainable reliance on a yet to be published AIR-SAGE validity study, produced by the federally funded, quasi governmental, UCLA campus-based research group, CRESST.

I am going to keep this short and sweet:  

Here are five (5) questions that you, Representative Snow, the media, and voters in Utah may wish to ask Board of Education Chairman Dave Crandall during his “debate” appearance this Wednesday, June 22 at Summit Academy:

 

1.  Why did the State Board rely on the research group “CRESST” as the primary source of proof of SAGE validity, without letting parents and lawmakers know that CRESST is “funded by the U.S. Department of Education’s Office of Educational Research and Improvement (OERI)”?  (https://en.wikipedia.org/wiki/National_Center_for_Research_on_Evaluation,_Standards,_and_Student_Testing)

2.  Utah paid $40,000,000 to AIR, Inc. (American Institute of Research) to design the SAGE test.  Were you aware that the research group CRESST, which produced the “validity study”, is supported financially by, and lists AIR as “Partners” on its own website? (http://cresst.org/partners/)   Does the Board leadership consider this to be an “independent”, and unbiased relationship?

3.  Since 2012, were the Board and the State Office of Education aware that the current Director of CRESST, Li Cai, received multiple millions of dollars of personal research grants from the Bill & Melinda Gates Foundation, U.S. Department of Education, and (you can’t make this stuff up) Utah’s SAGE test designer, AIR? (http://cresst.org/wp-content/uploads/LiAbridge.pdf )  How can a Director of a research organization produce an objective and unbiased validity study on the very group that has given him substantial amounts of money for independent research?

4. Why did the State Board of Education fail to inform parents that their children were taking a yet to be validated test for the past three years?  Is not such omission a complete and blatant violation of trust?

5.  Are you aware that Board placed hundreds’ of thousands of Utah children at risk of harm, and exploitation, at the hands of a behavioral research corporation (AIR), by allowing them to experiment on children without the informed, written consent of their parents?  Are you aware that this unethical practice is also against Utah law? (https://le.utah.gov/xcode/Title53A/Chapter13/53A-13-S302.html) “Activities prohibited without prior written consent”

When the Utah State Board of Education and State Office of Education produce an independent validity study, I would be delighted to devote professional time to review it at your request.  

In the meantime, the current memo submitted to Representative Snow in support of SAGE “validity” is clearly a deliberate attempt to deceive an esteemed member of the Utah Interim Education Committee, and only serves to highlight the unethical, unconstitutional, incestuous relationship between the State of Utah, and the U.S. Federal Government.   

Both the Utah State Board of Education and the Utah State Office of Education have a long, well documented history of providing lawmakers and parents in Utah with responses to inquiries laced with “lies of omission.”   This deceptive practice places public school children in Utah at high risk for continued psychometric experimentation, and profit- motivated exploitation via the hands of SAGE test designer, AIR, Inc.   I have no desire to debate current Board Chairman Dave Crandall in a public setting, until this serious matter of continued experimentation and exploitation of our children is answered in a clear, ethical, fact based manner.

In summary, given the clear and present danger this poses to 650,000 vulnerable Utah children, it is my professional opinion that you consider asking Representative Snow to seek an independent inquiry regarding this matter via Utah Attorney General Sean Reyes.  It is my strong, evidence based, professional opinion that Utah’s education leaders at the Board of Education and State Office of Education, are more committed to adhering to the educational political “flavors of the day”, as opposed to providing Utah’s children with objective, science based solutions to serious education problems in our State.    

Please let me know if I can be of more assistance to you in the future.  Feel free to distribute this response to the general public as you deem to be appropriate under the circumstances.

Best regards;

Gary Thompson, Psy.D.

District 10 Candidate For Utah State Board of Education

www.vote4drgary.com   

 

 

Video: Dr. Gary Thompson For Utah State School Board: The Dirty Dozen   Leave a comment

In case you missed the rally speeches and missed the Fox News report, here begins a series of posts featuring the speakers at this week’s rally at the state capitol, where Utah voters had the opportunity to hear from candidates for Utah State School Board.

The rally was entitled “Elevating Education:  Common No More”.

Radio host Rod Arquette introduced each school board candidate speaker and the gubernatorial candidate Johnathan Johnson. Each speaker declared that Utah can elevate education beyond the Common Core.

The first video shows Dr. Gary Thompson‘s speech; below is the text version of that speech.   (Other candidates’ speeches will be posted soon.)

Text of Dr. Thompson’s speech:

Communities are judged by how well they treat the most vulnerable children amongst them.

If given the honor of representing parents and teachers as a State Board Member, I will only ask four questions regarding any policies placed in front of me regarding our children and students:

1.  Does the policy conform to industry standard ethical practices?

2.   Does the policy allow ground level parental control and teacher choice?

3.   Are stealth psychological evaluations and data collection being performed on children without your knowledge and informed consent?

4.  Is the policy based on “Voodoo-Pseudo Science”, or independent, peer reviewed research?

Our School Board’s failure to view education policy via these four principles has resulted in 12 dangerous realities in place in Utah public schools:

I call them the “Dirty Dozen”:

1.    Lawmakers recently deemed the SAGE test invalid for teacher evaluations, yet did nothing to protect our most vulnerable children from the same flawed test.

2.   Many Utah Standards are developmentally inappropriate for our younger children.

3.  Not one independent developmental psychologist was active in writing Utah K-3 Educational Standards.

4.  The test used to measure knowledge of Utah Standards, the SAGE test, has never been independently validated to measure academic performance.

5.  Without parental knowledge and informed written consent, Utah schools are collecting our children’s most intimate cognitive, behavioral, emotional, and sociological information.

6.  Utah’s test vendor, AIR, is currently using Utah public school children as “experimental lab rats”, as part of the largest, non consensual, unethical, experimentation ever performed on Utah soil.

7. Performing unethical, experimentation on Utah’s children place many of them at risk for serious emotional, behavioral and cognitive damage.

8.  Common Core special education practices are harmful, not based on sound science, and put our divergent learning students at risk for suicide.  Utah has one of the highest youth suicide rates in the Country.

9.  The Utah State Board of Education does not have effective policies in place requiring technology vendors to follow ethical and privacy guidelines, designed to protect parents and children from exploitation and harm.

10.  Student data security and privacy is a myth.

11.  Utah’s Preschool and Kindergarten programs are not supported by independent, peer-reviewed research.

12.   Utah’s adoption of the Common Core Federal mandate to have ALL Kindergartners reading, as opposed to emphasizing play, is abusive, and flies in the face of 75 years of child developmental research.

Since the advent of Common Core, the Board of Education, and the Utah State Office of Education, have dismissed “The Dirty Dozen” as “dangerous misinformation”, and have accuse parents like me of spreading fear into the community.

Today I draw a line in the sand, and for the sake of my children and Community, I ask State School Board Chairman Dave Crandall to do the same.

The contrasts between us could not be more evident.

One of us will protect your children….
One of us is dangerously wrong.

In Exchange, I challenge Chairman Crandall to publicly acknowledge the existence of “The Dirty Dozen”, as THE most pressing, dangerous assault on parental rights, teacher autonomy, and child safety present in Utah Public Schools.

If Chairman Crandall ignores this,  and ignores this challenge, I believe he is not fit to serve another term representing our children, and I respectfully request for him to immediately drop out of the election.

I ask the next Governor of this State, sitting on this stage;  I ask Governor Johnson to place the destiny of the next generation of children into the hands of local parents and our talented ground level teachers, as opposed to catering to technology special interest groups, who now own many Utah lawmakers.

I ask parents to demand that our education leaders base their decisions on ethics, and the rule of constitutional law, as opposed to agenda based, harmful mandates being forced upon our children via the U.S. Office of Education, and adopted without question by the Utah State Office of Education, and the State Board of Education.

I close from a quote from an American who was buried yesterday in Kentucky, Muhammad Ali. His example and courage inspired my father to pursue a dream of becoming one of America’s first generation of black medical doctors in modern history:

“Impossible is just a big word thrown around by small men who find it easier to live in the world they’ve been given, than to explore the power they have to change it.

Impossible is not a fact…. It’s an opinion.

Impossible is not a declaration…. It’s a dare.

Impossible is potential…Impossible is temporary….Impossible is nothing.”

Thank you for your time and consideration. May God bless this great, and truly exceptional Nation.”

————-

Dr. Thompson’s campaign website link is here:  http://www.vote4drgary.com/#!Dr-Thompsons-Utah-CapitolTown-Hall-Speech/b8v6m/575b6c780cf24c9615a7f130

Early voting begins tomorrow, and voting ends June 28th.  Please vote wisely.  No elected position in this state affects your children and your family more than the state school board position.

IMPORTANT: State School Board Candidate Information, Debates and Endorsements   6 comments

State School Board elections are coming up fast.  If you don’t know which district is your state school board voting district, click here.  If you want to learn who’s running and what each stands for, check out Sutherland Institute’s page, posted  for all state school board candidates to introduce themselves to voters.  Each candidate who responded answered 13 education policy questions and some also uploaded  introductory videos.

 

State School Board Candidate Debates begin tonight:

District 15: June 7th at 6:30 p.m. at George Washington Academy in St. George.

District 4: June 8th at 6:30 p.m at North Davis Preparatory Academy in Layton.

District 7: June 15th at 6:30 p.m. at Salt Lake Arts Academy.

District 8: June 16th at 6:30 p.m. at American International School of Utah in Murray.

District 11: June 18th at 9:30 a.m. at Early Light Academy in South Jordan.

District 10: June 22nd at 6:30 p.m. at Channing Hall in Draper.

District 12: June 23rd at 6:30 p.m. at Noah Webster Academy in Orem.

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Alisa Ellis, District 12

frank strickland

Frank Strickland, District 7

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Michelle Boulter, District 15

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David Sharette, District 8

lisa cummins

Lisa Cummins for District 11

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Dr. Gary Thompson, District 10

 

Elevating Education Rally:  Common No More

On Saturday, June 11th at 10:00 in the Hall of Governors at the State Capitol in Salt Lake City, there will be gathering  that will star the six liberty-minded candidates.

Vote for those who know that “parents are, and must always be, the resident experts of their own children”.  Don’t allow the lobbyists to determine this vital election of our new state school board.  Let it be the most liberty-minded candidates who win.  This week, on June 11th, please come to the capitol, meet the friends you haven’t met yet, and gather to ask these candidates some questions.

Can’t wait to see you there!

 

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Radio Interviews

On Wednesday, June 8th from 10:00 – 12:00, K-TALK radio AM 630 will interview six liberty-minded candidates for Utah State School Board, including:

Alisa Ellis (District 12), Dr. Gary Thompson (District 10)Michelle Boulter (District 15)Lisa Cummins (District 11)David Sharette (District 8) , and  Frank Strickland   (District 7).  To call in to ask questions, call 801-254-5855.

If you click on the six candidates’ names above, you will reach their candidacy sites, Facebook pages or news articles.  Please leave a testimonial for them if they have a spot for you to do so, and share these with friends and family in each of the voting districts.  I have also posted a campaign speech video and a Band of Mothers video from candidate Alisa Ellis, below.  If you have additional videos for additional liberty-minded candidates,  please post them in the comments section.

 

 

 

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Update:

Tomorrow’s rally is really important.  There are so many terrible candidates running for state school board.  There are only a handful of conservatives, and they could turn the years-long tide of federal overreach and loss of parental control if they could get elected.  I hope many can come, even though political rallies might not be as much fun as a million other June Saturday morning activities.

Of particular concern and interest to me is District 7, the Salt Lake City/Park City race.  I don’t live in that district, but it seems incredibly important to me.  The incumbent, Leslie Castle, is probably the #1 worst state school board member, to some of us at Utahns Against Common Core.  She was crazy about losing Utah’s freedom in education under the Common Core, and was vicious (and dishonest) toward those who confronted her about it.  See my four year old posts on Leslie Castle here.

She recently told Frank Strickland, her opponent (the one I support) this, which he posted on his campaign Facebook page:

“Last week the incumbent I am running against [Leslie Castle] amazingly said:  ‘I represent the education system of the State- not the parents or children.’  Another quote: “The education system does not belong to parents, its does not belong to the students, it belongs to the commonwealth of Utah’.   Of course my stance is that the control of education resides with the parents, and it is primarily for the good of the students. In doing so I agree with the Constitution of the State of Utah. I will be a voice for the common person at the board, and my door will always be open to hear from you, the voter, first. We already have enough members listening to the special interests.”

Frank Strickland has many other questionable opponents; notably, Dan Tippets, who recently accepted a huge campaign contribution ($20,000) from a D.C.-based social welfare organization “Leadership for Educational Equity” and even more notably:  Carol Lear, the former top attorney at the Utah State Office of Education, who ushered in the Common Core and data mining State Longitudinal Database Systems six years ago.

I wrote to Lear in 2012, asking her in good faith to help clarify why we had joined the Common Core bandwagon, when there seemed to be no amendment process for the states governed by it.  Lear responded, “Why would there need to be an amendment process?  The whole point is to be common.”  She saw no virtue in the freedom to disagree, she said.  That tells you exactly how concerned she wasn’t, or isn’t, about local and state autonomy over educational decision-making.

Vote Frank Strickland if you are in Park City or Salt Lake City’s District 7.

In other districts, please vote for Alisa Ellis, Dr. Gary Thompson, Lisa Cummins, and Michelle Boulter.

Please come if you can tomorrow, at 10:00 a.m. to the Hall of Governors at the State Capitol, to support these wonderful candidates and their cause, which is the cause of freedom and family and real education.

 

Fake Research Used to Remove Authority From States Over Special Education Testing and Curriculum   5 comments

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The US Department of Education created a “Final Rule” under the new No Child Left Behind to take away constitutional local control; this time, control of special education tests and standards.  It said:

 

The Secretary amends the regulations governing title I, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA) (the “Title I regulations”), to no longer authorize a State to define modified academic achievement standards and develop alternate assessments based on those modified academic achievement standards…

Dr. Gary Thompson, a Doctor of Clinical Psychology who has exposed the non-validity of the Common Core tests themselves, has now written an analysis of the federal “Final Rule” entitled “Primum Non Nocere: First Do No Harm.”

(Please share “Primum Non Nocere,” or this introduction to it with legislators and school board members, and especially with US Congressmen who voted FOR the NCLB reauthorization –under the premise that it would not harm parental nor local control but was supposed to “reduce the federal footprintOrrin Hatch and virtually the entire US Congress bought that talking point.)

Dr. Thompson was furious that the Final Rule of NCLB, which takes effect September 15, 2015,  forces special education students to take the same tests and to use the same curriculum that all other students take, based on cited research studies of the U.S. Dept. of Education –studies that are ludicrously far from being valid.  (More on that, below.)  He was even more infuriated when he discovered that the research studies were unapplicable, or fake.

In a follow-up post to the “Primum Non Nocere” analysis, Dr. Thompson made all of this fake research much  easier to wrap our brains around with this analogy: Imagine that a parent takes a very sick child to the doctor’s office and the doctor prescribes eating “Froot Loops” three times each day while watching SouthPark episodes.  The doctor cites research to support this course of action, taken from the journal of gynecology, and expects the parent to comply.

Ludicrious?

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Dr. Thompson finds this as ludicrious, and so he has put into more readable language what the US Department of ED decreed –and remember, this decree takes effect September 15, 2015:

1. All learning-disabled students can become grade level scholars with no differentiated learning– they just need great teaching and great supports.

2. The new testing (Common Core/SAGE) is valid for ALL students with ALL learning disabilities.

3. These new tests are so good that we don’t need alternative or modified tests.

4. The ONLY thing reading and math disabled students need, to become grade level scholars, are good teachers.

5. These new tests are so perfect that they were designed specifically to perfectly measure academic achievement in ALL learning-disabled children.

6. States and ground-level teachers have denied proper instruction for divergent-learning students; therefore, we no longer need individual states to make special tests, because now special education students will be saved by the new Common Core Standards.

 

In “Primum Non Nocere,” Dr. Thompson read through each of these USDOE decrees,  went to the cited research journal itself, and dug around.

He pointed out that in every case, the research was either directly paid for by the USDOE and its partners, or it did not qualify as research because it had never been peer reviewed, or it tested one age or ability grouping of children but applied the findings to a different age or ability grouping;  or the decree/claim was not even linked to any research study whatsoever.

Below are just three sample highlights from Dr. Thompson’s “Primum Non Nocere” that stood out as I read the 44-page analysis.

I hope this seems important enough to study more closely and to share with your senators and representatives; Dr. Thompson is calling for a Congressional hearing on this, the US Department of Education’s obviously false use of research, which it used to fraudulently justify taking away local authority over our special education children.

I hope that our nation is not so numb to morality that we no longer care to prosecute deceit and fraud– especially even when it concerns innocent, disabled children.

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THREE HIGHLIGHTS from Primum Non Nocere:

 

US Department of Education Fraudulent Conclusion – Number One:

To support the Department’s decree, that special education students don’t need special education, it cited a 2010 research journal article: “Do Special Education Interventions Improve Learning of Secondary Content? A MetaAnalysis.”  Dr. Thompson went to that research journal.

Guess what he found there?

  • That research didn’t include kindergarteners through fifth graders–  no elementary school aged children were studied!  Most of the students were in eighth grade.  –Yet the Department is applying their conclusion to all students.
  • The “study” was paid for by the US Department of Education.
  • Math and reading weren’t included.  The studies used science, social studies, and English; and, only 10% of those studies actually reported on English at all.  –Yet the Department includes math and reading in its approved Common tests, to be applied to all, now including special education students.
  • Most of the students included in the meta-analysis were of average I.Q.  Yet the Department is applying their conclusion to special education.
  • Virtually none of the students were behaviorally or emotionally disturbed (only 4%)  Yet the Department is applying their conclusion to special education students who are behaviorally or emotionally disturbed.
  • It was not an original research study.  It was a holistic, literary study of other studies.
  • Demographics were lacking, so nobody knows how these studies impact children who come from groups who historically test very poorly.

 

US Department of Education Fraudulent Conclusion – Number Two:

To support the Department of Education’s decree that special education students will benefit from taking Common Core/SAGE tests,  it claimed that “new assessments have been designed to facilitate the valid, reliable, and fair assessment of most students, including students with disabilities who previously took an alternate assessment”.

Guess what Dr. Thompson found?

  • There was no research study cited.
  • There was no evidence given.
  • The claim that these new tests have been designed to be fair and valid and reliable for special education students, is utterly baseless.
  • Not one of the Common Core testing consortia, funded by grants from the U.S. Department of Education the Bill and Melinda Gates Foundation (such as SBAC, PARCC, and AIR which designs Utah’s SAGE test) have published independently reviewed validity data on special education students (or any students for that matter).

 

 

US Department of Education Fraudulent Conclusion – Number Three:

To support the Department’s decree that “alternate assessments based on modified academic achievement standards are no longer needed,” the Department cited a  study that (surprise) was also paid for by the US Department of Education– in partnership with the CCSSO, the group that co-created Common Core.  This study was never peer-reviewed, and thus qualifies as propaganda rather than real scientific research.

 

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Other studies, that were also used as references by the USDOE, openly urgedcaution in interpretation of our findings given the small number of participants,” and warned: “no instructional method, even those validated using randomized control studies, works for all students” — serious cautions that the USDOE clearly did not heed.

Dr. Thompson has called for a congressional hearing:

If the U.S. Department of Education’s force feeding of “Fruit Loops”to our public school children (especially with our vulnerable divergent learning and minority children & teens, all justified via the use of “gynecology” research,) does not justify an immediate Congressional Hearing, I honestly don’t know what the hell else would justify that action.   My four, soon to be five children, are more important, and deserve more attention, than Benghazi, or Hillary Clinton’s alleged misuse of government email servers.

 

 

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I urge you to read all of the findings of USDOE fraudulent use of citations, as discovered in “rimum Non Nocere“.  These were only three highlights of many sobering points.

 

God, Science, and the Utah State Office of Education’s Puzzling Stance Regarding High Stakes, Common Core Testing of Special Education Students.   3 comments

 

God, Science, & The Utah State Office of Education’s Puzzling Stance Regarding High Stakes, Common Core Testing of Special Education Students.

By Dr. Gary Thompson

 

“Interesting enough, Utah’s most respected representative of the school of empirically based educational thought (USOE), has formed a basis for adopted policies associated with the  SAGE Common Core test, that appear to be almost religious in nature..”

Dear Parents & Community Members:

During the next several weeks, between now and September 15, 2015, parents, activists, board members and politicians will be engaging in a  very intense “disagreement” concerning the Common Core based SAGE test, and how its use and implementation in Utah is affected by recent administrative law changes implemented by the U.S. Department of Education, as such entail the use of the Common Core SAGE test on Utah’s population of divergent (“special education”) students.   (http://www.noticeandcomment.com/Improving-the-Academic-Achievement-of-the-Disadvantaged-Assistance-to-States-for-the-Education-of-Children-fn-292468.aspx)

One side will definitely state that such changes will have absolutely no effects, ill or otherwise, on Utah’s current policies associated with the Common Core SAGE test (e.g., “Utah State Office of Education Administrators”)….

The independent medical and psychology experts will state that the changes in the policy may serious adversely affect the cognitive and mental health of potentially tens of thousands of divergent learning students in Utah, due to USOE’s dangerous, and almost mystical faith-based belief, that the SAGE test can be given to ALL divergent learning students, with zero adverse emotional and/or cognitive consequences. (In addition to the claim that the SAGE test will determine if ALL divergent students are “career and college ready”.)

Regardless of where one stands today on the issue, it is reasonable to state that there is no middle ground between the two parties.   Both parties will submit “evidence” and state their respective positions to State Board Members, lawmakers, and parents of divergent learning children throughout the State of Utah.   Both parties will hope that their evidentiary “proof” will hold sway over the general public, as well as mainstream media entities.

Before this “war” for the hearts and minds of the Utah populous begins, I just wanted to share a few interesting observations about “empirical evidence”, and “faith”, from two vantage points:

1. From the objective viewpoint of a doctoral level, “local clinical community scientist” in the field of clinical psychology.

2. From the faith-based viewpoint as a devout Christian, and member of the Church of Jesus Christ of Latter Day Saints.

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A common discourse and theme among many (certainly not all) members of the Christian faith, is that the current education system does not welcome inquiry in public school settings regarding concepts of “faith”,  as such may be related to the existence of a higher being (God). (The legal reality of “separation of Church and State” is well established).   The argument often made is that teachings of God, faith and creationism have no place in our education system because there is no empirical evidence to support them. I have no intention of “solving” this debate, my sole intent is to point out the obvious  differences between the two schools of thought.

Interesting enough, Utah’s most respected representative of the school of empirically based educational thought (USOE), has formed a basis for policies  associated with the  SAGE Common Core test, that seems to be almost religious in nature. In other words, the Utah State Office of Education, the self appointed gate keeper between the illicit mixing of “pure” empirical science, and the subject of God in public schools, is demanding that parents in our community subject their children to a high stakes SAGE test entirely on the basis of….well….’faith’.

Here is what we do know, and what no person or organization in the country has yet to refute on any objective, empirical level:

The SAGE test is unscientific because it violate the basic rule of social science/academic achievement science. The assessment is not verifiable, because the SAGE test is not permitted to be subject to independent scientific evaluation. Its validity cannot be proven nor disproven. Under the guise of “test security” Utah’s $39,000,000.00 testing vendor, American Institute of Research (AIR), uses copyright laws so extreme that they prevent true scientific evaluation of the validity of these tests, by scientists with expertise in the fields of Education, Psychology, and related fields.

The main reason this practice of ignoring validity is scientifically reprehensible, is that U.S. Department of Education Secretary Arne Duncan, and the USOE, has ignored this most accepted scholarship in the field of “testing”. The concept of Validity, or simply put, PROOF that a test performs as “advertised”, is used to halt the dangerous myth of “certainty” that permeates in the field of educational testing. The Utah State Office of Education, is asking our community of parents to accept that the SAGE test can measure academic constructs in special education students (other than the highest “1% of the most cognitively impaired students”) accurately, with no adverse emotional or psychological harm, on the basis of “faith”.  In reality and practice, USOE and Secretary Duncan, expects this community to subject its most cognitively and emotionally vulnerable students to the admittedly experimental in nature SAGE test, simply because they said so.

   “Just trust me.”

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As one parent expressed to me last night in a social media exchange, “so what? Suppose the SAGE test is an invalid, unnecessary experimentation on the children in Utah…what’s the harm?”  Here was my reply:

“Students (and many parents) “internalize” what SAGE scores mean, and since the majority of the students have not developed the mental skills to counteract what the “authorities” say, they accept as “natural and normal” that “story/description” of them. Although paradoxical in a sense, the “I’m a Top SAGE Proficient student” is almost as harmful as “I’m a Bottom Non Proficient SAGE student” in hindering students becoming independent, critical and free thinkers. And having independent, critical and free thinkers is a threat to the current socio-economic structure of Utah.    Simply put, he who writes, administers and controls the test, literally controls the psycho-social structure of an entire community.   Kids become in their minds, what the test says they are.   If an education entity unleashes this powerful force on an entire community, they sure as hell better ensure that it works as advertised.”

One does not have to be a mental health professional to know the mental health ramifications associated with a child or teen who believes that he or she is “stupid” when compared to his peer siblings and/or peers on campus.   Anxiety, depression, self-mutilation (cutting), drug abuse,  and a well documented increase in youth suicidal ideation, are just a few of the consequences associated clinically with the high stakes academic testing game.

Slide026
I make a living off of the art and science of academic, cognitive and emotional assessment. I understand, and believe in the benefits associated with tests and measurement.   Our challenge to the Utah State Office of Education will be to simply verify their claims, as such pertain to the validity of the SAGE test, and its use and application with psychologically vulnerable populations of divergent learning and special education students….who are NOT categorized with the confusing and general label as the “1% of the most cognitively impaired.”

As professionals in the field of clinical psychology, we will rely entirely on independently produced, peer-reviewed research from this nations most prestigious universities, as well as established ethics as published by the American Psychological Association  (APA Ethics Code), and the American Medical Association (AMA Ethics Code) , to present our case to the community.

Slide010 Given the serious nature of the pending conflict, we will demand that the Utah State Office of Education use the same criteria of scholarship, ethics and communication with the public, as well as the Utah State Board of Education, as opposed to their current reliance on “faith”, as their basis of justification for accepting the changes to well established, local/state level Utah practices associated with divergent learning students in Utah.   The misleading, disingenuous, omission laden guidance given to our elected State Board members from an administrator from USOE,  regarding this serious unilateral rule change initiated by the Federal Government, would be comical if it were not for the fact that her propaganda, if accepted as a “matter of faith”, may result in the needless suffering of divergent learning students in the State of Utah.    https://whatiscommoncore.wordpress.com/2015/08/27/usoe-letter-tells-state-board-all-is-well-all-is-well-in-special-ed/

At the bequest of my own four divergent learning children (who do not fit into the U.S.D.O.E.’s criteria of “severely cognitive impaired“, as well as the hundreds of similarly situated diverse African American, Latino, Autistic, Suicidal, Dual Exceptional, Cognitively Gifted, Learning “Disabled”, Schizophrenic and otherwise emotionally disturbed children and teens in the State of Utah that my talented staff of Doctor and therapist have valiantly served, I humbly request that the Utah State Board of Education suspend their “faith”, as such apply to the USOE’s agenda laden claims, and protect our most vulnerable assets in our community:   Our children.

Yours in service;

Dr. Gary Thompson
Early Life Child Psychology & Education Center

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“Parents are, and must always be, the resident experts of their own (divergent learning) children.”

 

Source: God, Science, & The Utah State Office of Education’s Puzzling Stance Regarding High Stakes, Common Core Testing of Special Education Students.

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