Archive for the ‘parental empowerment’ Tag

Dear Voting Legislators on Utah’s Ed Committee: Protect Private Schools. Protect Children’s Innocence in Sexuality. Protect Parental Authority.   Leave a comment

american mom

Dear Legislators on Utah’s Education Committee,

Please vote YES on HB 136 by Rep. Mike Kennedy. This bill gives the state board authority to ignore fed-ed mandates. It’s the bill Rep. Dave Lifferth ran last year and it passed the House then, but didn’t make it to the floor of the senate on the final night.

http://le.utah.gov/~2017/bills/static/HB0136.html

Please vote NO on HB 215 by Rep. Brian King. This bill is trying to change Utah from an abstinence education state to align to a set of national, common sex ed standards called “comprehensive sexuality education standards” that are truly disturbing.   See video on the national  CSE standards: https://vimeo.com/152728936

http://le.utah.gov/~2017/bills/static/HB0215.html

Please vote NO on SB 59 by Sen. Gene Davis. SB 59 has sailed through the senate and puts PRIVATE schools under the purview of the state board. Here’s a link to specifics about the bill. (https://www.facebook.com/groups/utahnsagainstcommoncore/permalink/2204136833145715/)

http://le.utah.gov/~2017/bills/static/SB0059.html

Vote YES on SB 84 by Rep. Jake Anderegg. This bill sets up roadblocks to the legislature so they can’t pull a fast one the last couple days of the session to pass a bill. Watch this video (4 min.) to see an example. https://www.facebook.com/libertasutah/videos/1389197131113940/?hc_ref=NEWSFEED

http://le.utah.gov/~2017/bills/static/SB0084.html

Please vote YES on SB 115 by Rep. Jake Anderegg. This bill eliminates the criminal penalty on parents whose children are truant and reduces it to an infraction.

http://le.utah.gov/~2017/bills/static/SB0115.html

Sincerely,

Christel Swasey

 

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FRIENDS, TAKE ACTION:

Text or call:

Rep. LaVar Christensen 801 550 1040
Rep. Bruce R. Cutler 801 556 4600
Rep. Justin L. Fawson 801 781 0016
Rep. Francis D. Gibson 801-361-0082
Rep. Eric K. Hutchings home 801-963-2639 SPONSOR
Rep. Bradley G. Last 435-817-0064
Rep. Daniel McCay 801-810-4110
Rep Kim Coleman 801-865-8970
Rep. Michael E. Noel 435-616-5603
Rep. Derrin R. Owens 435-851-1284

Email:

Val Peterson <vpeterson@le.utah.gov>,
LaVar Christensen <lavarchristensen@le.utah.gov>,
Francis Gibson <fgibson@le.utah.gov>,
Eric Hutchings <ehutchings@le.utah.gov>,
“Bradley G. Last” <blast@le.utah.gov>,
Mike Noel <mnoel@kanab.net>,
dowens@le.utah.gov,
bcutler@le.utah.gov,
kcoleman@le.utah.gov,
Daniel McCay <dmccay@le.utah.gov

american mom

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Effective Sept 2015: Feds Remove State Authority Over Special Needs Students and Redefine Who is Special Needs   16 comments

jakell

Pray that our politicians and superintendents are interested enough, and honest enough, to see through the Department of Ed, and kick to the curb its lies and false reassignments of authority that hurt our children and our Constitutional power.

Jakell Sullivan, a beautiful Utah mom who happens to be one of the most dedicated  researchers on education reform and data privacy breaches that I know, has pointed out that this week, U.S. Secretary of Education Duncan posted a “final rule” on the No Child Left Behind reauthorization.

(Thank you, Jakell.)

The final rule will move us from the “phasing out” phase to the “no more state authority at all” phase of the federalization of state education over “disadvantaged” children, which is defined ever more loosely, and can almost mean “any child”.

Some may dismiss this “final rule” from Secretary Duncan as not affecting them, as only harming those who have a  handicapped or otherwise disadvantaged child.  But think twice.  Because in the new, upside down, 2+2=5 world of Common Core, children who don’t score high on Common Core tests, may now be considered “disadvantaged”. I imagine that in the future, even children who opt out of testing may be labeled as disadvantaged by failing to achieve high scores on these tests.  (To clarify: opting out of testing is still a great choice, and still should be thoughtfully considered by every parent.  Utah State Superintendent Smith recently said: “The most important legal policy…. by constitution, and by what I consider to be natural rights, parents have the right to opt out of anything! They don’t need permission. They don’t need to fill out a form. They don’t need to seek someone else’s response.”)

Because so many children showed awful performance on the rammed-down-our-throats, ready or not, Common Core assessments, many children are labeled as low scorers, or  as “special needs”.  But for those children who actually are “special needs” and did not take the test, because there was an alternate test, those happy days are over.  The Dept. of Ed mandates that now, even handicapped people, take the same test.  No mercy, no wiggle room, no local judgment by caring professionals or parents.  (Except for the option to opt out.)

The final rule summary from Secretary Duncan is found here (and the Dept. invites comments). It says:

The Secretary amends the regulations governing title I… (ESEA) … to no longer authorize a State to define modified academic achievement standards and develop alternate assessments…  effective September 21, 2015.

Less than a year ago, Secretary Duncan told us he was aiming to “phase out state authority” over these special needs assessments.  At that time, we still had time to fight this.  At that time, there was still a chance that Congress would refuse to reauthorize No Child Left Behind (aka ESEA).  Now, children have been taking (and generally bombing) Common Core tests.  Meanwhile, Congress gave Duncan the power he craved when it passed ESEA’s reauthorization –and other education bills that shouldn’t have passed– this summer.

Jakell Sullivan said, “Parents, be warned. Most kids will soon fall into the “disadvantaged” category because it now means not meeting Common Core benchmarks. This is how they’ll make most schools Title 1 schools–federalization complete.”

She explained that this will affect all states (both the states that did and states that didn’t offer alternative assessments for special needs students) because, “The assessments for “disadvantaged” children will now be Common Core assessments… whether it’s the federalized NAEP, or something else the Feds require… and the formative online assessments will also be required to help teachers change their instruction practices to “help” these children.”

Another Utah mom, Morgan Olsen, speaking to the fact that these electronic assessments are a main source of psychological and academic data mining about individual students, said: “I find this particularly concerning because all data collected by schools is legally classified as education data and doesn’t have the same protections as health data collected by a private doctor. And because the USOE discussed using the State Data System to collect and store this type of information in its guidance counselor’s guide a few years back.” (Links added).

To summarize the reason for this “final ruling,” Sullivan said:

“Think about it like this: it sets the framework for all the schools to be turned into Arne’s much-desired community centers. The Feds already have the full-service community center bill in Congress, SB1787. This regulation change helps them force more schools quickly into transformation phase once that [bill S1787] passes (or even if it doesn’t). [Links added.]

She said:

“Think of the federal objectives this way:

“1. Get every child into federalized assessments (no State can determine an alternate path now)

2. Liberalize what it means to be “disadvantaged”,( ie; they’ll make it so anything they want can meet their disadvantaged criteria, and schools will fall for the federal money)

3. Hold teachers and schools accountable to “make” every child college-and-career ready, (ie; “meeting 21st Century Skills”)

4. When teachers and schools fail, require teacher instructional changes and require that the school becomes a full-service community center with wrap-around services for mental health, medical, etc.”

Utah, we need to stop holding hands with the Department of Education and recognize it as an enemy– an enemy  to autonomy, to parental control, to teacher judgment, to the U.S. Constitution’s protections, to individual privacy, and to true education.

Please, if you are reading this, call someone. Write something.  Email or tweet or get an appointment with your Governor or your State Superintendent.  Small ripples can cross large bodies of water.

Sometimes we “Nice” people must shake off our Hobbit-like niceness to detect and expose real and dangerous lies, worrying less about whether we may be perceived as “Nice” and more about how fast the power to direct the lives of our own children is being robbed by the thieves and enemies of Constitutional freedom.

I am standing here, calling the U.S. Department of Education a granddaddy of lies and unconstitutional actions.

That they are lies is indisputable.  Check the links.  Read your U.S. Constitution.

arne

A SHORT LIST OF (RECENT) LIES FROM THE U.S. DEPT OF EDUCATION– BASED ON DUNCAN’S “FINAL RULE” FROM ESEA REAUTHORIZATION AND ON S1787, A BILL NOW SITTING IN CONGRESS:

–That federalizing education (“phasing out the authority of states”)– so that states will lack authority to define who is and who isn’t “special needs” or disadvantaged– is good, and is constitutionally legitimate;

–That states have lost their constitutional authority to give alternative tests to special needs children;

–That Duncan, making a state-and-school-authority-robbing “final rule,” is a constitutionally legitimate act, in harmony with common sense and parental/voter will.

–That S1787’s shifting of the center of a child’s universe away from home/church, toward government school as its center, is a legitimate goal and activity for the federal or state government;

—That forcing physically and mentally handicapped children to conform to the same curriculum and testing is a good plan;

—That even genius children and even mentally handicapped children will benefit when the same curriculum is mandated for all; as when the White House writes: “Including students with disabilities in more accessible general assessments aligned to college- and career-ready standards promotes high expectations for students with disabilities, ensures that they will have access to grade-level content, and supports high-quality instruction designed to enable students with disabilities to be involved in, and make progress in, the general education curriculum—that is, the same curriculum as for nondisabled students.”

These are a few lies.  There are more.

 

Dr. Thompson, Dr. Glass: Exposing the Underbelly of Psychometric Testing   3 comments

gene glass

 

Dr. Gene V. Glass, the award-winning psychometrician who invented the term meta-analysis, made recent news when he announced that he is no longer comfortable in his field.  In a Washington Post column, Dr. Glass summarized the failure of psychometrics (educational measurement using big data) to give accurate information: “Both talent and tasks were too complex to yield to this simple plan.”

This failure of psychometrics to win “the wars on poverty and ignorance” do not stop psychometric testing companies from lobbying politicians to alter American education for financial gain, he said.  Glass writes: “test company lobbyists convince politicians that grading teachers and schools is as easy as grading cuts of meat. A huge publishing company from the United Kingdom has spent $8 million in the past decade lobbying Congress.”

Glass laments the false belief of politicians who are convinced by articulate, monied lobbyists to buy, and then act on, the idea “that testing must be the cornerstone of any education policy”.

The results? “Parents see the stress placed on their children and report them sick on test day. Educators, under pressure they see as illegitimate, break the rules imposed on them by governments. Many teachers put their best judgment and best lessons aside… And too many of the best teachers exit the profession.”  A result Glass did not mention, but which is also notable, is that some politicians are beginning to be swayed by the idea of stealth testing.

The resignation from the field of psychometrics by Dr. Glass came to my attention because of Utah-based child psychologist Dr. Gary Thompson, who published the article with the following warning directed at Utahns who are complicit  in the use of Utah’s nonconsensual student data mining web.

 

A Warning To Educational Data Worshipers:

We can’t paint a meta data picture of creations we still know so little of. The arrogance of the “career and college ready crowd” along these lines, is astounding to me both as a father, and as a doctoral level local clinical community scientist.

Apparently the scientist, who I studied in graduate school…and who pioneered the process of mass educational meta data analysis, feels the same way that I do.

Mankind (e.g., “Bill Gates, Secretary Duncan, AIR, USOE, or Superintendent Smith, etc) will never create a form of data analysis more accurate and informative than what can be garnered from the combination of a mother, a well trained local teacher and principal, and valid, personalized, private, assessment tools interpreted by a professional, with one, and only one motive in mind:

To lift the academic, emotional, and spiritual foundation of a child for the sake of the joy of enrichment.

Assessments, as well as the associated meta-data generated by our current Common Core-based educational system, will never be able to be used as a valid measure of teachers, schools, or as a tool to achieve the mythical political term of “career & college ready”….or to support the political desires of our current Governor and Utah’s Chamber of Commerce.

Parents are, and must always be the resident experts of their own children.

The testing/data pseudo-science spewing from the lips of the educational/political bureaucracy, can’t change this very law of nature and the universe.

Be wise Utah.

tocqueville

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Thank you, Dr. Gary Thompson and Dr. Gene Glass.

Dr. Gary Thompson’s $100,000 Reward For SAGE Common Core Test Validity Reports   15 comments

 

 

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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.”

 

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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.

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

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

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

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

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

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

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

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

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

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

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

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

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

Shame on Utah Policy for its misleading poll.

 

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Dr. Gary Thompson: SAGE/Common Core Tests Break Basic Codes of Test Ethics   20 comments

dr-thompson

I sat in the Early Life Child Psychology and Education center this week, watching Dr. Gary Thompson’s presentation about Common Core testing, thinking that Dr. Thompson is the fearless kid in the tale, “The Emperor’s New Clothes.”

Dr. Thompson stands armed with honesty, science and evidence, pointing out that the Emperor of SAGE/Common Core tests is stark raving naked.  All around Salt Lake City, meanwhile, people play along with the wealthy emperor, pretending that nothing’s wrong with what the whole world seems to have been paid to agree are such smashing, new  –dare we call them rigorous— clothes.

What does Dr. Thompson see as he analyzes the Common Core SAGE test in its birthday suit?

He points out foremost that there is such a thing as a code of ethics for the psychological testing of children.

“Wait, wait–” says the State Office of Education– “We’re not doing psychological testing on your kids.”  But this does not placate Utahns who fact check for themselves. SAGE/Common Core tests –in addition to being tests of academic subjects– are psychological tests. We know this because:

1) Utah law demands it.  HB15, passed in 2012, required Utah’s public and charter schools to administer computer adaptive tests aligned with Common Core.  It specified “the use of behavior indicators in assessing student performance.”  Behavior indicators are not math, science or language arts data points.  They are psychological data points.

2) The SAGE tests are created by Utah’s test contractor, American Institutes for Research (AIR) which is primarily “one of the world’s largest behavioral and social science  research organizations.”  Its stated mission is “to conduct and apply the best behavioral and social science research and evaluation.”

3) The federal Department of Education –which shouldn’t, but does, call shots for the Utah State Office of Education– openly encourages psychological profiling of students via tests, calling it “data-driven decision making,” “a data quality campaign” and other positive-sounding terms.  See any of its initiativesreports and recommendations  which do depend on/openly promote psychological profiling of children by testing.

Here’s how Dr. Thompson says that SAGE violates the code of ethics for psychological testing:

Standard 9.03 from the Ethical Principles of Psychologists states that “psychologists obtain informed consent for assessments.  SAGE does not do this.  The ethics for informed consent include telling the client (in SAGE’s case, the student and parents) what the nature, purpose and anticipated course of services will be; using clear language; allowing the client  (student and parents) to ask questions; telling them about involvement of any third parties who may have access to the information gathered via the test; disclosing whether experimentation will be used; informing the client whether the test administrator is a trainee or fully qualified to administer psychological testing; obtaining consent in advance of recording or observing; potential risks; potential limitations; and more.

Each of these codes of conduct were broken by the USOE in implementing SAGE tests on Utah schools.

Standard 9.02 states that “Psychologists use assessment instruments whose validity and reliability have been established…when such validity or reliability has not been established, psychologists describe the strengths and limitations of test results and interpretation.”

There have been no independent validity and reliability studies done on SAGE tests, whatsoever, as Dr. Thompson pointed out.  Another enormous principal of all scientific forms of testing– broken.

While it is clear that SAGE tests are psychological in nature, and that the tests do not adhere to the code of ethical conduct for psychological testing, there’s even more at stake.

Dr. Thompson pointed out that the future is very close to already here:  Game-based assessment, also known as Stealth Assessments, are secret tests embedded in video games for schools that are further eclipsing parental rights and knowledge about what data is being collected while children are at school.  Even teachers would not know what exactly is being collected or analyzed when stealth assessments are used in classroom settings.

In a scholarly journal entitled “District Administration” Dr. Thompson read, and shared, that now, in an attempt to lessen student stress, Gates-funded groups are telling us that video games are the education of the future. “District Administration” journal writes that because “complex thinking skills can’t be measured by traditional standardized tests, educators are turning to stealth assessments hidden in video games.” The article continues, “stealth assessments are seamless, so the distinction between learning and assessment is completely blurred.  Kids are playing, they are learning, and they are being assessed all at the same time.”  Further:  “testing companies are working on ways to integrate formative assessments into daily instruction.”  Children will be tested all of the time.  How does a person opt out of that?

 

 

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Dr. Thompson’s presentation also touched on many other issues of great importance.  He spoke about the vulnerable populations that are forced to take Common Core SAGE tests (unless parents opt them out).  These include children with any of a host of learning disabilities, children with depression and anxiety, children with autism and Asberger’s,  children with  historically poor test taking scores due to cultural bias in testing including African-American and Latino children, children with Post Traumatic Stress Disorder, children from high-stress poverty homes, children with psychotic disorders, ADHD, and dual exceptional (gifted and learning disordered) to name a few.

He shared from academic journals many ethical considerations associated with Common Core’s pushing of the very young into “rigorous” and age-inappropriate standards.  He shared research he’s collected, too, about the use of children’s data for marketing purposes, (quoting from the academic journal article, “Children as Consumers.”  This is relevant and troubling because the SAGE test creator, AIR, has open partnerships (and data sharing policies) with numerous corporations that have no restraint on accessing SAGE-collected student information.

Thompson further discussed harm to the brain of a child using Common Core testing practices on every type of child, and using Common Core styled math on every type of learner.  He spoke of the brain’s disorganization response to Common Core-styled math pedagogy and to high-stakes tests like SAGE.

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This brain-analyzing portion of the presentation must be explained in detail in a separate post.  Briefly: the neurological (brain-affecting) Common Core issues raised by Dr. Thompson’s research are extremely important in light of the fact that both Bill Gates (Common Core funder) and our federal government are highly focused on studying and applying research about the neurology of children, right now.  The federally approved Fattah Neuroscience Initiative, also known as the White House Neuroscience Initiative, was granted federal funds to invest in brain research and drug development, and not just to prevent Alzheimer’s.  Its stated aims: “optimizing interactions between the environment and the brain across the lifespan,” “applying the brain’s information processing capabilities” and “enhancing communication among federal agencies”.  Congressman Fattah  wrote that he is “a major proponent of brain mapping…  understand…the role of individual neurons in controlling our thoughts, movements…”.  –Recall that Secretary Duncan mocked  the idea that the federal government was involved in this, when it was accused of collecting student data using Common Educational Data Standards. He said, “Let’s not even get into the really wacky stuff: mind control, robots, and biometric brain mapping.” Yet that is exactly what the federal Fattah Neuroscience Initiative aims to do.  Congressman Fattah has made it clear that brain mapping is the aim of the White House Neuroscience Initiative.  Now, let’s use our brains.  Who is the only huge, captive group of guinea pigs they have under their control upon whom they can do brain mapping research (call it education) for hours and hours every single day?  

Dr. Thompson’s full presentation:

 You’ll want to see the whole presentation and discuss it with your local and state representatives on the school boards in detail.  Each of the issues touched on in Dr. Thompson’s presentation deserves a chapter or a book written on it.

But to keep it simple, digestible, and close to home, let’s focus on one thing:  the thing Dr. Thompson focuses on; the SAGE test. You’ll want to opt your children out of every type of SAGE test:  summative (end of year), formative and interim (year round SAGE tests.)

It is the enforcer of Utah’s Common Core and the primary vehicle for massive student data collection right now.  We need to get rid of it, or opt individual children –by the thousands and thousands– out of it, so that its data collectors cannot do what they aim to do, and so that Common Core experimental standards cannot take deep root in our schools, cannot dictate teacher salaries, cannot narrowly define and narrowly present what is “education” to our children.

Somebody will look out for students’ mental health, privacy, and happiness, even in this age of politically motivated high-stakes SAGE testing –and soon, in this age of stealth testing.  Somebody will look out for the parents’ rights to know about and to guide psychological treatment or analysis of children.  Someone  will pound on the door of the USOE, the governor, and the legislators’ offices, demanding the end of SAGE tests in Utah schools, demanding answers to the questions that Dr. Thompson and other child psychologists, such as Joan Landes and Dr. Megan Koschnick (video below) have raised.

That someone is that person in your bathroom mirror or it’s nobody, because everybody’s so busy.

Legislators are busy.  Teachers are busy. Board members are busy. Reporters are busy.  Common Core technological implementers and teacher development conference producers are busy. Everyone is so busy being busy that the busy-ness that matters most of all— our children and our liberty-– have lost precious ground.

It is not too late.

 

Video: Connecticut Student Speaks Out Against Common Core   1 comment

This three minute video features a beautiful Connecticut public school student making a speech at her local school board meeting.

Highlights:

“In my honors English class we are focusing more on social studies topics than on English topics.  The texts we have received so far contain subliminal messaging of a leftist view of society.  One quote…’American pride seems excessive.’  Is this the message you want to send to your students?  Well, I for one would never be ashamed to be an American…”

“…These methods are being sold as rigorous and critical thinking skills…. They are a waste of time… Under the Common Core system we are taught in groups and are told we have to come to an answer we all agree on. We are being taught to think as a whole and not as a creative individual”

“I will never surrender my unique right as an American to disagree with the person sitting next to me or the people in my government…. this program is destroying our schools, our confidence, and our freedom.”

“I would also like you to know that there will be more like me soon –and we will not go away.”

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