Archive for the ‘standardized testing’ Tag

Ann Florence: Utah English Teacher Stands Up for Real Teaching and is Shut Down by Administrators   15 comments

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“I am required to teach key reading comprehension strategies,  the writing process,  information-gathering skills, grammar, vocabulary, etc., etc.  But I also hope to awaken a love of reading and literature, ignite curiosity about our complex world….  “All children are gifted—some just open their presents earlier than others.” I know that every one of my students understands something I don’t and has something to tell the world that no one else ever has. I am a “treasure seeker” and “talent scout,” hoping to help young people discover the gold within themselves and each other.”

This quote is excerpted from the disclosure statement of Utah English teacher Ann Florence who has been placed on forced leave, pending probable termination.  How awful.  This beautiful quote reveals that Florence is a treasure, not some problem teacher to be forced out.   But she has been pushed out, for her act of standing up for the right to teach and the right to be judged on her actual teaching rather than endless government mandated tests.

Administrators have labeled her insubordinate.  Read the news.  See  what has happened. 

It seems to me that Ann Florence doesn’t buy the notion that teachers must give up their rights to free speech, nor give up their rights to participation in the political process, just because they are employed by the government.  She certainly doesn’t believe that teachers should give up the art of real teaching to bow to government enforced, excessive high-stakes tests that narrowly judge not only students, but teachers as well.

A year ago, Florence  wrote an op-ed voicing her concerns.  She explained (excerpt):

“Managing teachers through intimidation is not working… teachers are looking for work elsewhere. Teachers who have loved their jobs are discouraging their own children from pursuing careers in education…. we feel exhausted and demoralized by the avalanche of mandates from the state and district… While legislators constantly raise expectations and think they can motivate us by publicly posting test scores, our time for teaching has shrunk….I now administer 19 days of standardized tests, costing me an entire month of instruction. This doesn’t include the days the testing site is down or the system crashes, eating up even more days…. I am held accountable for nine months of curriculum without enough time to teach it… Granite District has required teachers to learn the new Common Core, use a new grades program (which crashes regularly), design a new honors curriculum, use a new online system requiring the scanning and posting of all assignments and a daily summary of class activities, and learn to analyze complex data … No test score reflects the number of students who return to thank a teacher, the number who fall in love with reading again, gain new confidence to speak up in class, find solace in a teacher’s support, decide to try one more time just when they want to quit…  We are tired of having our dedication reduced to a number.”

Now, the Salt Lake Tribune reports that after Florence criticized new “standardized tests as a waste of time and irrelevant to what students are being taught” she was “placed on administrative leave and may be fired.”

Her students’ response?

“Oh captain, my captain, you have taught me so much this year. The value of honesty, imagination, and freedom to express myself. I cannot thank you enough for that. You are the best teacher Wasatch could ever ask for.”

Along with the emailed poetry, students launched a petition drive, urging that Florence not be terminated.

The Tribune reported that Granite District spokesman “Ben Horsley said personnel decisions of this gravity take time to make the right choice. He said Florence has been unreasonably aggressive in demanding an answer.”

“Unreasonably aggressive” seems a more appropriate label for the policymakers at the district, state and federal levels who are intimidating and degrading the professionalism of top notch teachers while trying to pull the wool over the eyes of the public.  Shame on them.

Bravo,  Ann Florence.

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Update:  The Salt Lake Tribune reported that Ann Florence has been fired.   I sent a letter today and encourage others to write as well.  Every voice counts. Here’s mine, and contact info if you want to write too, down after the letter:

Dear Granite School District, State Board, and State Office of Education:

Granite District made news this week by firing Ann Florence, an honors English teacher who stood on principle and did what she (and I) saw as the right thing to do. I am writing to voice my support for Ann Florence’s actions and to ask the District and State Board to take action to right this wrong.
The Salt Lake Tribune reported, “Florence refused to grade the writing portion of the districtwide Acuity Test. She said the exam was a waste of students’ and teachers’ time, did not further any education agenda and that it was unethical to have teachers grade their own students on a standardized test that then would be used to judge the teacher. In a letter to her students, she said she loved her career but had to stand up for principle.”

The Acuity Test (McGraw Hill) was offering financial compensation to schools for having students take this test.

Did Granite District actually fire Ann Florence for refusing to enable the District to make money –by using children for unpaid research guinea pigs? What does “professional compliance” and “teacher ethics” really mean to the district?

Ann Florence’s opinion editorial of one year ago in the Salt Lake Tribune deserves careful re-reading. Her concerns included the non-validity of high-stakes testing because of the testing conditions provided at the school, about the push for Common Core and data analysis, and about the non-validity of reducing the whole time and dedication of a teacher to one student-test-based number, a number over which that teacher has relatively little actual control.

The Tribune also reported that this teacher was punished for speaking about her concerns with the high-stakes tests vocally, including speaking out in front of students.  Does a teacher lose her Constitutional right to freedom of speech just because she is employed by the government? Are teachers to pretend to political neutrality or should they instead be shining exemplars as vibrant participants in the American process of open debate –and sometimes also in honorable disagreement?

Furthermore, basing the heaviest “accountability measures” of state tests on the federal-corporate collusion known as Common Core State Standards, in my opinion, is not only an error but a form of academic malpractice.

Thus, any teacher who refuses to push the SAGE test on students, or refuses to give or grade the Acuity Test, or to promote other high-stakes tests that do not honestly benefit students nor teachers –tests that exist to benefit powermonering politicians and moneygrubbing corporate aims, is, in my opinion, the teacher who is ethically and morally defensible.

The Granite District has marred its honor by firing Ann Florence. The State Board and Office, by doing nothing in this teacher’s defense, are complicit in the wrong.

Christel Swasey

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Granite District Superintendent Martin Bates: mwbates@graniteschools.org

State Superintendent Dr. Martell Menlove: Martell.Menlove@schools.utah.gov

Wasatch Jr High Principal Christine Judd: crydalch@graniteschools.org

Wasatch Jr High Asst. Principal John Anderson: jcanderson@graniteschools.org

State School Board:

kbuswell@wadman.com; jensen1brit@earthlink.net; dthomas@summitcounty.org; krb84010@aol.com; dgriffiths@tannerco.com; lesliebrookscastle@gmail.com; jj@jenniferajohnson.com; heather.groom@gmail.com; crandall@xmission.com; jeffersonRmoss@gmail.com; dixieleeallen@gmail.com; markopenshaw@gmail.com; debrar@netutah.com; barbara.corry@schools.utah.gov; teresatheurer1@gmail.com; jensenmk@ldschurch.org; freddiecooper1@comcast.net; jamesvolsen@gmail.com; kelinkowski@msn.com; dbrowley@q.com;

Granite School Board:

ggandy@graniteschools.org; thbawden@graniteschools.org; clanderson@graniteschools.org; ccburgess@graniteschools.org; jmjolley@graniteschools.org; dlofgren@cowboy.us; srmeier@graniteschools.org;

Governor Herbert: http://governor.utah.gov/goca/form_comment.html (copy/paste your email into this form to send it to the Governor)

Utah legislators: http://le.utah.gov (look up by address here)

 

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National News Update on Common Core Initiative   9 comments

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How quickly Common Core has gone from being almost a secret, a truly under-the-news-radar movement, to being a sharp bone of contention and a scorchingly hot topic across the nation as right and left, legislators, parents, teachers and yes,  students— join to fight the erosion of local control of education, and the erosion of high quality education.

Here’s just a smattering of the pushback happening across this nation.  Please feel free to leave additional related Common Core pushback news links in the comments section!

* Alabama – “Bill In Works That Would Allow Common Core Opt-Out For Schools

* Arizona – “Senate backtracks on Common Core

* Connecticut – “Stamford Rep. Molgano Calls For Public Hearing On Common Core

* Florida –  FLA Ed Commissioner’s Arrogant Letter Angers Mother of Recently Deceased Disabled Child http://www.huffingtonpost.com/2014/03/04/ethan-rediske-act_n_4899010.html

Florida –  Testing Fixation Drives Florida School Board Member to Quit, Fight on Larger Battleground http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/06/the-drive-to-test-test-and-re-test-leads-famous-school-board-member-to-quit/

* Georgia – “Common Core bill debated in Georgia House

* Maryland – Dressed in Clown Suits, Maryland Teachers Protest Excessive Testing https://www.youtube.com/watch?v=Sn_xJ9P1I2k

* Maryland – Super Tells Parents State Test is Useless http://blogs.edweek.org/edweek/District_Dossier/2014/03/joshua_starr_to_parents_upcomi.html

* Mississippi – “Common Core comes back up at State Capitol

* Missouri – “Mo. lawmakers debate retreating from Common Core

* Illinois –  Educators Boycotting Chicago Exam – Spend Day Teaching Not Testing http://www.wbez.org/news/saucedo-teachers-spend-day-1-isat-teaching-concerns-raised-about-intimidation-109815

Illinois –   National Leaders Support Chicago Test Boycott http://dianeravitch.net/2014/03/09/leading-educators-support-chicago-test-boycott/

Illinois- Resources for Supporting Chicago Parents and Teachers Protesting  the ISAT http://morethanascorechicago.org/2014/03/03/isat-opt-out-support-kit/

*Indiana –  http://news.heartland.org/newspaper-article/2014/03/11/indianas-attempt-replace-common-core-under-fire

* New York – bill S6604 pending: http://stopccssinnys.com/uploads/SCCINYS_PR_S6604.pdf  – Bill to place a three-year suspension on items such as the Common Core

State Standards and the associated age-inappropriate curriculum; it also addresses excessive testing.

New York – “Assembly Passes Bill Halting Common Core

New York Protests Intensify as Common Core Tests Loom http://www.longislandpress.com/2014/03/10/common-core-tests-loom-intensifying-debate-in-ny/       Rochester, NY, Teachers Association Brings Suit Against “Value      Added” Evaluations http://www.rochestercitynewspaper.com/rochester/teachers-union-sues-over-evaluations/Content?oid=2346958

*  Massachusetts –  Protesters at Secretary Arne Duncan’s town hall meeting:  http://www.masslive.com/news/worcester/index.ssf/2014/03/groups_organized_to_picket_us.html

http://worcestermag.com/2014/03/09/picket-planned-us-education-secretary-duncans-visit-worcester-tech/21602

Worcester Mass. School Committee Will Allow Students to Opt Out of  Common Core Pilot Exam http://www.telegram.com/article/20140307/NEWS/303079875/1116

More Massachusetts Education Leaders Criticize Double-Testing http://www.patriotledger.com/article/20140310/NEWS/140319857

* Connecticut – Connecticut Educators Want to Reexamine Test-Based Teacher  Evaluation Model http://www.ctnewsjunkie.com/archives/entry/teacher_union_wants_to_revisit_teacher_evaluation_method     Connecticut Parents Seek to Opt Children Out of Common Core Tests http://www.ctnow.com/news/hc-parents-opting-out-20140228,0,1363518.story       The Brave New World of “College and Career Readiness” Testing http://www.ctnewsjunkie.com/archives/entry/the_brave_new_world_of_being_college_and_career_ready

*North Carolina –    North Carolina Families Opt Out of Standardized Tests http://www.newsobserver.com/2014/03/09/3682922/opting-out-of-standardized-testing.html
Penn. Parents Join Forces to Opt Kids Out of Standardized Tests http://lancasteronline.com/news/local/parents-join-forces-to-opt-kids-out-of-standardized-tests/article_88aff918-a643-11e3-aa64-0017a43b2370.html

*Arkansas –   Arkansas Professor Urges 11th Graders to Opt Out of Literacy Test http://www.arktimes.com/ArkansasBlog/archives/2014/03/10/ua-prof-calls-for-students-to-opt-out-of-11th-grade-literacy-test

*Tennessee –  Tennessee Teacher Sue Claiming “Value-Added” Assessment is      Arbitrary and Unconstitutional http://tnedreport.com/?p=753
Virginia Lawmakers Seek to Reduce Number of Standardized Tests http://www.newsplex.com/home/headlines/Va-Lawmakers-Aim-to-Reduce-Number-of-Standardized-Tests-249339961.html

*New Hampshire – Nashua, New Hampshire Board Backs Delay of New Test http://www.nashuatelegraph.com/news/1030167-469/majority-of-nashua-school-board-members-back.html

*Nebraska – Testimony regarding Common Core Academic Error: http://truthinamericaneducation.com/common-core-state-standards/testimony-regarding-proposed-nebraska-english-standards/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+TruthInAmericanEducation+%28Truth+in+American+Education%29

* Washington, D.C. – http://unitedoptout.com/helpful-readings-and-resources/the-official-schedule-for-occupy-doe-2-0-the-battle-for-public-schools/

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NEWS/ARTICLES

ON NATIONAL COLLEGE ENTRANCE EXAMS (SAT – ACT)

  ALIGNING TO ERRANT COMMON CORE:

David Coleman, 2016 SAT:  A Sow’s Ear http://www.educationviews.org/david-coleman-2016-sat-sows-ear/

FAIR TEST:  http://fairtest.org/node/2964

Critics Give SAT Revisions a Failing Grade http://www.mintpressnews.com/critics-give-new-sat-reforms-failing-score/185941/

The Real Reason the SAT is Changing: Competition from ACT http://www.washingtonpost.com/blogs/wonkblog/wp/2014/03/05/why-the-sat-is-really-changing-its-facing-tough-competition-from-the-act/

College President: SAT is Part Hoax and Part Fraud http://time.com/15199/college-president-sat-is-part-hoax-and-part-fraud/

NEA Pushes Bill to Reduce Federal Testing Mandates http://blogs.edweek.org/edweek/campaign-k-12/2014/03/nea_pushes_legislation_to_redu.html

When Education is Nothing But a Test Score http://www.edweek.org/ew/articles/2014/03/05/23mcgill.h33.html

13 Ways High-Stakes Exams Hurt Students http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/10/13-ways-high-stakes-standardized-tests-hurt-students/

Believing We Can Improve Schooling with More Tests is Like Believing You Can Make Yourself Grow Taller by Measuring Your Height http://pbs.twimg.com/media/BiKnOqrIQAAVIEg.jpg
Accountability and Motivation — Test-Driven Policies Get it Wrong http://blogs.edweek.org/edweek/top_performers/2014/03/accountability_and_motivation.html?cmp=SOC-SHR-TW

Common Core Testing Further Undermines Educational Equity http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/10/the-myth-of-common-core-equity/

I Opted My Kids Out of Standardized Tests, Then Learned a Thing or  Two http://www.slate.com/articles/life/family/2014/03/standardized_testing_i_opted_my_kids_out_the_schools_freaked_out_now_i_know.html

Testing Diverted The War on Poverty  — By FairTest Board member  Deborah Meier http://www.edweek.org/ew/articles/2014/03/05/23meier.h33.html

Parent to Pres. Obama: Why Don’t Private Schools Adopt Test-Driven  “Reforms”? http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/05/parent-to-obama-why-dont-private-schools-adopt-your-test-based-school-reforms/

What the U.S. Can Learn From Finland http://www.npr.org/2014/03/08/287255411/what-the-u-s-can-learn-from-finland-where-school-starts-at-age-7

Activists Call for Congressional Hearings on Standardized Test  Misuse http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/04/activist-calls-for-congressional-hearings-on-standardized-testing-gets-unexpected-support/
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Thanks to Donna Garner,  Mike Antonucci,  Dr. Bill Evers,  Pioneer Institute, and Bob Schaeffer for assistance with this compilation.

40 Questions for Common Core Debaters   8 comments

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Utah radio personality Jason Williams of KVNU’s “For the People” has asked the public to submit questions for next week’s Common Core debate, which will take place at Mount Logan Middle School on January 6th, 2014, from 6:00 to 8:00 p.m. in Logan, Utah, at 875 N. 200 E.

Submit questions to: jasonthe@gmail.com or kvnuftp@gmail.com.

Legislators have already committed to attend the debate. I hope thousands of teachers, parents, grandparents, students and reporters show up.

The debaters will be Alpine School Board member Wendy Hart and mother Alyson Williams (against Common Core) versus state school board members Dave Thomas and Tami Pyfer (for Common Core). The event will be moderated by radio personality Jason Williams.

I sat down to write a few questions and ended up with 40. Some are borrowed from Professors Yong Zhao, Professor Christopher Tienken, Dr. Sandra Stotsky, Dr. Daniel Coupland and others. I hope Mr. Williams has time to ask them all.

40 COMMON CORE DEBATE QUESTIONS

1. Is Common Core constitutional? Why or why not?

2. How important is the defense of local autonomy and local control of schools, to you personally –and does Common Core affect local control in any way? Yes or no?

3. The Common Core itself calls itself a “living work” and it admits that the document will change. Does the Utah State School Board have authority over the copyrighted Common Core “document” to change the document itself? ( To clarify: this is not a question of adding 15% as the Common Core governance allows a state to add in-state, but we are asking about changing the national standards themselves.) Yes or No?

4. Can Utah voters remove from positions of power the people who hold copyright over Utah’s Common Core standards (Board of Directors of CCSSO/NGA) if we do not approve of the direction of Common Core? Yes or No?

5. Are those who hold copyright over Common Core subject to transparency (“sunshine” laws) –so that the Utah State School Board can supervise the decisions which affect and govern Utahns? Yes or No?

6. Where can I read for myself how the states-led (inter-state) amendment process will work when we want to change something in the Common Core standards, if a process exists?

7. Where can I see for myself the evidence that Common Core standards have been field tested prior to implementation, so they were proven to be of superior academic quality, if testing evidence exists?

8. Professor Christopher Tienken of Seton Hall University has called Common Core “educational malpractice.” Regardless of how you feel about Common Core, how would you recognize educational malpractice if you saw it; what would be its hallmarks?

9. Would widespread mandating of experimental, untested standards constitute educational malpractice?

10. Where can I see for myself the specific countries and specific standards to which the Common Core standards are “internationally benchmarked” if such benchmarking exists?

11. Where is the American process of representation of individuals in the Common Core education and assessments system, if it exists?

12. Where can I see for myself empirical, researched evidence (not opinion) that Common Core’s increasing informational text and decreasing classic literature will benefit children, if it exists?

13. Where can I see for myself empirical, researched evidence that Common Core’s move away from traditional math toward constructivist math will benefit our children, if it exists?

14. Many mathematicians and math experts, even including Common Core architect and advocate Jason Zimba, have pointed out that students who want to take Calculus in college will need to take more math than Common Core math courses in high school. What should the Utah State School Board do to make sure Utah students are truly prepared for STEM careers despite Common Core’s low math standards?

15. A mathematician is one who has an advanced degree in advanced mathematics; a math educator is one who has an advanced degree in educating students on any level of math. How do you feel about the fact that there was only one actual mathematician on the Common Core validation committee, Dr. James Milgram, and that he refused to sign off because he said the standards were not legitimate math for college preparation?

16. Several official documents show that there is a 15% cap on a state adding to the Core; we also from Common Core architect Jason Zimba and validation committee member James Milgram that Common Core math does not prepare students for STEM math careers; then how are Utahns to prepare for STEM careers?

17. If local Utahns break through the common core academic ceiling and add more than the allowable 15% to their local standards, how will that 15% be taught using common core aligned math and English tests and texts?

18. Although we have been told that Common Core was state-led, no citizen in this state received an invitation to discuss this, before math and English standards were decided. To make sure this does not happen again, please explain the vetting process for Utah teachers and parents, before we add upcoming national science, national social studies, and national sex ed standards.

19. Which element played a larger role in Utah’s decision to adopt Common Core: the chance to win Race to the Top grant money, or a thorough review of the Common Core academically? Please give evidence for your answer.

20. Where can I read our state’s cost analysis for implementing Common Core standards, tests and professional development costs?

21. Does the Common Core essentially discriminate against talents and interests that are not consistent with their prescribed knowledge and skills?

22. What roles does the Utah State Longitudinal Database System (SLDS)play in reporting to the federal Edfacts Exchange and to the national E.I.M.A.C./CCSSO data collection machines?

23. How do you respond to the question asked by Christopher Tienken of Seton Hall University? He said:
“This is not data-driven decision making… Yet this nation will base the future of its entire public education system, and its children, upon this lack of evidence. Where is the evidence to support the rhetoric surrounding the Common Core standards?”
24. Do you see Common Core’s emphasis on testing as potentially harming American creativity and entrepreneurial fields in which U.S. graduate have historically led the world– or do you see this emphasis on standardization and testing as simply creating more individuals who are very good at taking tests– like students in some Asian countries– without any harm being done to creativity or love of learning?

25. The Constitution assigns education to the states, not to the federal government. Also, the federal General Educational Provisons Act (GEPA) states: “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system …“ In light of this, please explain why our state has partnered with those who agree to micromanagement by the federal department of education such as the CCSSO.

26. Which portions of local autonomy have been traded for federally-lauded Common Core standards and tests?
27. What types of legal protections does student data have in writing that can protect us from the federal government and vendors and researchers– in light of recent changes to FERPA privacy regulations, and in light of the federally funded and federally-reporting State Longitudinal Database System (SLDS) that is partnered with the CCSSO (and PESC) under Utah’s SLDS grant agreement?

28. Why has the Utah State School Board not stood up against federally-partnered and SBAC-partnered Common Core tests to defend local control?

29. For students in the United States to be globally competitive, they must offer something different, that is, something that cannot be obtained at a lower cost in developing countries. High test scores in a few subjects can be achieved in most developing countries, so how could Common Core increase global competitiveness for U.S. students?

30. How can any test predict global competiveness or economic growth?

31. What empirical evidence do you have that high Common Core test scores could result in higher levels of innovation, creativity, and entrepreneurship?

32. If countries like Estonia, Hungary, Slovenia, Vietnam, Latvia, and Poland routinely outscore the U.S. on standardized tests such as PISA, why isn’t their per capita gross domestic product or other personal economic indicators equal to those in the U.S. (World Bank, 2013)? In other words, what evidence do we have that pressuring students to focus on standardized testing will improve the U.S. economy?

33. Are you aware, that when you disaggregate the data by percentages of poverty in a school, the U.S. scores at the top of all the international PISA tests? (see Riddle, 2009) In other words, why are we pushing Common Core when our previous system of local control and freedom worked better academically than other countries’ governmentally standardized systems?

34. Companies like Boeing and GE are allowed to give their technology, utility patents, and know-how to the Chinese in return for being able to sell their products in China (Prestowitz, 2012). Can U.S. emphasis on standardized test scores create global competitiveness, really, or is it more likely that we should change the policy of allowing U.S. multinationals to give away our technological advantages, to increase our global competitiveness?

35. Are you aware that 81% of U.S. engineers are qualified to work in multinational corporations – the highest percentage in the world (Kiwana, 2012) while only 10% of Chinese engineering graduates and 25% of Indian engineers are prepared to work in multinational corporations or corporations outside of China or India (Gereffi, et al., 2006; Kiwana, 2012)?

36. Are you aware that the U.S. produces the largest numbers of utility patents (innovation patents) per year and has produced over 100,000 a year for at least the last 45 years? No other country comes close (USPTO, 2012).

37. Are you aware that adults in the U.S. rank at the top of the world in creativity, innovation, and entrepreneurship –and that those adults were educated during a time of NO state or national standards (Tienken, 2013)?

38. To what extent do you agree with this statement? “Common Core is a standardized education philosophy that transmits prescribed content via nationally aligned standards, aligned tests and aligned texts; the previous system was less organized, more loosely monitored, less unified, but spent more time on creativity, individual exploration and innovation.”

39. How do you feel about the funding of the Common Core: one unelected businessman– Bill Gates— funded the Common Core initiative, paid the PTA and the pro-Common Core think tanks (Fordham Institute, Manhattan Institute, Foundation for Educational Excellence) that advocate for it, he partnered with Pearson, the largest educational text sales company in the world to market it, that he publically calls American schools his “uniform customer base”, and that he has said that his goal is for Common Core tests, curriculum and standards to align? See Gates’ public speech here.

40. How do you feel about Secretary Arne Duncan’s stated goals for national Common Core Educational Standards and Common Data Standards? To summarize, a few of Duncan’s stated goals are:

–1) to have the federal government take more control over American schools than ever before,
–2) to make schools (not families) be the community centers, open 6-7 days a week, 12 months a year, 14 hours per day; and
–3) to partner the federal department of education with the copyrighters of the Common Core (CCSSO) for both education standards AND for data collection standards.

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THE CONTINUAL WEARYING a.k.a. THE SQUEAKY WHEEL

(More thoughts on the ongoing Common Core debate:)

If you aren’t going to attend the debate, please use these questions or your own to create more strong pushback from the Common Core disaster.

This is America! We are the people with the power to make things right when we see that they are wrong. This is not a land of centralized power, dictatorship, socialism. This is a land of liberty, where the local people self-govern. We have to wake people up to see that freedom matters– and that Common Core surely takes it away from our children.

We can use the beautiful American processes of debate, of real representation, and of constitutional balances of powers that are supposed to defend freedom and local autonomy.

If everyone who cared deeply about the damages of Common Core were to weary the school boards and governors with questions —repeatedly, weekly, persistently, patiently, unceasinglyCommon Core could not stand.

Common Core has no legs –except expensive marketing legs and lies– to stand on.

It has no academic pilot testing, no written amendment process for states to retain local control, no privacy protections for its tests’ data collection processes, no wisdom, no international benchmarking, no chance of improving “global competitiveness,” no heart, no state-led history, no commitment to local control; no hope to develop any real love of learning; no common sense.

What it does have is millions upon millions of dollars gambled on this takeover of American schools as a “uniform customer base” and many more millions spent on marketing its unsupportable talking points.

But it lacks the important stuff.

Parents (and teachers) can win back local control. We care more deeply about our children and about legitimate education than the proponents care about our children or Common Core.

We just have to be the squeaky wheel.

unrighteous judge parable

Remember the parable of Jesus from Luke 18:

“There was in a city a judge, which feared not God, neither regarded man:

And there was a widow in that city; and she came unto him, saying, Avenge me of mine adversary.

And he would not for a while: but afterward he said within himself, Though I fear not God, nor regard man;

Yet because this widow troubleth me, I will avenge her, lest by her continual coming she weary me.”

Weary them, weary them.

We can write or call newspapers and t.v. stations.

We can politely and persistently pester our governor: 801-538-1000 or 800-705-2464 (Utah’s Governor Herbert’s number).

We can politely and persistently pester the principal and others in the school districts and especially make sure to pester state and local school board members, who are supposed to REPRESENT US, not Arne Duncan, Bill Gates, or Sir Michael Barber.

Here is the Utah State School Board’s address: board@schools.utah.gov

Here is the state superintendent’s address: martell.menlove@schools.utah.gov

Here is the governor’s education counselor’s address: ckearl@utah.gov

If you want to get 2 minutes to testify about these things at the monthly state school board meeting, contact secretary Lorraine at: Lorrain.Austin@schools.utah.gov

Opt Out Form And Miracles   5 comments

Utahns Against Common Core posted an opt-out form today that anyone may use to inform a school district that a child will not be participating in the Common Core testing and data collection program. Find it here.

In addition, Utahns Against Common Core posted a video clip from a new movie featuring the President of the American Alliance of Jews and Christians, Rabbi Daniel Lapin. It is called “Miracles.”

The video was posted with the opt out form because it will be a long-sought for miracle when parents take the reins of their children’s educational lives and say “no” to Common Core’s totally experimental testing and data collection program.

It will be a miracle when state boards of education and legislatures realize that “We the People” have actually woken up and stood up to their top down control efforts; that we will not allow the invasion of our children’s privacy– not by state nor by federal forces; and that we will not allow the invasion of our state’s sovereignty over education. They will hear that we will have a voice in what goes on in our children’s testing.

It will be a miracle to see parents take a stand in their rightful place as primary protectors of local control, a right that we hold under Constitution.

Why is it so important? Because testing Common Core’s standards is the key to the whole Common Core agenda. That’s where the control lies. The tests sets the pace for Common Core’s monopoly on text types to be bought, on stifling innovation in any other direction, on aligning private curricula nationally, on controlling teachers’ use of instructional time, and on tracking children and teachers.

Parents hold the key to that key. Teachers or principals can’t do it; they’ll lose their jobs.

But parents saying no to the Common Core tests can become the force that ends the unconstitutional losses of Common Core’s centralized decision-making and data-collection in D.C.’s agencies and organizations.

Remember that no matter how many times the state school board says “adopting Common Core as Utah’s own “Utah Core” standards was the board’s constitutional right under the Utah constitution” –still, the effect of that decision– robbing our state of local control of education– was wrong under the U.S. Constitution and G.E.P.A. law which have long made educational decision making a state’s right.

Remember the words of James Madison:

“If Congress can apply money indefinitely to the general welfare, and are the sole and supreme judges of the general welfare, they may take the care of religion into their own hands; they may establish teachers in every State, county, and parish, and pay them out of the public Treasury; they may take into their own hands the education of children establishing in like manner schools throughout the Union; they may undertake the regulation of all roads, other than post roads. In short, everything,from the highest object of State legislation, down to the most minute object of police, would be thrown under the power of Congress; for every object I have mentioned would admit the application of money, and might be called if Congress pleased provisions for the general welfare … I venture to declare it as my opinion, that were the power of Congress to be established in the latitude contended for, it would subvert the very foundation, and transmute the very nature of the limited Government established by the people of America…” – James Madison

In short, Madison said: if we allow the centralization of education we subvert the very foundation of what has made us free.

While my own school has promised that there will be no academic punishment for my public school attending child who opts out of the Common Core test, I have received emails from parents in other areas of Utah where the opposite was said. These parents were told that their child would receive a non-proficient score and would be academically penalized for opting out of the test.

Ultimately, we have to ask ourselves whether fear of getting an undeserved failing grade outweighs our desire to preserve local control of education, a constitutional right. That is a personal decision.

I opt out.

Video: Dr. Terrence Moore Testifies Against Common Core Readings and the Lack of Local Control   8 comments

Dr. Terrence Moore, professor of history at Hillsdale College, testified last month to the Indiana legislature. This is the video of his short, (ten minute) excellent testimony.

He describes in detail what Common Core robs from students, as it cuts classic literature and dramatically cuts the heart away from readings including the U.S. Constitution and Tom Sawyer. He describes the truncation that will happen to classic works of literature in favor of informational texts in new Common Core aligned ELA anthologies. He describes how Common Core robs charter schools of parental control with the piercing question, “Are you Common Core compliant?” He also describes how Common Core testing makes teachers and charters servile to the Common Core.

He also says:

The thing that bothers me more than anything else is found on page number one of the introduction. That says that Common Core is a living work. That means that the thing that you vote on today could be something different tomorrow, and five years from now it is completely unrecognizable.”

That’s the real issue. Whether politicians, teachers or school board members like it today is actually, totally irrelevant. Don’t ask them if they like Common Core; ask them if they know that it can change at any time, but they don’t get a vote or a voice in what happens to it. Ever.

Thank you, Dr. Moore.

You are invited: Alisa, Renee and I are presenting tomorrow at Salt Lake City’s Grand America Hotel   3 comments

Tomorrow at 2:00 at Salt Lake City’s Grand America Hotel ballroom, Alisa, Renee and I will be making a presentation about Common Core, courtesty of Freedom Works and Glenn Beck’s Man in the Moon Event.

Hope to see you there.

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