Common Core Quick Facts Brochure

Monday, July 29, 2013

Bill Gates Exposes Depopulation Plan

Please listen to this three minute video from Bill Gates who has spent $150 million to develop the Core and corresponding curriculum, and to get lawmakers and business leaders to support it. 

Did you catch that? 
Population Growth - "If we do a really great job on new vaccines, health care and reproductive services, we could lower that by perhaps 10 or 15%."

Vaccines to reduce the rate of growth in population? The Bill and Melinda Gates Foundation and its partners in Africa are helping the organization achieve its goal of vaccinating every single child on the planet.  According to a recent report in the Malawi Voice, at least 131 Malawian children were vaccinated at gunpoint after having previously fled the country with their parents to avoid the mandatory jabs. Link1
The small village of Gouro in northern Chad, for instance, recently fell victim to the dark side of this vaccine agenda after at least 50 youth in the area developed paralysis following vaccination with "MenAfriVac," a new meningitis vaccine developed specifically for Africa. Touted as a preventive cure for meningitis, MenAfriVac reportedly caused each of the children, some of whom were as young as seven, to suffer hallucinations, convulsions, and ultimately paralysis. Link2
Now, the foundation has funded a new "sweat-triggered vaccine delivery" program based on nanoparticles
penetrating human skin. The technology is described as a way to "...develop nanoparticles that penetrate the skin through hair follicles and burst upon contact with human sweat to release vaccines." Link3

Reproductive Services - You mean like this? One of the programs recently funded by the foundation is a sterilization program that would use sharp blasts of ultrasound directed against a man's scrotum to render him infertile for six months. It might accurately be called a "temporary castration" technology. Link3
Or this? In 1995, the Catholic Women`s League of the Philippines won a court order halting a UNICEF anti-tetanus program because the vaccine had been laced with B-hCG. The Supreme Court of the Philippines found the surreptitious sterilization program had already vaccinated three million women, aged 12 to 45. B-hCG-laced vaccine was also found in at least four other developing countries. Link4

These are all part of the Gates Foundation's involvement in the "Grand Challenges Explorations" program which claims to be working to "achieve major breakthroughs in global health."
...breakthroughs like mass sterilization and nanoparticle vaccines that could be covertly administered even without your knowledge, it turns out. These nanoparticles could be used in a spray mist that's sprayed on to every person who walks through an airport security checkpoint, for example. Or it could be unleashed through the ventilation systems of corporate office buildings or public schools to vaccinate the masses. You wouldn't even know you were being vaccinated.

I choose where to spend my money. I choose to give to organizations that align with my belief system. I don't know for sure, but I would think Bill Gates also chooses to give to causes that align with his belief system. The question you have to ask yourself is "Do I want my children being taught according to standards and curriculum that were funded by Bill Gates and his philosophy?"  

Sunday, July 28, 2013

Iris Scans for Children Who Ride School Buses

Would you allow your child to do this?
From KELO News

SIOUX FALLS, SD  It sounds like a science fiction movie:  identifying students through a scan of the iris of their eyes. 
But the technology has actually been around for quite awhile and a South Dakota company has found an application for it that is starting to gain international attention.
Blinkspot hopes to revolutionize safety on school buses all over the world. Riding the bus is something 26-million kids do every day. But the small district of Chester got to be on the cutting edge of making that ride more secure, thanks to a South Dakota company called Blinkspot.
"We really take pride that we were the first ever to create a mobile application of iris technology for the commercial marketplace. It's never been done," Michael Hagan of Blinkspot said.
It's like something out of a science fiction film. In the Tom Cruise movie, "Minority Report", iris scanners were used for identification everywhere. 
"Your left and your right eye are unique. They do not match. And no two eyes are alike," Hagan said.
But as futuristic as it sounds, it's also very simplistic. 
"It's simply just going like that. That is the registration process. What makes it really unique, once we register child in system it is good for their entire academic career," Hagan said.
The binocular-style camera is mounted on the bus, and the driver has a tablet to tally the students. 
"They will walk up to camera; look into it, that's all they have to do. The driver is going to see this image, a buzz for bad, ping for good, letting them know that is the right child, or right bus, or if the child has gotten on the wrong bus," Hagan said.
Blinkspot officials say it can end the problem of kids getting on the wrong bus, getting off at the wrong stop or being forgotten on the bus or left behind at a field trip. 
Immediately after a child looks into a Blinkspot camera, parents are notified via email that their child has boarded a bus. They even get a map of where they are in real time. 
"You also need the parents’ approval. You need to get them to buy into this and that's been our biggest advocates; when parents start to receive these email notifications, they really start to feel they can take control and ownership into it," Hagan said.
Parents say as long as their child's information is secure, they're all for it.
"I know today people are pretty worried about the exposure of their children with Facebook and social media. But as long as it was intended for safety and you being able to know where your child is; that they're not left behind, yeah, I would be for that," Dad Erin McManus said.
"I think it is a good idea.  It's always good to know where your child is, every second of the day. I used to work in the schools in a different state and I have heard of kids being left on the bus or getting dropped off at the wrong spot. I don't see anything wrong with it," Mom Jill Malloy said.
 Continue reading and watch video at KELOLAND.COM

Just a few of my own personal thoughts here. I grew up riding the school bus to and from school. The driver always knew who was and was not to be on the bus. Teachers and parents always counted children on field trips. To my knowledge no one was ever left behind on a field trip. I know the drivers of the buses I rode, walked through the bus on return to the bus barn. To be fair, I did get off a school bus at the wrong building my first day of first grade. Somehow, I survived, and never did that again. Of course I want children to be safe. My question is, "How much of our privacy are we willing to give up in the name of safety?" 

Saturday, July 27, 2013

Jane Robbins, JD, of American Principles Project, Responds to SD Board of Regents Executive Director

From the Rapid City Journal:

Jack R. Warner, Executive Director and CEO, South Dakota Board of Regents wrote a piece for the Rapid City Journal in which he touts the Common Core as being the way to create a workforce for the 21st Century. 
You can read Mr. Warner's article here.
Common core standards an economic issue

Now Jane Robbins, has penned a response. Jane Robbins, J.D., writes from Stone Mountain, Ga., where she is an attorney and senior fellow with American Principles Project and co-author of “Controlling Education From the Top: Why Common Core Is Bad for America.” Robbins will be the main speaker at a South Dakota Citizens for Liberty conference in Rapid City on Aug. 24.
Common Core instills mediocrity in education
South Dakota Board of Regents President Jack Warner (July 13 Forum) has a firm grasp on all the talking points of the Common Core proponents: The new national standards are "rigorous;" they will make our students "college- and career-ready;" they will lead to "deeper understanding." All of this sounds good, but none of it is proven (the standards have never been tested or piloted) and none of it is true.
In fact, as one of the authors of the national math standards has publicly admitted, the "college" that Common Core is designed to prepare our students for is a nonselective community college, not a four-year university. The only mathematician on the Common Core Validation Committee (that is, the only scholar with an advanced degree in mathematics, not education) refused to sign off on the standards because he said they would put our students at least two years behind those of higher performing nations by eighth grade.
The Common Core English language arts standards fare no better in the "rigor" department. In the first place, they were written by only two people (David Coleman and Sue Pimentel), neither of whom has ever taught English. Indeed, a search of the entire "Work Group" that was formed to (theoretically) help draft the standards reveals not a single English teacher or English professor. Dr. Sandra Stotsky, who is the nation's premier expert on English standards and who served on the Common Core Validation Committee, refused to sign off on them because she recognized them to be inadequate for preparing students for authentic college coursework.
Continue Reading at RC Journal

You can learn more about the Common Core Conference, August 24, 2013, Rapid City, SD here.

Michael Petrelli, Common Core Supporter Says The Common Core is a Hypothesis

On Thursday, I had the opportunity to watch a webinar from the Fordham Institute and Democrats for Education Reform. Right out the gate, at minute 3:25, I was surprised at what I heard. Michael Petrelli, Executive VP at Fordham, a strong supporter of the Common Core Standards said, "...using the Common Core as the standards and then the Common Core assessments as the measures of whether or not schools are getting kids where they need to be, that that works and it makes a lot of sense. It's based on a hypothesis, the hypothesis being that if students do well against those standards and do well on the Common Core tests, ...that the hypothesis is that then the students will be able to go on and do well in college or go on and get a good paying job. And I think that hypothesis makes sense. We can't prove it right now. But I think it all makes sense."

He goes on to say, "Some schools of choice should be able to opt out. Common Core may not be a good fit. Schools that are going to be on the far progressive end of the spectrum, who say we just don't believe in testing as a measure of what kids are going to be able to do. An example would be High Tech High, California.  Their kids don't test well on state tests, but college going and college graduates are through the roof. There are some very high performing schools, such as very affluent suburban schools and other magnet, private or charter schools that should not be forced to adopt the CCSS, it will not be a good fit for them. I worry about making good schools look bad."

I thought the Common Core Standards were internationally benchmarked to the highest performing nations in the world.

Students at High Tech High, a charter school in California, funded by the Bill and Melinda Gates Foundation, "do not do well on state tests, but their college going and college graduation rates are through the roof." What is that? State test results have nothing to do with college going and college graduation rates? The Bill and Melinda Gates funded Common Core Standards, are not a benchmark, by which the Bill and Melinda Gates funded charter school, High Tech High, should be judged?   We know that Sidwell Friends, the affluent private school the Obama girls attend, will not be adopting or even aligning to the Common Core. So why should my children and grandchildren by judged by the Common Core and it's assessments?

The question so many ask is, "Where is the empirical evidence that Common Core Standards, it's teaching methods and assessments, have been tested and proven?" Well, Michael Petrelli just answered that. The Common Core is a hypothesis.

Thursday, July 25, 2013

July 29, 2013 - Movie Night - "Indoctrination"


Monday, July 29th 7:00 to 9:00 


At the Ramkota Amphi-theatre 
Best Western Plus Ramkota Hotel, 
3200 W. Maple Street • Sioux Falls, SD 57107
$5.00 coverage charge covers the movie and popcorn

Every patriotic Christian must see this movie!! How the government has taken over public education grade K-12 and used education and the NEA to indoctrinate every student into liberalism, socialism, and secular humanism. No school is exempt, and Christian teachers will be fired if the attempt to impact any student.

Please invite friends, neighbors and relatives. Share on Facebook, and forward via email. Put an announcement in your church.

Hosted by SD Tea Party

Wednesday, July 24, 2013

Common Core Forum - Sioux Falls - September 17, 2013

SAVE THE DATE! To Learn about our education program in South Dakota!
Learn about how the new “Common Core” curriculum will  change our children and their futures, to self- sufficient and independent adults.
Please inform ALL parents, caregivers, guardians and families with special needs children (and adults with special needs too) on IEPs/504s, home school parents, private school parents and non-accredited schools and their families to attend this very important event as well. This is not just a public school issue. ALL are invited to learn.
You will listen to two different sides of this discussion.
This is NOT a republican or democratic issue.
This is about our children, families and tax dollars.
Please pass this information to other friends and family and share on Facebook or any other social media.

When and Where:
You and your co-workers, friends and family are invited! Tuesday, September 17, 2013, 7:00pm - 8:30pm
Located: Good Samaritan Jerstad Center, 4800 W 57th St, Sioux Falls

The panel will feature:
•             Dr. Melody Schopp, SD Secretary of Education;
•             Dr. Rick Melmer, advisor for several educational agencies at both the state and national level, former USD dean of the School of Education & former SD Secretary of Education;
•             Sen. Phyllis Heineman;
•             Sen. Ernie Otten;
•             Rep. Jim Bolin; and
•             Shane Vander Hart, founder & President of 4:15 Communications, founder & editor-in-chief of Caffeinated Thoughts, and was recently recognized by Campaigns & Elections Magazine as one of the top political influencers in Iowa because of his political blogging.

For more information please contact:
Betty Otten, President
Siouxland Republican Women

Thank you so very much for your time and we hope to see you there!
Sara and Lenny Lindquist
Parents and business owners
Sioux Falls, South Dakota

Federal Court Trying the US Dep't of Education for Destruction of FERPA - Today

From What is Common Core:
Today is big.

The federal district court in Washington, D.C. is hearing arguments today from Khalia Barnes and Marc Rotenburg of the Electronic Privacy Information Center in support of nationwide student privacy, in support of parental consent laws, in support of protective definitions of terms.

So, who on earth is on the opposite team? Who’s actually arguing against student privacy? Drumroll….

The big question is, why isn’t this gigantic, unbelievable story being covered by the mainstream media?

It’s not important enough? People don’t really care about the privacy rights of children? Parents don’t really care that their parental consent rights have been undercut by the U.S. Department of Education? It’s no big deal that the U.S. Department of Education redefined terms that include “directory information,” “educational agency,” and “authorized representative,” –loosening and widening each term to make students’ privacy easier to hack?

No big deal?

Shame on the mainstream media for blacking this out in favor of non-news, celebrity scandals and trumped-up racism stories.

Read More

You can read more about South Dakota's Statewide Longitudinal Data System and the data collection here.

Tuesday, July 23, 2013

Biometric “Mood” Bracelets To Be Used In Chicago Classrooms

From Stop Common Core in Illinois

NOTE: This program is not specific to Common Core but a part of the new trend to collect data on our kids.  This is yet another example of the Bill and Melinda Gates Foundation using funding to introduce controversial programs into our schools. FERPA student privacy laws are quietly being loosened to allow for biometric data to be collected and shared.

(Stephanie Simon)   Bill & Melinda Gates Foundation, which has poured more than $4 billion into efforts to transform public education in the U.S., is pushing to develop an “engagement pedometer.” Biometric devices wrapped around the wrists of students would identify which classroom moments excite and interest them — and which fall flat.
The foundation has given $1.4 million in grants to several university researchers to begin testing the devices in middle-school classrooms this fall.
The biometric bracelets, produced by a Massachusetts startup company, Affectiva Inc, send a small current across the skin and then measure subtle changes in electrical charges as the sympathetic nervous system responds to stimuli. The wireless devices have been used in pilot tests to gauge consumers’ emotional response to advertising.
Gates officials hope the devices, known as Q Sensors, can become a common classroom tool, enabling teachers to see, in real time, which kids are tuned in and which are zoned out.
Existing measures of student engagement, such as videotaping classes for expert review or simply asking kids what they liked in a lesson, “only get us so far,” said Debbie Robinson, a spokeswoman for the Gates Foundation. To truly improve teaching and learning, she said, “we need universal, valid, reliable and practical instruments” such as the biosensors.
Skeptics aren’t so sure. They call the technology creepy and say good teachers already know when their students are engaged. Plus, they say it’s absurd to think spikes in teenagers’ emotional arousal necessarily correspond to learning.
“In high school biology I didn’t learn a thing all year, but boy was I stimulated. The girl who sat next to me was gorgeous. Just gorgeous,” said Arthur Goldstein, a veteran English teacher in New York City who has long been critical of Gates-funded education reform.
The engagement pedometer project fits neatly with the Gates Foundation’s emphasis on mining daily classroom interactions for data. One of the world’s richest philanthropies, the foundation reflects Microsoft founder Bill Gates’ interest in developing data collection and analysis techniques that can predict which teachers and teaching styles will be most effective.
The Gates Foundation has spent two years videotaping 20,000 classroom lessons and breaking them down, minute by minute, to analyze how each teacher presents material and how those techniques affect student test scores.
The foundation has also asked 100,000 kids around the country detailed questions about their teachers: Does she give students time to explain their ideas? Does he summarize the lesson at the end of class? That data, again, will be correlated with test scores to try to identify the most effective teaching styles.
The foundation has spent $45 million on such research, under the umbrella name Measures of Effective Teaching.

Monday, July 22, 2013

Warnings From Milgram, Stotsky and Iserbyt

Hear James Milgram, Sandra Stotsky and Charlotte Iserbyt's urgent warnings about today's education system.

Stanford University emeritus professor of mathematics and NASA Consultant, James Milgram, the only academic mathematician on Common Core’s Validation Committee, refused to sign off on the final draft of the national standards. He describes the standards as having “extremely serious failings,” reflecting “very low expectations,” and ultimately leaving American students one year behind their international peers by fifth grade and two years behind by seventh grade. Link1

Dr. Sandra Stotsky of the University of Arkansas served on the Common Core Validation Committee but refused to sign off on the ELA standards because of "poor quality, empty skill sets, the de-emphasis on literature, and low reading levels, such as 8th grade levels for 12th grade students." Link2

Charlotte Iserbyt is the consummate whistleblower! 
Iserbyt is the author of "The Deliberate Dumbing Down of America." Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America's classrooms. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000. She has also served in the American Red Cross on Guam and Japan during the Korean War, and in the United States Foreign Service in Belgium and in the Republic of South Africa. Iserbyt is a speaker and writer, best known for her 1985 booklet Back to Basics Reform or OBE: Skinnerian International Curriculum and her 1989 pamphlet Soviets in the Classroom: America's Latest Education Fad which  covered the details of the U.S.-Soviet and Carnegie-Soviet Education Agreements which remain in effect to this day. She is a freelance writer and has had articles published in Human Events, The Washington Times, The Bangor Daily News, and included in the record of Congressional hearings. Link3

Sunday, July 21, 2013

Common Core Standards are More Rigorous

One of the many "good" things we have been told about the Common Core Standards is that they are more rigorous. The question has been asked, "What is meant by more rigorous?"

First let's define rigorous. According the
rig·or·ous  [rig-er-uhs]  adjective
1. characterized by rigor; rigidly severe or harsh, as people, rules, or discipline: rigorous laws.
2. severely exact or accurate; precise: rigorous research.
1. stern, austere, hard, inflexible, stiff, unyielding. See strict. 2. demanding, finical. 3. hard, bitter.

rig·or  [rig-er]  noun
1. strictness, severity, or harshness, as in dealing with people.
2. the full or extreme severity of laws, rules, etc.
3. severity of living conditions; hardship; austerity: the rigor of wartime existence.
4. a severe or harsh act, circumstance, etc.
1. inflexibility, stringency. 4. cruelty.

Now that we have the definitions of rigor and rigorous, please watch this video. Is this what "more rigorous" means in Kindergarten?

Note the name of the educational publishing company on the math papers - Sir Michael Barber is CEA of Pearson Educational. You can read more about him here.

Saturday, July 20, 2013

Douglas County School Board, Colorado, Adopts Resolution Opposing Common Core

From Castlerock, Colorado
The Douglas County School Board unanimously adopted a resolution July 16 opposing the Common Core Standards in favor of the district’s own.

The Douglas County School District’s standards are “more rigorous, more demanding, more thorough, and reflect higher expectations and aspirations for our students than any national standard now in existence, including the Common Core Standards,” according to the resolution. 

The Common Core Standards are a set of U.S. educational criteria introduced in 2010 to improve the quality of American education. Though they aim to step up academic expectations and bridge a growing global achievement gap, DCSD’s curriculum is designed to surpass those standards. Colorado and most other states adopted the national curriculum, but individual districts in the state are allowed to set their own.

“The Common Core Standards, while reasonable and appropriate for many school districts to emulate, are not reasonable or appropriate in Douglas County … and do not meet the expectations this district has for all of our students,” according to the resolution.

DCSD instead developed what it calls the Guaranteed and Viable Curriculum, which place a stronger emphasis on critical thinking and other skills, and makes changes to some teaching methods. School leaders previously have referred to the Common Core Standards as “the floor,” with the district’s standards rising above them.

The resolution formally states DCSD’s opposition to “a one-size-fits-all application of the Common Core Standard.”

“In Douglas County, our taxpayers, parents, teachers and students expect the very highest and rigorous standards — as embodied in our Guaranteed and Viable Curriculum — that will allow our students to learn today and lead tomorrow,” according to the resolution.

School board president John Carson introduced and read the resolution during the board meeting. It was adopted without comment from other board members.

A model for all school boards to follow. This is what local control is about - parents and local school boards developing their own standards.

North Carolina Governor Sends Letter With 67 Questions About Common Core

You can read Lt Gov. Forest's letter to North Carolina State Education Officials here.

From NC Lt. Gov. Dan Forest's Facebook Page:
Common Core NC Update:
For those of you following my efforts to seek answers to #CommonCore in North Carolina, please be aware that my 67-question letter to the Department of Public Instruction (DPI) will be answered. Yesterday after receiving my letter, DPI asked that I supply 10,000 pieces of paper so that they could answer my questions. We delivered the paper this afternoon. Upon receipt of their reply to my letter, my team will methodically research all the answers supplied so that we can push this dialogue at the upcoming Board of Education meetings. I will keep you updated on the progress of this effort. The picture you see is of the 10,000 pieces of paper we delivered to DPI.

Friday, July 19, 2013

Governor Daugaard Leading South Dakota to the New World Order

From Steve Sibson, January 2012:
I attended Governor Daugaard's budget presentation this morning in Mitchell. His goal was to promote two initiatives. One was a Workforce Initiative and the other was in education, as the Secretary of Education was present. He actually admitted that the two were to be connected at the hip.
He started out with the South Dakota Workforce Initiative, Not sure how you get the "WINS" Initiative out of that, but he mentioned the importance of South Dakota being a part of a "global high-tech economy". The WINS web site also mentions that goal:
That's why we've launched South Dakota Wins, a workforce development program that brings together government, education and business leaders to capitalize on South Dakota's tremendous potential. The components of this program will help South Dakota develop and attract a stronger, more educated workforce, positioning us well to compete in an ever changing a dynamic global economy.
Clearly this is the "Planned Global Economy" of the New World Order as stated here. And also note the combination of "government, education and business leaders". Education is now about providing human resources to the monopoly capitalists. And for those of us who are critical thinkers, we know that planned economies are not the most efficient, and they lead us to a tyrannical situation. Daugaard proved it with statistics. From 1971 to 2011, the numbers of students in K-12 decreased 28.5% as the number of teachers increased 10%, while support and administrative headcount jumped 65%. The result has been the doubling of the cost of per student while academic results remained flat.
So he made the argument that it would be foolish to put more money into a system that does not provide results. Unfortunately, his "change of focus" actually means doing more of the same that caused the problems in the first place. He correctly stated that the key was effective teachers (versus added a bunch of mediocre teachers as we have done). What he proposed next has already been underway, and that was establishing standards with recently adopted Common Core Standards as the criteria for tests that are to be used three times a year. Based on those results, the top 20% of teachers will received a $5,000 bonus. This is promoted as merit pay, but I see it more as a pay-off to the teacher's unions to get their support to force international standards down our throats. He will probably drop the threat of removing tenure to pull a Hegelian dialectic based compromise.
Continue reading at Sibbyonline

Christians Should Reject David Coleman's Charm Offensive

Great piece by American Principles Project's Jane Robbins. 
David Coleman, the non-English teacher who wrote the Common Core national English language arts (ELA) standards, is conducting a charm offensive to persuade Christians to embrace the new national standards. According to Mr. Coleman, students "educated" under Common Core will be better readers and better able to understand Scripture, and thus will enjoy deeper and more satisfying spiritual lives. Quite a claim for any set of school standards – much less standards based on an arid view of workforce-training rather than true education.
The central organizing theme of the Common Core ELA standards is that study of creative literature must be diminished in favor of nonfiction "informational texts." The idea is that students should be drilled in the types of documents they are more likely to encounter in their entry-level jobs (and make no mistake, Common Core is a workforce-development model, not an education model).
What is Coleman’s evidence that switching focus from classic literature to nonfiction (including Federal Reserve documents and the EPA’s "Recommended Levels of Insulation") will create better readers? There is none. To the contrary, all the historical and empirical evidence confirms the opposite. As Dr. Sandra Stotsky and Dr. Mark Bauerlein have shown, "classic literary texts pose strong challenges in vocabulary, structure, style, ambiguity, point of view, figurative language, and irony." Isn’t this the kind of education students need to be able to understand Scripture – much of which, obviously, is constructed as stories, parables, and creative literature?
Continue Reading at FightCommonCore.
Jane will be speaking at Making Common Core Common Knowledge in Rapid City, SD Aug 24, 2013, hosted by South Dakota Citizens for Liberty. You can learn more about that event on their FB page or here.

Tuesday, July 16, 2013

Common Core - The Latest Reform Directive

We have shared with you the video of Shirley McCune, the Senior Director of McRel, at the 1989 National Governors' Conference on Education. She shares these three new objectives of education 
  • Total transformation of our society (sound familiar?)
  • Facts and information(knowledge) no longer primary purpose of education
  • The close connection between economic(sustainable) development and human capital(labor)
She also shares that this movement has been going on for about 10 years. That means the efforts to fundamentally transform education, by not teaching facts and information, and changing the goal of education to creating a workforce for a global economy, have been happening for many years. 

You can watch that video here.

Today, I want to share with you a story about a 29 year veteran teacher from Los Angeles. He has seen many "education" initiatives come and go in his career as a teacher. Here is a clip of what he has to say about those schemes and the current scheme, Common Core.

Monday, July 15, 2013

Teacher Paul Horton Writes Open Letter to Obama

From EdWeek:
Dear Mr. President,
Like thousands of experienced classroom teachers throughout our great country, I am very concerned about how you decided to go the way that you did with your Education policies. I was recently told by a close friend of the yours that "Arne's Team looked at all of the options" and decided to go with its current policies because "they would get us where we needed to go more quickly than any other set of alternatives." I was also told, "that not everybody could be in the room."
The problem was that you and Mr. Duncan did not listen to experience. The blueprint for Arne's plan for stimulus investment that morphed into the Race to the Top Mandates (RTTT) featured advisers from the Gates and Broad Foundations, analysts from McKinsey Consulting, and a couple of dozen superintendents who were connected, like Mr. Duncan, to the Broad Foundation. Most of those who were invited to advise you were committed supporters of heavy private investment in Education who favored high stakes testing tied to teacher evaluations. Most of these advisers also favored the scaling up of measurable data collection as a way to measure progress or lack of progress in American Education.
If you had listened to the leading experts on standardized testing and the achievement gap, you would have learned that your policies were bound to fail. Our former colleague here at the U of C, Professor James Coleman, was the first to establish this empirically. You should have taken the time to learn learn about Campbell's Law, a concept that is taught in every graduate level statistics course here at the University of Chicago.
Continue to EdWeek to read the rest of the letter.
Thank-you Paul Horton.

Sunday, July 14, 2013

Feds Possibly Raising Phone Taxes to Pay For CC Test Taking

New taxes to pay for this national education because history has shown that federal money in public education has raised student achievement?

From Heartland:

The Obama administration may raise taxes on everyone’s phone lines by about $5 per year to increase K-12 tech subsidies because most schools cannot administer the computerized Common Core tests coming out in 2015.
President Obama announced the Federal Communications Commission (FCC) will likely overhaul the schools and libraries universal service support program, commonly known as E-Rate. He also asked the U.S. Department of Education to use federal funding to give teachers more training in using technology.
Within the next month, telecom observers expect FCC to publicly propose new rules within an extensive document typical of federal regulation-making, said Douglas Levin, executive director of the State Educational Technology Directors Association.

South Dakota STARS

Many call the data collection of common core, the "creepy" part of Common Core. Part of the American Recovery and Reinvestment Act, required all 50 states to build a Statewide Longitudinal Data System(SLDS). States are required to build a P-20 database, pre-school through doctorate. South Dakota's is called Student Teacher Accountability System (STARS). We have gone one step further and said we will design our SLDS to be able to expand to the workforce.  You can find the grant application for $5 million and amount awarded, $3 million, here. On page 13 of the application this paragraph is a pretty good summary of SD STARS.

Saturday, July 13, 2013

College and Career Ready?

So, we've been told that we need the Common Core Standards to make children "College and Career Ready." Hear what a representative of the College Board says about the Common Core Standards slowing down math, omitting calculus and the dumbing down of the AP courses.

Friday, July 12, 2013

Common Core Is United Nations Education

Jeffrey Kibler clearly lays out the plan of the UN and others to create a global economy and citizenship by using the "education" system to create cogs in a managed society. History shows that if you want to change a society, you start with the children.

Common Core Based On UN Education Program and Agenda 21

Agenda 21, also known as “sustainable development,” is the action plan to inventory and control all land, all water, all minerals, all plants, all animals, all construction, all means of production, all information, all energy, and all human beings in the world.  This plan was birthed at the 1992 United Nations Rio Earth Summit, officially known as the United Nations Conference on Environment and Development (UNCED). President George HW Bush signed the United States (US) onto this plan by along with 178 other world leaders. Read all of The Brenner Brief‘s coverage of Agenda 21 here.

Agenda 21 is broken into 8 sections: Agriculture; Biodiversity and Ecosystem Management; Education; Energy and Housing; Population; Public Health; Resources and Recycling; Transportation, Sustainable Economic Development. Agenda 21 is gross overreach of the government and is already affecting Americans lives in all areas even though most don’t just how intrusive and far reaching Agenda 21 has become in America. Another example of this is the intrusion into education in the form of the “Common Core” curricula and standards.

Tuesday, July 9, 2013

Common Core Is A Move Toward A Federal Curriculum

Thank-you Mitchell Superintendent, Joe Graves, for standing with the families of Mitchell and local control.

During the meeting’s public commentary segment, Mitchell resident Steve Sibson expressed concern about the pending statewide adoption of common core curriculum standards.
“It’s my belief that common core is not about the quality of education, but the control of our kids,” Sibson said.
“Common core is not the way to go,” agreed Graves, who said the district is being forced into preparing curricula to meet the new standards. Graves said after the meeting the move to common core standards in math, English and other subjects in the future is a move toward a federal curriculum.
Please read the full story from the Mitchell Republic here.

Monday, July 8, 2013

Why States Should Hop Off the National Standards Bandwagon

When “states signed on to common core standards, they did not realize…that they were transferring control of the school curriculum to the federal government,” said Sandra Stotsky, 21st Century Chair in Teacher Quality at the University of Arkansas’s Department of Education Reform, speaking at The Heritage Foundation on Tuesday.
Stotsky and four other education scholars from around the nation met to discuss the Obama Administration’s growing push for Common Core national education standards and why states should resist Washington’s attempt to further centralize education.
The Obama Administration’s press for common education standards is not the first time the federal government has attempted to meddle in school curriculum, as Williamson Evers, research fellow at the Hoover Institution, explained at Tuesday’s event. While the creation of national standards has been led by the National Governors Association and the Council of Chief State School Officers, the standards have been “pushed by the Obama Administration,” explained Evers. “So this is where we are now. The feds are financing the tests. They’re financing model curriculum.”
Federal involvement in curriculum, as attorney Kent Talbert of Talbert & Eitel explained, raises critical legal questions. As he points out in a February report, three federal laws prohibit “federal direction, control, or supervision of curricula, programs of instruction, and instructional materials…in the elementary and secondary school arena.” The Obama Administration’s actions to condition federal Race to the Top funding on a state’s adoption of Common Core standards, as well as the Administration’s recent move to condition No Child Left Behind waivers on a state’s adoption of the standards, runs afoul of these laws.

Who Really Wrote Common Core ELA Standards

Dr Sandra Stotsky and Jane Robbins pull the curtain back on who wrote the CCSS.
Common Core’s national K-12 standards, in English language arts (ELA) and math, supposedly emerged from a state-led process in which experts, educators, and parents were well represented. But the people who wrote the standards did not represent the most important stakeholders. Nor were they qualified to draft standards intended to “transform instruction for every child.” And the Validation Committee that was created to put the seal of approval on the drafters’ work was useless if not misleading, both in its membership and in the process they had to follow. One of us served as the ELA content expert on that Committee and can attest to its deficiencies.
For many months after the Common Core State Standards Initiative (CCSSI) was launched in 2009, the identities of the people drafting the “college- and career-readiness standards” were unknown to the public. CCSSI eventually revealed the names of the 24 members of the “Standards Development Work Group” in response to complaints from professional organizations and parent groups about the lack of transparency.
What did this Work Group look like? Focusing only on ELA, the make-up of the Work Group was quite astonishing: It included no English professors or high-school English teachers. How could legitimate ELA standards be created without the very two groups of educators who know the most about what students should be and could be learning in secondary English classes?