No Way, ESEA!
AN OPEN LETTER TO SENATOR BOB CASEY,
PENNSYLVANIA
Pre-script - see page 3 for White Rat,
Required Baby Conditioning
SENATOR
BOB CASEY (D PA) pushes his "Federal
Template" for Universal Pre-K to be attached as an Amendment to the
Reauthorization of ESEA, No Child Left Behind (Source:
http://www.casey.senate.gov/newsroom/releases/casey-unveils-universal-pre-k-bill )
NO,
SENATOR CASEY! Pennsylvania
parents are not going to allow you to duplicate the violations of privacy,
Civil Rights, and federal law and push those violations onto other states. Leave our babies alone. We are requesting
that the United States Department of Education General Counsel review these
alleged violations and investigate these violations, now.
SENATOR
CASEY,
why does your bill coordinate with H.R. 5 and Senator Alexander's Reauthorization of ESEA
to extend education into the affective domain (social, emotional, and
behavioral standards) for our babies? Your bill violates the Civil Rights of
our families and children. Your bill violates privacy. Your bill violates the
Protection of Pupil Rights Amendment, PPRA. Your bill violates Pennsylvania
State Policy Basic Education Circular 8-90.
Your
March 4, 2015 Press Release noted:
"Additionally, as Congress moves toward a reauthorization of the Elementary and Secondary Education Act (ESEA) Casey unveiled new legislation, the Continuum of Learning Act, which could be offered as an amendment and would strengthen coordination and alignment between early childhood programs and elementary schools. As universal pre-k advances in states like Oklahoma and New York, Casey’s bill is set to serve a federal model."
Senator Casey's
Prepare All Kids Act will: "Ensure high quality learning by requiring prekindergarten programs to utilize a research-based curriculum that supports children’s cognitive, social, emotional and physical development and individual learning styles."
Senator Casey's
Continuum of Learning Act:
"Asks states to review and revise their early learning guidelines for birth-to-kindergarten and their K-3 standards to ensure that standards address not only the academic content areas but also the areas of social and emotional development, physical and health development, and approaches to learning that make academic achievement more likely (based on a recommendation of the National Research Council 2008 report)" (Emphasis added)
"Further encourages professional development of teachers in community early childhood education settings and in school settings, including joint professional development, and provides professional development to elementary school principals and other administrators in child development and appropriate teaching practices (currently an allowable but under-utilized use of ESEA funds)"
Pennsylvania
is a leader in the implementation of non-academic psychological interventions
and assessment in the affective domain. Pennsylvania is a leader in the data
collection, creating a unique national ID given to every student since 2007,
for the transformation of a "birth to workplace" database that
monitors individuals, implemented through grants from the IES/ National Center
for Education Statistics. The Pennsylvania Information Management System (PIMS)
integrated Pre-K into the data collection system in grants totaling over $24+
million dollars. (Source: http://nces.ed.gov/programs/slds/state.asp?stateabbr=PA
) PIMS is already collecting data on
babies in Head Start, Keystone Stars, and Pre-K Counts. All of the above statements violate the protection of
our children and our families.
Senator
Alexander's Reauthorization legislation (Source: http://www.help.senate.gov/imo/media/AEG15033.pdf
) explains in detail what type of
individual personally identifiable information [See pp 20, 22 clause (ii)]
on our babies and our children that would be collected and entered into the IES
federal data base. (pp 150-151, 374) These interventions are "universal" treatment for ALL
CHILDREN. (See the Three Tiered Approach for Positive Behavior Intervention
and Supports pictured below.) These identifications and interventions are subjective
and anecdotal judgments called Positive Behavior Interventions and
Support, Response to Interventions, Specialized Student Instructional Support and
remediation through IDEA, Individuals With Disabilities Education Act.(See
page 80, children "at-risk of failing...state academics standards...in
preschool through grade 2 shall be selected solely on the basis of such
criteria as teacher judgement...") [See
pp 113, 121, 138, 140, 194-195, 213, 223, and page 353, scientifically valid
research defined in Head Start (Pyramid Model, see below)]
Pages
353 and 354 define "scientifically" defined research called Specialized
Student Instructional Support Personnel: (also defined in HR 5, page 496)
(35) SPECIALIZED INSTRUCTIONAL SUPPORT
PERSONNEL; SPECIALIZED INSTRUCTIONAL SUPPORT SERVICES.—
(A) SPECIALIZED INSTRUCTIONAL SUPPORT PERSONNEL.—The term ‘specialized instructional support personnel’ means school counselors, school social workers, school psychologists, and other qualified professional personnel involved in providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary services (including related services as that term is defined in section 602 of the Individuals with Disabilities Education Act) as part of a comprehensive program to meet student needs.
(B) SPECIALIZED INSTRUCTIONAL SUPPORT SERVICES.—The term ‘specialized instructional support services’ means the services provided by specialized instructional support personnel.
Since
Pennsylvania is a federal template for psychological social,
emotional, and behavioral conditioning and remediation/treatment in the
affective domain (attitudes, values, beliefs, and dispositions) I have included
an activity from the Pennsylvania PATTAN, Pennsylvania Training and Technical
Assistance Network, that trains our teachers how to implement treatment for
babies in the Functioning Behavioral Assessment: (Source: Functional Behavioral
Assessment: http://pattan.net-website.s3.amazonaws.com/images/2014/06/10/FBA_Process_Bklt_0514.pdf
p.27)
 |
| (Notice that this exercise is a brazen reference to the behaviorist John B. Watson's horrific experiments with baby Albert and the rat! Read more HERE.) |
Teacher
Anecdotal Judgement - Re-Training in the Affective Domain
Three
Tiered Approach to Positive Behavioral Interventions and Supports & Vanderbilt's
Pyramid
Model of Interventions of Social & Emotional Behavior
 |
| http://csefel.vanderbilt.edu/resources/pyramid.html |
SENATOR
CASEY,
Pennsylvania is in violation of federal laws, state laws, Civil Rights, and
privacy. But yet, you want Pennsylvania to be a federal template
for ALL OTHER STATES? Former Governor Corbett expunged the non-academic
psychological standards called Interpersonal Skills Standards from the
Pennsylvania SAS, Standards Aligned System portal because of these violations.
Are you trying to make what Pennsylvania is doing legal, knowing that what they
are currently doing is illegal? Parents
say, "No!"
These
types of reeducation of students require remediation of teachers. Teachers must
be re-educated to implement these behavioral interventions EXACTLY
AS THEY HAVE BEEN TAUGHT AND EXACTLY AS THEY HAVE BEEN TOLD TO IMPLEMENT AND
DOCUMENT INTO THE FEDERAL DATA BASE.
SENATOR
CASEY,
the following documentation is the
definition of the "scientific valid research" called fidelity:
"Delivering an intervention with FIDELITY means delivering it EXACTLY the way it was designed and in the way it was implemented during research studies that have validated its effectiveness. Important components of fidelity include: content, dosage/schedule, and group size." (Emphasis added)(Source: Data Based Individualization, Intensive Interventions; http://www.intensiveintervention.org/sites/default/files/DBI%20a%20Framework%20for%20Intensive%20Intervention.pdf; pp. 3-6; Vanderbilt's Pyramid Model of Social & Emotional Development http://csefel.vanderbilt.edu/resources/pyramid.html)
SENATOR
CASEY, Pennsylvania parents refuse to continue to allow these violations to
continue on our children and on our babies. Senator Alexander's Reauthorization
of ESEA, and your amendment for Universal Pre-K education and interventions in
the affective domain MUST BE STOPPED.
STOP violating our children and families' Civil
Rights and privacy.
STOP
the Reauthorization of ESEA.
STOP your Universal Pre-K.
Pennsylvania's Intervention "Federal Template" For All
States
Documentation of Teacher Interventions and Treatment in the Affective Domain
Source: Positive Behavior Intervention and Supports PBIS: Overview of waiver principles, Implementation Blueprint: http://www.pbis.org/Common/Cms/files/pbisresources
SWPBS_ImplementationBlueprint_vSep_23_2010.pdf
Source: Response to Intervention: http://www.aiu3.net/uploadedfiles/Teaching_and_Learning/IDEA_and_Training_Consultation/rti-overview033009_2010.pdf
Source: Training: http://www.aiu3.net/uploadedfiles/Teaching_and_Learning/IDEA_and_Training_Consultation/RtI-Readiness_ELem.pdf
Documentation of Teacher Interventions and Treatment in the Affective Domain
Source: Positive Behavior Intervention and Supports PBIS: Overview of waiver principles, Implementation Blueprint: http://www.pbis.org/Common/Cms/files/pbisresources
SWPBS_ImplementationBlueprint_vSep_23_2010.pdf
Source: Response to Intervention: http://www.aiu3.net/uploadedfiles/Teaching_and_Learning/IDEA_and_Training_Consultation/rti-overview033009_2010.pdf
Source: Training: http://www.aiu3.net/uploadedfiles/Teaching_and_Learning/IDEA_and_Training_Consultation/RtI-Readiness_ELem.pdf
Source: Scoring Rubric: http://www.aiu3.net/uploadedfiles/Teaching_and_Learning/IDEA_and_Training_Consultation/SLD-Scoring_Rubric.pdf
Source: Functional Behavioral Assessment: http://pattan.net-website.s3.amazonaws.com/images/2014/06/10/FBA_Process_Bklt_0514.pdf
Source: SAS Portal: Interpersonal Skills Search: http://www.pdesas.org/module/content/search/#search
Source: Functional Behavioral Assessment: http://pattan.net-website.s3.amazonaws.com/images/2014/06/10/FBA_Process_Bklt_0514.pdf
Source: SAS Portal: Interpersonal Skills Search: http://www.pdesas.org/module/content/search/#search
Source: Behavioral Observation of Students in School, BOSS, Pearson:
User Guide, Lehigh University: http://images.pearsonclinical.com/images/Assets/BOSS/BOSS_UsersGuide.pdf
Source: RTI: implementation Guide: http://www.aiu3.net/uploadedfiles/Teaching_and_Learning/IDEA_and_Training_Consultation/rti-implementation_guide1108_2010.pdf
Source: Penn Resiliency Program, aligned to the Interpersonal Skills; Linked: http://www.ppc.sas.upenn.edu/prpsum.htm
Source: State Implementation Plan Part C: Data Collection on Infants and Toddlers; Office of Child Development in Early Learning: http://www.dpw.state.pa.us/cs/groups/webcontent/documents/document/c_090643.pdf
Pages 23-26-Social and Emotional Learning; Ounce Assessment, (infant) Pearson
Source: Philadelphia Kindergarten Entry Inventory; http://webgui.phila.k12.pa.us/offices/e/earlychild/resources-for-teachers/kindergarten-entry-inventory-kei
Source: How to Enter Student Data; http://webgui.phila.k12.pa.us/uploads/kR/6t/kR6tnw-LOAf_JGqjvoEkAg/ProficientAssignGuide2014.pdf
Source: Kindergarten Entry Inventory Manual; http://webgui.phila.k12.pa.us/uploads/gf/mN/gfmN_tYCHp4RHFrJVSaTWA/kei_manual-2014.pdf
Source: RTI: implementation Guide: http://www.aiu3.net/uploadedfiles/Teaching_and_Learning/IDEA_and_Training_Consultation/rti-implementation_guide1108_2010.pdf
Source: Penn Resiliency Program, aligned to the Interpersonal Skills; Linked: http://www.ppc.sas.upenn.edu/prpsum.htm
Source: State Implementation Plan Part C: Data Collection on Infants and Toddlers; Office of Child Development in Early Learning: http://www.dpw.state.pa.us/cs/groups/webcontent/documents/document/c_090643.pdf
Pages 23-26-Social and Emotional Learning; Ounce Assessment, (infant) Pearson
Source: Philadelphia Kindergarten Entry Inventory; http://webgui.phila.k12.pa.us/offices/e/earlychild/resources-for-teachers/kindergarten-entry-inventory-kei
Source: How to Enter Student Data; http://webgui.phila.k12.pa.us/uploads/kR/6t/kR6tnw-LOAf_JGqjvoEkAg/ProficientAssignGuide2014.pdf
Source: Kindergarten Entry Inventory Manual; http://webgui.phila.k12.pa.us/uploads/gf/mN/gfmN_tYCHp4RHFrJVSaTWA/kei_manual-2014.pdf
For further reading, see previous blog posts that provide more information about the topics discussed above:
