tag:blogger.com,1999:blog-76423505298265316522024-02-07T20:37:59.725-08:00Jenny on the RightAnonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-7642350529826531652.post-24743920605638003392014-02-13T19:26:00.000-08:002014-02-13T19:26:10.225-08:00How the Public Schools are Indoctrinating Your ChildrenI recommend that all Christian parents read <a href="http://www.unpoliticalparty.net/2012/09/real-science.html?showComment=1392347781059#c6526412589658267243" target="_blank">this post</a> and watch the embedded videos by Unpolitical Party. Even if your child has already graduated from high school, you need to understand how education has formed his worldview. His teachers had more time to indoctrinate him than you and his Sunday school teacher. If your child is in school now, I implore you to consider what action you need to take to protect your child, even if all you can do is discuss the concept of a Christian worldview with your child each day after school. Your children need to understand the public schools are coming from a diametrically opposite viewpoint that will challenge their faith. Prepare them for the mental and spiritual battle they will face their entire lives.Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0tag:blogger.com,1999:blog-7642350529826531652.post-42298261658006365142014-02-05T14:28:00.000-08:002014-02-06T23:23:06.041-08:00Bill Gates' Early College High School Initiative: Equity at Your Expense<div class="separator" style="clear: both; text-align: center;">
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"Our high school is going to be transformed into an Early College, so our kids can graduate high school with an associate degree," my friend gushed. "Isn't that incredible!" <br />
What?<br />
I'm still trying to get a grip on the nefarious revolution that is Common Core, and right behind this wave of the Gates/Soros army slips something more stealthy: The Early College High School initiative. And it's coming to my small town.<br />
We're the lucky recipients of a few million <a href="http://bigstory.ap.org/article/education-dept-awards-120-million-districts" target="_blank">Race to the Top (RTT) dollars</a>. Why were we chosen? We have the right percentage of minorities and low-income families in our district, and in an effort to promote equity, our district is beginning a fundamental change in high schools, a project initiated by the Bill Gates Foundation <a href="http://www.earlycolleges.org/overview.html">http://www.earlycolleges.org/overview.html</a> <b>in places where the white middle class doesn't dominate</b>. Now the ECHS model is being replicated with RTT funds, largely supplied by Gates. Of course as illegal immigration and unemployment grows, we'll all be living in areas that qualify soon--that's not a racist comment; it's exactly the reason our previously all-white district is now receiving this funding.<br />
Anyone voices concerns about this initiative had better be ready for an onslaught of dismissive and vitriolic equity proponents. As we've learned during this Common Core battle, if you even question the validity or motivation behind well-funded educational reform, you're going to make enemies, some of whom call themselves conservatives, Republicans, even Tea Partiers. The least hateful comment they'll sling your way is that you're crazy.<br />
<span class="Apple-style-span" style="color: #cc0000; font-size: x-large;">The Early College High School Initiative was funded by the Bill and Melinda Gates Foundation, the same foundation <a href="http://www.nytimes.com/2009/10/28/education/28educ.html?_r=0" target="_blank">that now donates millions to states through Race to the Top grants.</a></span><br />
<span class="Apple-style-span" style="font-size: x-large;"><a href="http://www.whitehouse.gov/blog/2013/11/18/president-obama-supports-high-school-redesign-ensure-educational-excellence" target="_blank">President Obama</a> and <a href="http://www.edtx.org/media-center/news/us-secretary-of-education-arne-duncan-lauds-el-pasos-transmountain-early/" target="_blank">Arne Duncan</a> (see video posted below) are major proponents of this model. </span><br />
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<b>Here are a few of my concerns:</b><br />
1. Secrecy: Unless you're obsessively scouring Twitter for every educational movement, you haven't even heard about this. I'm a teacher and this is new to me, even though the initiative began in 2002. Some people are just waking up to Common Core, and I knew about that years ago. I'm suspicious about why this revolutionary overthrow of traditional high school has avoided attracting much attention. ECHS is not the same as concurrent college credit or early graduation.<br />
2. Taxpayer expense: Race to the Top funds are not sufficient for the transformation and maintenance of these high school community colleges. The Gates ECHS site explains this problem: "<a href="http://www.earlycolleges.org/overview.html" target="_blank">While there are limitations to comparing early college high schools to regular high schools, a <span style="font-size: x-large;">pilot study of budgets suggests that costs for fully implemented early college high schools may range from 5 percent to 12 percent more than costs of regular public high schools. </span>Start-up funding for the schools in the Early College High School Initiative comes from the Bill & Melinda Gates Foundation, along with Carnegie Corporation of New York, the Ford Foundation, the W.K. Kellogg Foundation, and a number of other foundations. These start-up resources are catalytic, but<span style="font-size: x-large;"> they are minimal compared to the ongoing operating budgets of early college high schools</span></a>." Expenses include technology, texts, and additional education for teachers who must be certified to teach classes in which students will receive college credit (unless the teachers will be replaced by online classes, which is a real possibility). I don't understand why taxpayers are now going to be paying for students' first two years of college. But of course they won't even notice this is happening.<br />
3. Validity of an Associate Degree: We've heard about schools granting students college credit in AP classes when the students didn't even pass the AP exam. Grade inflation is rampant. I've seen first-hand how the system passes kids onto high school who can't read above a second or third-grade reading level. Now the same students will be earning college credit and possibly walking out of their senior year with a supposed associate degree (again, funded by taxpayers). <br />
4. Local control: Common Core opponents have warned that local school districts will have their hands tied when they adopt the standards, and parents definitely don't have a place at the table when it comes to either standards or curriculum. So with a college-level curriculum, how much input do you think parents will be allowed? Even the local school board would have little control over the curriculum, which would have to be controlled by an accredited college or university.<br />
5. It's discriminatory: Free college degrees for everyone! Unless you live in a white, middle-class community. RTT funds are granted to districts where the minorities are the majority. At some point, the middle class should be issued a pardon for every sin committed against minorities.<br />
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I'm open to hearing well-supported and respectful arguments from proponents of this initiative; I just think they should respond to the concerns I listed above. I know the people in our district that are excited about this movement, and they are wonderful people without an ounce of devious motives. They care as much as I do about offering more opportunities for our children and making sure education is valuable, challenging, and interesting. But I don't have the same trust in the people behind the ECHS initiative, and it's a citizen's obligation to demand answers when it comes to something that will so fundamentally change education for the next generation.<br />
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I've been trying to contact "Stop Common Core" groups to find out whether this initiative has shown up on their radar. My concern is that it's taking all their effort just to put the brakes on CC, and they're not going to have the time or resources to do anything about ECHS. Besides, ECHS are <a href="http://www.earlycolleges.org/schools.html" target="_blank">already established all over the country</a>.<br />
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<br />Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0tag:blogger.com,1999:blog-7642350529826531652.post-50785917169674326022013-07-22T21:41:00.000-07:002013-07-22T21:42:46.747-07:00Audit the IRS Rally, Freedom Fest, and a Battle over Common CoreThis summer has been my own self-guided American freedom tour: In June I rallied in Washington at the Audit the IRS Tea Party gathering at the Capitol building, where I also had the privilege of shaking the hand of one venerable American--Senator Ted Cruz--and the blessing of hearing today's greatest Conservative leaders, Michele Bachmann and Glenn Beck among the list of notables. More details about that leg of my journey in DC and Maryland later. In July, my quest to meet with other freedom-loving Americans led me to Las Vegas, of all places, for Freedom Fest, a libertarian CPAC of sorts. And tonight, I'm in Little Rock, recovering from a grueling, but incredible day of testimonies from anti-Common Core experts and concerned citizens during the joint meetings of the<b><span class="Apple-converted-space"> </span></b>House and Senate Interim Committees on Education. <br />
After hours of individual study about the pros and cons, history, and data collection associated with Common Core, I was privileged to witness the playing out of a great drama: The ongoing struggle for power over public education. Every witness brought a unique perspective of the multiple problems that plague this gargantuan education mandate (I realize saying CC is a "mandate" is controversial, but I refuse to play double-speak--I call it what it is). What made their testimonies powerful was the solid backing of evidence--anecdotes, personal experience, statistics, research--presented with such logic and reason, that had I been a Common Core proponent, I would have felt a bit battered at the end of the six-hour marathon (the Common Core items on the agenda were not addressed until after lunch, and testimony continued until 7). <br />
Facts were the bulk of each testimony, not broad, unfounded claims or opinions, and except when appropriate, emotional appeals were not central to anyone's presentation. I'm not saying speakers were dry or monotone--they obviously cared deeply about the ramifications of the troubling information they had verified--but they didn't try to sway the committees with tearful pleas "for the children" or angry diatribes against the Obama regime.<br />
In fact, with hard-hitting champs like Dr. Sandra Stotsky, Ms. Joy Pullman, Dr. Neal McClusky, and Dr. James Milgrim in the ring, it was more akin to a boxing match than a drama. Grace Lewis, a concerned parent from Mount Vernon, expertly took aim at the weakest points of Common Core with a relentless attack, point by point. Ms. Virginia Wyeth, parent and educator, and Ms. Betty Yerger, retired educator, followed her testimony with powerful perspectives from the viewpoint of teachers. A rookie landed the last KO punch--fifteen year old Patrick Richardson who shared the shocking results of his muckraking: After hours of research, he uncovered the astonishing money trail that leads back to the same foundation, time and again. I'll give you three guesses. Yes, the Bill and Melinda Gates Foundation!<br />
<span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">Tomorrow's agenda lists the speakers who will doctor the now-battered face of this curriculum. After taking such a pummeling today, suffering one knock-out punch after another for hours on end, Common Core is the loser in the ring, in desperate need to be patched up and defended by its fans. <br />
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Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com1tag:blogger.com,1999:blog-7642350529826531652.post-62018627090396422342013-06-17T13:09:00.000-07:002013-06-17T13:11:40.780-07:00Timeline of Key Events in Common Core Standards Adoption in ArkansasMy continuous research into the CC controversy has reiterated the importance of checking and double-checking my facts. I've often caught myself making assumptions only to be proven wrong when I searched for supporting evidence. Finding the dates of the implementation of CC in Arkansas has refined my understanding of the power of a few (NGO, CCSSO, Governor Beebe) in dictating what happens in each Arkansas classroom. <br />
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<span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><span class="Apple-style-span" style="border-collapse: collapse; color: #222222; font-family: arial, sans-serif;"><span style="font-family: inherit;">1.</span><span style="font-family: inherit;"> <strong>June 1, 2009</strong>: Governor Beebe signed a Memorandum of Agreement committing to the process of creating Common Standards, which would allow only 15% of the curriculum to be added by the state. The NGA and CCSSO were given the authority to choose the "experts" who would craft the standards.<span class="Apple-converted-space"> </span></span><a href="http://recovery.arkansas.gov/ade/pdf/race_appendixb_011610.pdf" style="color: #1155cc;" target="_blank" wotsearchprocessed="true"><span style="font-family: inherit;">http://recovery.arkansas.gov/<wbr></wbr>ade/pdf/race_appendixb_011610.<wbr></wbr>pdf</span></a></span></span><br />
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<span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><span class="Apple-style-span" style="border-collapse: collapse; color: #222222;"><span style="font-family: inherit;">2. By <strong>December 2009</strong>, Arkansas had already submitted its letter of intent to apply for RttT phase one.<span class="Apple-converted-space"> </span></span><a href="http://www2.ed.gov/programs/racetothetop/intent-to-apply.html" style="color: #1155cc;" target="_blank" wotsearchprocessed="true"><span style="font-family: inherit;">http://www2.ed.gov/programs/<wbr></wbr>racetothetop/intent-to-apply.<wbr></wbr>html</span></a><span style="font-family: inherit;"> As part of RttT, states had to agree to four conditions, including to adopt standards and assessments that had not yet been released and build data systems that measure student growth and success. </span><a href="http://www2.ed.gov/programs/racetothetop/index.html" style="color: #1155cc;" target="_blank" wotsearchprocessed="true"><span style="font-family: inherit;">http://www2.ed.gov/programs/<wbr></wbr>racetothetop/index.html</span></a><span class="Apple-converted-space"></span></span></span></div>
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<span style="font-family: inherit;">3. The problem here is that the final Common Core Standards were not even released until <strong>June 2, 2010</strong>. <span class="Apple-converted-space"> </span></span></div>
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<span style="font-family: inherit;">4. Arkansas officially adopted the standards on <strong>July 12, 2010</strong>, and many districts immediately required English and math teachers to start using these standards. Full implementation begins this upcoming 2013-14 school year, and testing begins 2014-2015.</span><br />
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<span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><span class="Apple-style-span" style="border-collapse: collapse; color: #222222;"><span style="font-family: inherit;">It's also important to understand that in our district, as in many other districts and states, we are using the Gates Foundation<span class="Apple-converted-space"> </span><em>Common Core Curriculum Maps.</em><span class="Apple-converted-space"> </span></span><a href="http://commoncore.org/maps/" style="color: #1155cc;" target="_blank" wotsearchprocessed="true"><span style="font-family: inherit;">http://commoncore.org/maps/</span></a><span style="font-family: inherit;"> to create lesson plans and assessments. This creates a host of problems, among them, that parents are not privy to these maps unless they pay $25--and parents don't know about these maps, thinking we're just using the seemingly innocuous standards. As a Conservative, I can see the agenda in the CCCMaps that advocates a liberal worldview. See my </span><a href="http://jennyontheright.blogspot.com/2013/06/common-core-standards-are-not-real-issue.html" target="_blank"><span style="font-family: inherit;">previous post</span></a><span style="font-family: inherit;"> for more details.</span></span><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;"> </span><br />
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</span></span><br />Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0tag:blogger.com,1999:blog-7642350529826531652.post-21788731495502614572013-06-16T00:57:00.003-07:002013-06-16T01:02:17.985-07:00Department of Education Metadata: Do You Trust This Government with Your Child's Education? (Video)<iframe src="http://player.vimeo.com/video/68465409" width="500" height="281" frameborder="0" webkitAllowFullScreen mozallowfullscreen allowFullScreen></iframe> <p><a href="http://vimeo.com/68465409">Department of Education Metadata: Do You Trust This Government With Your Child's Education?</a> from <a href="http://vimeo.com/user18979202">Jenny Right</a> on <a href="http://vimeo.com">Vimeo</a>.</p>Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0tag:blogger.com,1999:blog-7642350529826531652.post-65890351290019189982013-06-15T15:26:00.000-07:002013-06-15T15:50:40.320-07:00Common Core Standards Are Not the Real IssueRead any Common Core advocate's opinion piece, and you'll find a defense of the rigorous, politically neutral standards that will prepare your child for post-secondary success in college and career, that were carefully crafted by teachers and educational experts. While many opponents of Common Core take issue with the true rigor of the standards, in all honesty, I must tell you, parents, that you'll find little in the <a href="http://www.corestandards.org/ELA-Literacy" target="_blank">ELA (English Language Arts) standards</a> that will keep you up at night. Even the list of exemplary texts will elicit little protest from most conservatives--despite Glenn Beck and other pundits' warning that classrooms will replace classic literature with instructional manuals and EPA regulations. This is only partly true, by the way, as I'll explain in a future post.<br />
Even former Arkansas governor Mike Huckabee is bucking the conservative trend by voicing his support of these much-maligned standards. I can only hope his ignorance can be attributed to a lack of invested time in researching the behind-the-scenes story of the Common Core creation and funding that he most certainly would not defend.<br />
As a public school teacher in a state that "raced to the top" by accepting the Common Core mandates in exchange for a few million dollars, I'm in the unique position to tell you what is happening in the trenches. I'm part of a team assigned the task of writing lesson plans in accordance with Common Core standards. Here's the secret: when we're writing these lessons, we rarely refer to the actual standards. We're taking orders from the mandates of the Gates Foundation via the Common Core Curriculum Maps. You haven't seen these. That's because they are protected by copyright, and only those with a username and password may open them. For reasons I can't understand, our district isn't even listed on the Maps page "<a href="http://commoncore.org/maps/about/locations" target="_blank">Who's Using the Maps</a>?", an obfuscation that leads me to believe all states must be using them in some capacity.<br />
I have a username and password, so I'll let you in on the secrets, copyrighted or not. As I see it, the public has a legal right to this information--are your tax dollars not purchasing these CC Maps? What percentage of your income is pilfered by our tax system to fund your school district? Ask your local school board why you're not allowed to access the Maps.<br />
Perhaps you don't view Bill and Melinda Gates through the lens of suspicion that I see them. For this post, I'll temporarily set aside my well-founded bias against their motives and just present the facts.<br />
Because my experience with the Maps is with the 8th and 9th grade curriculum, that will be my focus for now. As I delve into the other grade levels, I expect to cull more ammunition for my position.<br />
A common motif you will find in the objective of Common Core is educating children about the "common good." Whether the "Common" in Common Core hints at this objective is accidental, I'm not sure. This objective is not overt in the Map lessons, but it's there. In Unit 6 of the 8th grade curriculum "The Road not Taken," the essential question is "Can literature help us to define the greater good?" I include this screen shot as evidence--please note the sections I highlighted with the yellow boxes.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5Rs-B1AG7M7jWZJC9SV_RG075Iv_prFpyXrLKvAS4MebKnIeIlE2gyJ_d45hQLoPDG70sSFJwV4JtJTv54ibqU9Dk4Y7VaLYnSl9yq16R8vvmZKBdxKLi-1rjEs9eucM5mvLtf0W1IiRT/s1600/commoncoremap1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5Rs-B1AG7M7jWZJC9SV_RG075Iv_prFpyXrLKvAS4MebKnIeIlE2gyJ_d45hQLoPDG70sSFJwV4JtJTv54ibqU9Dk4Y7VaLYnSl9yq16R8vvmZKBdxKLi-1rjEs9eucM5mvLtf0W1IiRT/s640/commoncoremap1.png" width="640" /></a></div>
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My struggle is to explain to you why it's nefarious for teachers to employ a unit whose objective is to force students to see literature through a worldview that celebrates the "greater good," the sacrifice of individual rights for an imagined utopic outcome.<br />
The first problem with this theme should be obvious to anyone familiar with two of the suggested stories in this unit: <em>Gulliver's Travels</em> and <em>The Lord of the Flies</em>. How could objective teachers possibly twist the authors' words against tyrannical government that are clearly evident in these works into a message promoting sacrifice for the common good? I also fail to see how two recommended poems, Frost's "Nothing Gold Can Stay" and "The Road not Taken" [whose title was ripped off for this unit] lend themselves to supporting this theme. Maybe there's an esoteric message in those poems I missed.<br />
After six weeks of reading and discussing literature that purportedly helps them define the greater good, students must write an essay responding to the essential question. I would assume teachers wouldn't expect an independent-minded student's response, such as "Yes, I suppose some literature exits that can help us define the greater good, but since the literature we read for this unit does not support that theme, a philosophy which I do not wholly embrace, I can not offer supporting evidence from the texts." That one-sentence essay would adequately answer the weak and poorly worded essential question, however.<br />
The "common good" sounds so warm and fuzzy. It's an idea that deserves definition and discussion. It can be misused, however, to advocate a surrender of individual rights in the name of any number of agenda. I don't agree with the unit's objective to artificially force the discussion of priceless literature to center on this theme. I don't agree that the unit should culminate in a mandatory essay assignment with a restrictive and narrow focus. I question the motives of the authors of this unit because not all the suggested texts naturally lend themselves to the definition of this term.<br />
A few facts about the Common Core Curriculum Maps to consider:<br />
<strong>1.</strong> <strong>Eighteen classroom teachers</strong> are part of the Maps <a href="http://commoncore.org/maps/about/team" target="_blank">Project Team</a>. While I applaud the inclusion of actual teachers in this effort and the transparency of their biographies, I would like to know how these teachers were chosen, and by whom.<br />
<strong>2.</strong> <strong>The site's word cloud includes some curious names and terms.</strong> <br />
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I understand why names such as Shakespeare, Langston Hughes, and Emily Dickinson appear in the cloud, but some words have potential political connotations that make me wonder what importance the Maps have given to them in the units: atomic bomb, weather, Navajo, Middle East, Mali. I also wonder why "slavery" is given greater importance than "freedom," a word whose font is smaller than "seasons." I don't understand why such importance is given to van Gogh, whose name appears as large as Emily Dickinson's and larger than the names of several other prolific authors of the cannon of classic Western literature. I don't remember ever studying van Gogh's contribution to literature.<br />
I am also baffled at the appearance of such words as "seasons," "maps," and "animals." They are fine topics, I'm sure, but why do they appear as frequently in the content of the Curriculum Maps as literary topics?<br />
Finally, <strong>what is conspicuously absent in this cloud is any mention of literary elements</strong>. I understand the cloud is of content knowledge, but why would essential elements such as theme, figurative language, irony, and characterization not even appear?<br />
<strong>3. The taxpaying public must pay $25 to view the Maps.</strong> Your tax dollars are already paying for your school district's use of the Maps, but you are not privy to them. If you have a financial hardship, however, you may access them for free. <a href="http://commoncore.org/maps/membership">http://commoncore.org/maps/membership</a><br />
The Maps are the true driving force behind Common Core, not the innocuous standards. CC advocates have done nothing but muddle the discussion about the existence of this curriculum which holds more importance than the standards.<br />
<strong>4. The CC Maps project was funded by the Bill and Melinda Gates Foundation. </strong><br />
<a href="http://commoncore.org/maps/faqs#how_is_the_common_core_curriculum_mapping_project_funded">http://commoncore.org/maps/faqs#how_is_the_common_core_curriculum_mapping_project_funded</a><br />
I know, I promised to remain objective about the Gates, but their hands are in every Common Core-related project. Without their funding, it would not be possible for such a behemoth as CC to even get off the ground. I know the movement was not actually initiated by teachers and states, as CC advocates will tell you, and the Gates' conspicuous funding is more than a little suspect.<br />
<strong>5. The Maps do not indicate how they will prepare students for the required assessments. </strong>Teachers do not know what will be on the tests. This curriculum does not explain how it is correlated with the assessments.<br />
Parents, I hope you will make the effort to ask your district about the curriculum and texts that are being used to comply with Common Core. Do not be satisfied if school officials point you to the standards themselves. Ask them how teachers in your district will apply these standards in their lesson plans.Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0tag:blogger.com,1999:blog-7642350529826531652.post-4253704184695844382013-06-13T12:10:00.001-07:002013-06-16T01:03:47.649-07:00Collection of Metadata: Pre-K through Age 20<h3 style="text-align: left;">
<span style="color: red; font-size: large;">Update: HJ Heistand of NEA hates this post.</span></h3>
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<span style="color: black;"><span style="color: blue;">HJ Heistand's thoughtless response to me on Twitter now increases my resistance to Common Core. He had a chance to try answering my question and present the positive aspects of this education reform, which I will concede, has some benefits. Instead, he told me I don't have any credibility, so he doesn't have to answer my question.</span></span></div>
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<span style="color: black;"><span style="color: blue;">My mission is to ask CC advocates valid questions so they might see another side of the debate and at least understand the concerns of teachers and parents.</span> </span><span style="color: blue;">I responded to Heistand's tweet assuring us that since Mike Huckabee likes Common Core, it "can't be all bad." I wasn't sure if he meant this sarcastically or not, so I read the linked article, which offered no supporting evidence that CC is better than our previous standards. So I tweeted a link to this post and politely asked him what he thought about data mining of children's private information and the necessary expenditure states would have to carry to comply with assessment requirements. I was truly hoping for an educated response, but I guess I'm a bit naïve because I have never contradicted anyone on Twitter. He only noted my solitary reference to Beck and Malkin, which in context you will notice does not advocate believing what Beck and Malkin say about Common Core. So Heistand proceeded to use an <em>ad hominem</em> attack instead of respecting me, a concerned teacher who has found a LOT of troubling information from dot gov and dot org sites. ALL of my evidence comes from official sites. I do not cite anything from Beck or Malkin or anyone else as evidence for my position. </span></div>
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<span style="color: blue;">Heistand hypocritically cited Huckabee's approval as <em>his</em> evidence, however. That's okay. He and his ilk can continue making weak arguments for their beliefs, and I will continue making well-documented posts that will actually bolster our side of the issue. I guess the other side should be pitied because they don't have much evidence to back up their claims.</span></div>
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Ahh...the sweet symphony of metadata!</h3>
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<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.pesc.org/library/docs/Common%20Data%20Standards/State%20Core%20Model%2011-17.pdf"><span style="font-size: xx-small;">http://www.pesc.org/library/docs/Common%20Data%20Standards/State%20Core%20Model%2011-17.pdf</span></a></td></tr>
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<span style="background-color: white; color: blue; font-family: "Trebuchet MS", sans-serif;">"The
State Core Model is a common technical reference model for states
implementing state longitudinal </span><span style="background-color: white; color: blue; font-family: "Trebuchet MS", sans-serif;">data
systems (SLDS). It was <strong>developed by CCSSO</strong> <strong>as part of the Common
Education Data Standards</strong> </span><span style="background-color: white; color: blue; font-family: "Trebuchet MS", sans-serif;">(CEDS)
adoption work with <span style="color: red;"><strong>funding from the Gates Foundation.</strong></span></span></div>
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<span style="background-color: white; color: blue; font-family: "Trebuchet MS", sans-serif;">The
Model includes <strong>early childhood</strong> (EC), elementary and secondary (K12),
<strong>post-secondary (PS), and </strong></span><span style="background-color: white; color: blue; font-family: "Trebuchet MS", sans-serif;"><strong>workforce
(WF)</strong> elements, known collectively as <strong>“P20,”</strong> and establishes
<strong>comparability between sectors </strong></span><span style="background-color: white; color: blue; font-family: "Trebuchet MS", sans-serif;"><strong>and
between states.</strong> The
State Core Model will do for State Longitudinal Data Systems what the </span><span style="background-color: white; color: blue; font-family: "Trebuchet MS", sans-serif;">Common
Core is doing for Curriculum Frameworks and the two assessment
consortia" (<em>The State Core Model</em> page 2).</span></div>
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<span style="color: red; font-family: Trebuchet MS;"><a href="http://www.pesc.org/library/docs/Common%20Data%20Standards/State%20Core%20Model%2011-17.pdf" target="_blank">PESC.org</a> <span style="color: blue;">(Postsecondary Electronic Standards Council)</span></span><br />
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<span style="color: blue; font-family: "Trebuchet MS", sans-serif;">"These initial findings are promising evidence of the <strong>cognitive plasticity and malleability of brain functioning</strong> for processes related to grit" (<em>Promoting Grit, Tenacity, and Perseverance</em> page 62). <a href="http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf" target="_blank">ed.gov</a></span></div>
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<span style="font-size: large;">IRS, NSA, FBI, FEMA</span>: Acronyms that now trigger feelings of anger, repulsion and distrust. In light of today's FBI hearing, in which Director Mueller protested repeatedly, "I don't know. I'll have to get back to you on that," and Rand Paul's valiant effort to hold our government accountable for its violation of the 4th amendment, the Common Core objective of collecting and storing personal metadata on every child seems all the more insidious.<br />
I realize not everyone has time to excavate the Internet for the truth about Common Core. It's easier to listen to Glenn Beck's interpretations and read Michelle Malkin's warnings about this mysterious curriculum. These and other conservative commentators are aiding the effort to pull back the curtain of obscurity that the government has used to separate parents from their children. But hearing it from the horse's mouth is even better, because no one can accuse you of being a hysterical, paranoid conspiracy theorist. When you present Common Core advocates with facts, they will still call you nasty words like "Tea Partier/Bagger" and say you are anti-education and "on the fringe," but they cannot deny what the Department of Education and official Common Core sites have posted.<br />
I want every parent with school-age children to know this about Common Core, if nothing else, because the collection of data of students should be enough to concern even the most staunch liberal.<br />
My sources are not from conspiracy sites; I strongly urge you to at least skim over these to realize how authentic is the threat to your child's privacy:<br />
<span style="font-size: large;">1. <em>Promoting Grit, Tenacity, and Perseverance</em> </span><a href="http://www.ed.gov/edblogs/technology/research/"><span style="font-size: large;">http://www.ed.gov/edblogs/technology/research/</span></a><br />
<span style="font-size: large;">2. <em>The State Core Model </em></span><a href="http://www.pesc.org/library/docs/Common%20Data%20Standards/State%20Core%20Model%2011-17.pdf"><span style="font-size: large;">http://www.pesc.org/library/docs/Common%20Data%20Standards/State%20Core%20Model%2011-17.pdf</span></a><br />
Parents, you should be aware that data about your children has long been collected and disseminated via data systems in your school district. In my district, we have what is termed a "data dashboard" where we can quickly look at a summary of our students' scores on the state Benchmark tests and English language level (if applicable). Each teacher is privy to her students' data exclusively. We use this data to place students in remedial math and reading programs, design lesson plans for specific students, and organize collaborative groups. In my experience, it's an invaluable tool that doesn't raise my concerns about violating a student's privacy.<br />
When Common Core is implemented and students begin the assessments in 2015, your child's data will be stored in a nationally accessible data base. And it will not include just test scores.<br />
Again, from PESC.org:<br />
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<span style="font-family: Calibri; font-size: small;"><span style="color: blue; font-family: "Trebuchet MS", sans-serif; font-size: small;">"[The State Core Model] is designed to support dropout early warning intervention systems (DEWIS), positive behavior intervention systems (PBIS) and response to intervention (RTI), balanced scorecard performance management, and provide and extensible model capable of accommodating future needs."</span></span></div>
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<span style="font-family: Calibri; font-size: small;"><span style="color: blue; font-family: "Trebuchet MS", sans-serif; font-size: small;"><span style="color: black; font-family: inherit;">In plain English, teachers and other observers will not only collect data from your child's tests, but will interpret your child's behavior and impose interventions. Skeptical? </span></span></span></div>
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<span style="font-family: Calibri; font-size: small;"><span style="color: blue; font-family: "Trebuchet MS", sans-serif; font-size: small;"><span style="color: black; font-family: Times New Roman;">I urge you to look at this Department of Education draft: <a href="http://www.ed.gov/edblogs/technology/research/" target="_blank">Promoting Grit, Tenacity, and Perseverance</a>.</span></span></span></div>
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<span style="font-family: Calibri; font-size: small;"><span style="color: blue; font-family: "Trebuchet MS", sans-serif; font-size: small;"><span style="color: black; font-family: Times New Roman;">This brief defines grit, tenacity, and perseverance as non-academic characteristics that students must possess to be successful. <span style="font-size: x-large;">Schools will now assess your child's character and implement strategies to change him/her.</span> (Pages in parenthesis refer to the location in the Adobe document, not the page numbers on the document.)</span></span></span></div>
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<span style="font-family: Calibri; font-size: small;"><span style="color: blue; font-family: "Trebuchet MS", sans-serif; font-size: small;"><span style="font-family: "Trebuchet MS", sans-serif;">"It is the responsibility of the educational community to design learning environments that promote these factors [grit, tenacity, and perseverance] so that students are prepared to meet 21st-century challenges" (page 7).</span></span></span></div>
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<span style="font-family: Calibri; font-size: small;"><span style="color: blue; font-family: "Trebuchet MS", sans-serif; font-size: small;"><span style="font-family: "Trebuchet MS", sans-serif;">"This brief explores the possibility that grit, tenacity, and perseverance can be malleable and teachable, and discusses the potential of these factors to significantly increase success for all students" (page 8).</span></span></span></div>
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<span style="font-family: inherit;">What would an assessment of your child's character look like? The draft provides a model for a <strong>character report card</strong> (page 57):</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9W-0kuoQNxIlPkWOo_bWBLSHcnrj1Lk-Yx8tkf9ud4uZdUyhltl2umZuRy2VwSINhJKspBuWaMSwpnS7jibONI0Ow4jBrklOQ_JI1xlFUAVNVNpXvfuMTeCIeO5C0SOR2glyeAvg4CVkM/s1600/kipp+character+report+card.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9W-0kuoQNxIlPkWOo_bWBLSHcnrj1Lk-Yx8tkf9ud4uZdUyhltl2umZuRy2VwSINhJKspBuWaMSwpnS7jibONI0Ow4jBrklOQ_JI1xlFUAVNVNpXvfuMTeCIeO5C0SOR2glyeAvg4CVkM/s320/kipp+character+report+card.png" width="292" /></a></div>
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Teachers will observe students' behavior to complete charts like the example above. <br />
The draft suggests various methods to collect this data: self report, informant reports, school records, and behavioral task performance (pages 11, 12). Self report and school records seem pretty innocuous, but what about informant reports and behavioral task performance?<br />
"Informant reports," a label with connotations that evoke the practices of the KGB and Hitler Youth, are conducted by parents, teachers, and <strong>outside observers</strong> using observations, <strong>video</strong> and field notes.<br />
Far more mysterious and unsettling are the methods used in "behavioral task performance." Brace yourself. Glenn Beck warned parents that schools will use advanced technology to collect biofeedback on your child. Here's the proof (page 62):<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKPCHSTJshypGt0YUkDwelSviaaJzS4HcD6EsmuNBD9P6zzaX7ln0iQ8u2SSfd8RdO7Yx3Gke5H3AAPm-Ehc0mhQy_7NtV0qz8MCyRO11uANaqfkAcA05KvogxdZCpwOiwmGksqzVrzrba/s1600/commoncore+biofeedback.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKPCHSTJshypGt0YUkDwelSviaaJzS4HcD6EsmuNBD9P6zzaX7ln0iQ8u2SSfd8RdO7Yx3Gke5H3AAPm-Ehc0mhQy_7NtV0qz8MCyRO11uANaqfkAcA05KvogxdZCpwOiwmGksqzVrzrba/s320/commoncore+biofeedback.png" width="320" /></a></div>
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<span style="color: blue; font-family: "Trebuchet MS", sans-serif;">resources associated with grit, especially effortful control. Using neuroimaging techniques, such as fMRI, it is possible to examine which parts of the brain are active during times of anxiety or stress and the effects of some interventions" (pages 62, 63).</span></span>
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<span style="color: blue; font-family: Trebuchet MS;"><span style="color: black; font-family: inherit;">Using these sensors in schools is not sensible, the draft concedes, not because of privacy violation, but because of the cost of such devices (as if cost has been a consideration).</span><br />
<span style="color: black; font-family: inherit;">But don't despair; technology offers other means of collecting your child's biofeedback (page 63):</span></span><span style="font-family: TimesNewRomanPSMT;"></span></span><br />
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<span style="font-family: TimesNewRomanPSMT;"><span style="font-family: TimesNewRomanPSMT;"><span style="color: blue; font-family: "Trebuchet MS", sans-serif;">"While it is impractical to use fMRI in the classroom (i.e., it is a prohibitively expensive, room-sized machine), Ed Dieterle and Ash Vasudeva of the Bill & Melinda Gates Foundation point out that researchers such as Jon Gabrieli and Richard Davidson are beginning to use multiple methods to explore how specific brain activity is correlated with other cognitive and affective indicators that <i>are </i>practical to measure in school settings."</span></span></span></div>
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<span style="font-family: TimesNewRomanPSMT;"><span style="font-family: TimesNewRomanPSMT;"><span style="color: blue; font-family: Trebuchet MS;"><span style="color: black; font-family: inherit;">Assessment of your child will continue into adulthood, effectively violating his/her right to privacy. Of all the assessment and intervention plans, this one chills me the most. Note the Age Level column(page 69).</span></span></span></span></div>
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<span style="font-family: TimesNewRomanPSMT;"><span style="font-family: inherit;"><span style="font-size: x-large;"><strong>Post-secondary</strong> assessment and interventions will include such non-cognitive outcomes as "mindset interventions," "resiliency programs," and "character education."</span> Again, I want to emphasize, <strong>this is after students have graduated high school</strong>, at which point they are adults with rights as U.S. citizens. The purpose of these interventions is to take advantage of the "malleability" of young minds and reshape them according to a worldview promoted by the Gates Foundation and the other corporations that provide funding. If you think this worldview will be secular and neutral, consider their recommended approaches to "improving executive functions for children in the early school years" including</span><br />
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<span style="font-family: TimesNewRomanPSMT;"><span style="font-family: TimesNewRomanPSMT;"><span style="color: blue;"><span style="font-family: "Trebuchet MS", sans-serif;"><b>"Martial arts and mindfulness practices. </b>An increasing number of studies suggest that</span></span></span></span></div>
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<span style="font-family: TimesNewRomanPSMT;"><span style="color: blue; font-family: "Trebuchet MS", sans-serif;">martial arts, which traditionally emphasize self-control and character development, can</span><br />
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</span><span style="color: blue; font-family: "Trebuchet MS", sans-serif;">present moment, can significantly improve executive functions. There is some evidence that </span><span style="color: blue; font-family: "Trebuchet MS", sans-serif;">yoga may also have potential to increase these skills" (page 71). </span></span><br />
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</span><span style="font-family: inherit;">Many adults find relief for joints and muscles using yoga stretches, and some choose to practice the Eastern meditation element of the exercise. Should children ages 5-11 be subjected to "mindfulness practices" i.e. meditation?<br />
All of this brings me back to my initial statement, that the collected data about your children is entered into a national database accessible to an untold number of people. I did not choose the word "metadata" to refer to the information that will be collected about your child just because it now has a negative connotation. Here it is, a veritable celebration of metadata collection (<em>The State Core Model</em> page 4):</span><br />
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<span style="font-size: large;">The Department of Education concedes that collecting this data may cause concerns about ethics but assures us the advantages gained with this data model far outweigh potential violations of privacy:</span> <br />
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<span style="font-family: TimesNewRomanPSMT;"><span style="font-family: TimesNewRomanPSMT;"><span style="font-family: TimesNewRomanPSMT;"><span style="color: blue; font-family: "Trebuchet MS", sans-serif;">"Of course, privacy is always a concern, especially when leveraging data <strong>available in the 'cloud' that users may or may not be aware is being mined</strong>. However, another emergent concern is the consequences of using new types of personal data in new ways. Learners and educators have the potential to get forms of feedback about their <strong>behaviors</strong>, <strong>emotions</strong>, <strong>physiological responses</strong>, and cognitive processes that have never been available before. Measurement developers must <strong>carefully consider the impacts of releasing such data, sometimes of a sensitive nature</strong>, and incorporate feedback mechanisms that are valuable, respectful, and serve to <strong>support productive</strong> <strong>mindsets</strong>" (<em>Grit, Tenacity, and Perseverance</em> page 66). </span></span></span></span></div>
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Nothing about this concession lowers my anxiety about how this personal information will be exploited; in fact this confirms that privacy and ethics will be violated, and the violators will demand that we sacrifice our rights for the common good. (The "common good" is a motif teachers are expected to inculcate into the minds of their malleable pupils according to the Common Core Curriculum Map lesson plans--but that's the topic for a future post.)<br />
P20 is a "longitudinal data system" that aims to make student data accessible to "parents, students, teachers, principals, LEA leaders, community members, unions, researchers, and policymakers" ("<a href="http://www.achieve.org/files/RTTT-P20LongitudinalData.pdf" target="_blank">Race to the Top</a>" page 4). FERPA does not apply, regardless of their assurance that data collection will be legal--<span style="font-size: x-large;">FERPA has been modified to allow all stakeholders, now including LEA leaders, community members, unions, researchers, and policymakers, unbridled access.</span> Accepting the conditions of this system was one of the Race to the Top requirements. Use this government site to see whether your state accepted the grant in exchange for selling students' privacy rights: <a href="http://nces.ed.gov/Programs/SLDS/stateinfo.asp">http://nces.ed.gov/Programs/SLDS/stateinfo.asp</a> .<br />
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I implore you to continue researching Common Core by visiting these and other dot gov and dot org sites--please cull information directly from the source because such efforts will enhance your understanding of the ultimate agenda and bolster your case when you educate others about this Orwellian takeover of education.<br />
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<br />Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com2tag:blogger.com,1999:blog-7642350529826531652.post-188851637055237042013-06-06T12:44:00.000-07:002013-06-12T08:34:14.205-07:00The Rotten Corps of Common Core AdvocatesThe controversy of Common Core should itself make teachers very skeptical. The fact that its advocates are pushing to convince us CC is being unfairly attacked by right-wing nut jobs is a red flag. I came across<a href="http://blogs.sas.com/content/sascom/2013/05/31/join-the-distinguished-corps-of-advocates-supporting-the-common-core/#comment-2211" target="_blank"> this gem on SAS voices</a>. The author, Caroline McCullen, distinguished educator and CC apologist, attempts to dispel seven common myths about the maligned curriculum. To do this, she blatantly lies. <br />
Since my comment is still awaiting moderation, and I don't expect its being approved, I'll post my replies here.<br />
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This "distinguished corps of advocates" is either purposely deceitful or unconscionably stupid.<br />
1. They are national standards. Playing word games to mollify our justifiable fears about a federal takeover of state rights will not work for those of us who can think for ourselves.<br />
2. CCSSO and NGA are trade organizations who deliberately chose the words "state" and "governors" for their titles to allay fears so we teachers would assume CC was state and educator initiated--which CC was not.<br />
3. Scoring for Race to the Top was artificially skewed so that states who signed up first to accept standards THAT HAD NOT YET BEEN WRITTEN and agreed to share personal data about students in a nationally accessible database would be given much higher scores than other states. Money talks.<br />
4. ELA educator, Dr. Sandra Stotsky of the University of Arkansas asked repeatedly for research evidence supporting the CC ELA standards. She was ignored, as was her refusal to approve the standards. Who are the teachers that were involved in this process? Who selected them, and how were they vetted? <a href="http://www.youtube.com/watch?v=-K4URgulWhk" rel="nofollow" target="_blank">http://www.youtube.com/watch?v=-K4URgulWhk</a><br />
5. CC math standards are NOT internationally benchmarked. Dr. James Milgram, "the only content expert on the validation committee" heartily argues against these standards. <a href="http://parentsacrossamerica.org/james-milgram-on-the-new-core-curriculum-standards-in-math/" rel="nofollow" target="_blank">http://parentsacrossamerica.org/james-milgram-on-the-new-core-curriculum-standards-in-math/</a><br />
6. By high school, students will read 70% non-fiction; exemplary texts include the thrilling classic "Recommended Levels of Insulation" by best-selling authors at the US EPA. <a href="http://www.corestandards.org/assets/Appendix_B.pdf" rel="nofollow" target="_blank">http://www.corestandards.org/assets/Appendix_B.pdf</a><br />
7. Our states have the Constitutional prerogative to write their educational standards. Why should we bow to trade organizations, Bill Gates, and the US Dept of Ed?<br />
Teachers like me have become increasingly keen to deceivers like you and your ilk. I refuse to swallow the swill you are dispensing. I won't drink the Kool-Aid.Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0tag:blogger.com,1999:blog-7642350529826531652.post-84826531666890267892013-06-02T21:07:00.001-07:002013-06-07T11:26:48.576-07:00Blueways: Agenda 21 is Coming to a River Near You!<span style="color: red;">UPDATE!:</span><span style="color: blue;"> The Washington County quorum court approved this issue to move to the full quorum court on June 20, 2013. This is a victory, but we need everyone to attend--expect opposition this time.</span><br />
<span style="color: blue;">Here's another informational video that will help you understand the ultimate plan:</span><br />
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The Great Outdoors Initiative. The National Blueways Initiative. Once again our nefarious politicians are crafting innocuous or even cute names for Agenda 21 projects to fleece the majority of Americans.<br />
Tomorrow I'll attend my first quorum court to hear the pros and cons of the White River's designation as a Blueway.<br />
If you live in Missouri or Arkansas, this concerns you. All of you. Because everyone who owns property on the White River watershed will be subject to regulations instated from powers on high, without your consent or input. Please check out <a href="http://arkansas.securetherepublic.com/" target="_blank">Secure Arkansas</a>' posts on this important issue.<br />
Devote just a moment to educating yourself about the Blueways, and at the very least, you'll not be a fan, even if you think Agenda 21 is a right-wing conspiracy theory.<br />
Skip quickly through this first snooze-fest of a <a href="http://www.youtube.com/watch?feature=player_embedded&v=wSFG9pwrdH0" target="_blank">video</a> documenting the first designation of the Connecticut River as a Blueway. Pay particular attention to Ken Salazar and "Rock" Salt, the muscle behind this Obama-UN initiative. The self-congratulatory remarks and fawning over then-Secretary of the Interior Salazar make this 23 minutes a waste of your time. But notice what is conspicuously absent: any explanation of why the river necessarily needs "restoration" and why the river needs Blueway designation to be a "job creator." How many times within 23 minutes is Obama cited and praised?<br />
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Now spend a little more time watching this short <a href="http://www.youtube.com/watch?v=4_MVcxR1nbI" target="_blank">video</a>. Its soothing soundtrack and footage of urban children kayaking a river is syrupy sweet propaganda.<br />
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Think for a moment about two key quotes from Matthew Rice of American Rivers:<br />
1. "You know, just like hiking trails are ways to help people explore the land, Blueways are water trails [that] help people discover rivers."<br />
Discover rivers? Private property has already been carved up and paved for public access in the form of walking trails in Northwest Arkansas. What are we to expect will happen to make the White River a "water trail"? The public can already canoe or float down such waterways as the White River, Buffalo River, and Mulberry River. Increasing foot traffic on riverside trails and on the rivers will not make kayaking or canoeing more enjoyable; in fact most people complain the rivers are already too crowded.<br />
2. "Lots of folks have rivers that go right through their backyard....virtually everybody lives within half a mile of a river. You know, so the opportunities for these types of projects are endless."<br />
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I believe he literally means YOUR BACKYARD may be used as a trail and access point to water. What "types of projects" is he referring to? The video shows trails, water access, and free kayak lessons for urban children. You should fully expect that if you own property next to a designated Blueway river, the public will have access to your yard.</div>
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American Rivers posted these videos to obfuscate the real objective: restoration. The USDA has already seized private farmland for "afforestation" of the Arkansas Bottomlands (<a href="http://www.srs.fs.usda.gov/sustain/conf/ppr/stanturf" target="_blank">http://www.srs.fs.usda.gov/sustain/conf/ppr/stanturf</a>/). It's a dry article but here's the essential passage: </div>
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<span style="font-family: 'Times New Roman'; font-size: 12pt;">"The benefits of
restoration are usually identified in terms of <b>government priorities or social
benefits</b>; s<b>eldom are the diverse objectives of landowners recognized</b>. In most market economies where rights and
obligations of ownership rest with private landowners, <b>what is appropriate for
public land may not be the most attractive restoration option for private
landowners</b>. Nevertheless, there can be
c<b>onsiderable overlap in the expected benefits to society and the affected
landowner</b>."</span></div>
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How might the "affected landowner," stripped of his property rights, find government takeover of his farmland beneficial? Wait for it...</div>
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"Other income can be realized by some landowners from <b>hunting leases</b> and
potentially from <b>carbon sequestration payments</b>." Yes, by leasing land to the public for hunting on their property, and by getting involved in the super-hip carbon credit trade, landowners can expect record profits that will mollify their disappointment over losing land that has been passed down for generations. </div>
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Now are you interested? If you find this as fascinating as the IRS scandal, don't miss this <a href="http://www.youtube.com/watch?v=yHK3MqLceVk" target="_blank">video</a> from America's Voice Now.<br />
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If you're a praying Christian, please pray that tomorrow Arkansas will begin the pushback against this unconstitutional initiative that was speedily instated without much ado.</div>
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Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com1tag:blogger.com,1999:blog-7642350529826531652.post-33296596193084882882013-04-20T09:59:00.001-07:002013-06-06T12:45:34.721-07:00Defund Common Core and Allow Parents to Opt-OutI will post more about this topic in the ensuing days, but if you are a parent in the 45 states that have adopted the Common Core standards, please consider filling out the opt-out form and taking it to your school. While this doesn't appear to be any kind of legally binding document, it will force the school to communicate with you about these standards. Tell other parents and get them involved. If parents will raise concerns, the school board must reply. <br />
<a href="http://truthinamericaneducation.com/uncategorized/ccss-parent-opt-out-form/">http://truthinamericaneducation.com/uncategorized/ccss-parent-opt-out-form/</a><br />
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Also check out these links:<br />
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Senator Chuck Grassley's efforts to defund CC<br />
<a href="http://caffeinatedthoughts.com/2013/04/grassley-launches-effort-to-prohibit-common-core-funding/">http://caffeinatedthoughts.com/2013/04/grassley-launches-effort-to-prohibit-common-core-funding/</a><br />
Glenn Beck's opposition to CC<br />
<a href="http://caffeinatedthoughts.com/2013/03/glenn-beck-blasts-the-common-core/">http://caffeinatedthoughts.com/2013/03/glenn-beck-blasts-the-common-core/</a><br />
<br />Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0tag:blogger.com,1999:blog-7642350529826531652.post-15850870894340583832013-04-13T13:17:00.002-07:002013-04-13T13:34:14.469-07:00Christian Tactics for Political WarWhile attending my first Tea Party meeting this week, I found myself struggling to describe this blog, which has all of three posts (when I post this one). "My posts are reflections on my changing political views," I finally explained, partly to discourage further curiosity, since I haven't merited the title "blogger." I see myself being like those unpublished poets who haven't written much, but whose minds and journals are teeming with jumbled ideas they'll write down...some day. Until the words manifest themselves on paper, or on the screen, all the ideas are but fancies of an idle brain. <br />
I listed all the ideas teeming in my brain, and this one asserts itself as the most consuming: Christian responsibility in American politics. I'm forever questioning whether my words in social media in response to politics are Spirit filled. Venture into the contentious political blogosphere and Twitterverse without the armor of Christ and you'll quickly become <em>of</em> the world, not just <em>in</em> the world.<br />
My view of this worrisome issue expanded again last night, unexpectedly, at a one-night women's retreat. Featured Bible teacher Donna Gaines painted a panoramic view of the Bible, highlighting the motifs that symbolize God's presence from Genesis to Revelation. What made me sit up on the edge of my seat was her current mission: partnering churches with Memphis public schools. As she talked, I realized she was describing another tactic of the political and cultural war we are facing in America. Christians in the Tea Party are valiantly battling on the political front by educating the public via social media, organizing rallies, supporting candidates, and starting petitions. These are our defensive tactics. Equally, or more importantly, we have powerful offensive tactics that promise to release our country from the strangling grip of liberalism. Unlike the offensive tactics of the Left, which are destructive and catastrophic, our offensive tactics are constructive and life giving. <br />
Jesus sends us "as sheep in the midst of wolves," and instructs us to "be wise as serpents and harmless as doves" (Matt. 10:16). Most Christians are pretty good at being doves, though not so much harmless as useless. We need to train ourselves to be wise as serpents by looking for opportunities to infiltrate Satanic strongholds.<br />
This tactic begins with prayer and fasting. Gaines admits she could never have organized what is happening between faith organizations and public schools in Memphis. The only explanation possible is that this is God's strategy, and he was looking for the humble and willing servants who would band together with the unity of the Spirit. Failing schools are places of apathy, poverty, hopelessness, and even violence; but by virtue of being such a burden, apparently, these schools have become a weight the government might willingly unload onto churches by allowing them to adopt schools in which Christians will tutor students.<br />
Socialists are wise snakes who, for nearly a century, have employed an effective tactic of targeting American youth through the educational system (see the film <em>AGENDA: Griding America Down</em>). Anyone with even an elementary understanding of history knows tyrants educate the youth to turn the next generation into thralls, but instead of using the same approach with the mind of Christ, we Christians are submissively bowing to the Supreme Court mandates citing "separation of church and state." Serpents are not so easily crushed underfoot. <br />
We should be ashamed at the way we have cowed and retreated from the battle. We should bow before God in fear instead, and with prayer and petition, ask for serpentine wisdom to see breaks in the enemy's line. The God who parted the Red Sea will part the enemy's offensive line.<br />
Political involvement shouldn't be abandoned; we need to support the Palins and Carsons and Bachmanns who have suffered brutal attacks on their character to defend our freedom. Some of us, though, may be called to fight behind the lines in less conspicuous, but no less significant, places. No matter how oppressive our government becomes, remember there are always loopholes, and God always reserves a remnant of his faithful children.Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0tag:blogger.com,1999:blog-7642350529826531652.post-75387544234397419702013-03-29T19:59:00.002-07:002013-04-18T19:41:35.154-07:00Why is political involvement a divisive issue for Christians?As the Supreme Court listens to arguments on the constitutionality of DOMA and considers what authority the federal government should have in marriage, I am again considering my role as a politically active, or at least politically aware, Christian. During a conversation with a couple of genuinely devoted Christian friends, I was caught off guard by their response to my concerns about the marriage crisis. It was a perpective I've heard before, but after recent conversations with other informed and concerned Christians, I assumed that most believers were turning their ears and eyes toward the rapidly changing political landscape and recognizing the alarming pace at which our liberties are eroding. Instead, they downplayed the potential collapse of DOMA as an inevitable sign of the times that shouldn't cause unwarranted worry.<br />
Try selling that passive political philosophy to someone like Dr. Ben Carson. The most powerful speakers at CPAC were confessing Christians, and their example shows the weakness of remaining passively ignorant about our nation. I don't know if anyone would dare argue that Dr. Carson and Sarah Palin and Phyllis Schlafly would be better Christians if they would sit quietly at home. It's baffling to me why some Christians parrot the same lines about letting the world's system fall into ruin because, after all, we're going to Heaven, and this world is passing away. Is this wisdom or a shirking of responsibility? <br />
If we applied the same attitude to other areas of our lives, imagine the absurdity. I shouldn't waste any more time than necessary on my outward appearance because Paul compares our bodies to tents that will be taken down; therefore, I should wear rags, wash only when the stench and itching becomes unbearable, and eat and drink whatever is at hand. I'm a citizen of Heaven; therefore, I shouldn't waste my time picking up trash around my community, attending PTA meetings, going to local ball games, or doing anything else that lacks eternal value because society is created by worldly people, and I should just let them run things their way until they self destruct.<br />
We are stewards, and because of Christ, we have not only the abilities God instilled in us at conception, but also the supernatural qualities of salt and light that make the world a better place, that heal the people and the land. Many Christians will turn to the New Testament and cite the biblical saints who weren't entangled in the politics of their day, when the Romans were certainly oppressing them more than our government is today, and conclude that we should follow their salvation-centered example, going out as missionaries to spread the gospel. <br />
It's easy to float along in a tepid sea of apathy, as long as my spiritual future is assured. When we share the gospel with the world, and when people accept the truth and allow the Spirit to begin transforming their minds, we should expect to see outward healthy changes where they live: advancements in technology, clean water, and compassionate treatment of women, children, and the weak. Those are some of the promises that today's business-focused missionaries bring to the international communities they want to reach. Neglecting our own country by allowing its Christian-based foundation of freedom to decompose, while simultaneously trying to export the same freedom to far lands, is completely contradictory. <br />
Of course my perspective about our civic responsibility rests solidly on the very arguments other well-meaning Christians use. If I wasn't sure that my life had eternal value and destiny, if I had any doubt that history is in God's hands, if I didn't believe that my life should bear spiritual fruit, I would gladly throw off the heavy burden of being a participating American citizen. Just being aware of current attacks on civil liberties is discouraging and enraging. Shutting out the world and shrugging my shoulders would be easier. Part of our demonstrating a belief in eternity, God's sovereignty, and spiritual transformation is by being keenly aware of the spiritual state of our culture so we can stand against corruption and the darkness that seduces millions into eternal separation from glory. It's a spiritual battle, so we shouldn't minimize the importance of our political participation. Supreme Court decisions, Presidential vetoes, Congressional debates--these are far from being inconsequential. Forget the selfish consideration of how laws and policies will affect us, and think about the immeasurable power politicians have in constructing the world for future generations. I hesitate to even type that cliche, "future generations," but consider the millions of children born into places--in America!--where they may never hear about the truth of Christ; their world can be so darkened and secluded from the kind of Christian America we know, that the light of Christ may never reach them. Abortion, gay marriage, sex education, human trafficking, drug abuse, pornography, liberal education--all of these devastating sins of our country will be levied against the lives of unborn generations by the stroke of a few politicians' pens. It's our indifference that allows that to happen.<br />
It is a spiritual battle, one that requires diligent, intercessory prayer that moves the hand of God through the thick, high walls of Washington, effecting changes we are powerless to make in the places none of us can reach: the minds of many godless, carnal leaders. <br />
Don't believe this is the time to withdraw into a monastic enclave of powerless cultural Christianity. Now is the time to engage ourselves in the battle with ferocity and passion for the Lord.<br />
Dr. Carson's speech at the Prayer Breakfast resonated like John the Baptist's criticism of Herod's impropriety with his brother's wife. Carson won't experience a literal beheading, though the press has been trying to decapitate his character ever since; and though he has drawn attacks onto himself, he has also stirred up the life blood in the hearts of many Christians who had resigned themselves to being ineffectual victims of an increasingly hostile culture. Let's experience life fully and learn what it's like to oppose evil wherever it resides.<br />
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<a href="http://www.therightscoop.com/full-speech-dr-ben-carson-speaks-at-cpac-2013/">Watch Dr. Ben Carson's CPAC 2013 speech.</a><br />
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<br />Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0tag:blogger.com,1999:blog-7642350529826531652.post-62043657466866887512013-03-26T20:28:00.001-07:002013-03-29T20:24:23.984-07:00My Mother Marched in DC to Protest Vietnam...I attended CPAC 2013. What's remarkable is I don't think my mother's flower-child views and mine are all that different. I think I would have been right beside her in those hippy-dippy late-60's, protesting our government's effort to export freedom at the cost of our nation's men, despite public opinion. I have to credit my sister with opening my eyes to this paradoxical similarity between my Tea Party consevativism and my mother's anti-war liberalism. I'm not stuffing flowers into the barrel of a National Guardsman's gun, but I am on Twitter telling the establishment to stuff it. I'm not delusional; I know my tweets never make the slightest twitter in the ears of a single politician, but my mother's marching didn't end the Vietnam War, either. She was driven with the same patriotic fervor that now energizes me: the unbridled American spirit that compels and even demands that I care deeply about what is happening in Washington. Because what those men (and few women) are discussing, signing, and bargaining away is my freedom and safety and future. <br />
<em>Righteous Indignation</em> and <em>Demonic</em> were two gigantic doses of schema-altering literature. I felt like my brain exploded, reading those two books back-to-back. A veil lifted. I could see the machinations of sordid politics that had been working behind the scenes to undermine true liberty and religious freedom in America since the nation's birth. I also felt a tremendous sense of my own responsibilty to at least pay attention to what is happening locally and at the state and national level, and not to rely solely on the main-stream media, not even on Fox News, but to search wide and deep for broader coverage of everything that's going on behind closed doors, under the rugs, in the nooks and crannies where politicians and other crooks hide their dirty, nefarious deeds. <br />
Everything my history teachers taught me was altered and distorted to fit the liberal narrative. The truth about who supported the Civil Rights Movement, as one example, was never brought to light. Either my teachers blatantly lied or purposely insinuated that those big, bad white Republicans had been oppressing blacks since Lincoln's assassination--a crime probably committed by a right-wing John Wilkes Booth--failing to mention that oh-so-insignificant detail that the Southern Democrats had always been the enemies of desegregation. Breitbart and Coulter tore down all those faulty, misconceived edifices and left me desperate to completely reconstruct my understanding of our history and our current condition.<br />
Now I'm consuming as much literature and blog media as my brain can handle--more than I can process, really. I read Levin's <em>Liberty and Tyranny</em>, Beck's <em>The Overton Window </em>and <em>Arguing with Idiots,</em> Malkin's <em>Culture of Corruption</em>; I watched <em>Occupy Unmasked</em> and <em>Runaway Slave.</em><br />
Then, on a whim, and at a good friend's urging, I booked a flight to DC for the last day of CPAC, where I would meet Phyllis Schlafly, Dr. Ben Carson, and Ann Coulter, among others. <br />
The convention wasn't all sunshine and tea parties. I left knowing Republicans are going to lose the next election, and the next, and the next, <em>ad infinitum</em>. They are going to compromise and prostitute themselves in a desperate attempt to win over liberal voters, "independents" or "libertarians," Hispanics, gays, and everyone else who holds up a middle finger to the GOP. I struggle to even find the right word to label my political beliefs. For simplicity, I call myself a Republican or a Conservative, because those are terms people identify with the Right, and at least that's the general direction where I'm standing. But those words are muddled because like the liberals, Republicans are twisting and bending words until they have an entirely new meaning, leaving us wondering why the "conservative Republicans" are sidling up next to our enemies on the Left (see Gingrich's say-nothing speech at CPAC 2013). The Tea Party deserves credit for the motivation and hope I now hold with the likes of Michelle Bachmann and Sarah Palin, two tremendous speakers at CPAC, I might add.<br />
There's a growing voice of dissent coming from people just like me, and it's not rumblings from the aged and uneducated, as the Left would like to believe. The voice of dissent is rising in young people, educated people, and we've never lifted our voices before. We're on Twitter, we're on the blogs, we're watching and listening more intently than ever. We're still drawing encouragement from the defeated candidates and from the badgered bloggers, and even from Breitbart, because once you've heard the truth, you know you're willing to go the distance, even to Washington, to stand, and to keep standing, no matter what they throw at us.Anonymoushttp://www.blogger.com/profile/05128605862523180480noreply@blogger.com0