ABCs of DumbDown

Sunday, June 7, 2015

SWAN SONG

SWAN SONG FROM CHARLOTTE

Hello on May 16, 2014...
Goodbye on June 7, 2015

The lifespan for my research blog http://abcsofdumbdown.blogspot.com/ was always intended to be no more than one year. In looking back through the many posts (an average of one (+) a day) I see that the goal of providing key research, mostly from the deliberate dumbing down of america, 1999, and the Updated/Abridged 2011 version, and connecting that documented research with current education news, has been accomplished.

The blog archives (all posts) will remain at the site so please take advantage of that resource in your activism at the local, state, and national levels.

Let me thank all who have submitted education news for me to use, including finished posts, for their enormous contribution to making abcsofdumbdown the “go-to-blog” for research and education news.

Votes pending on very, very dangerous “family/freedom-busting” education bills (Rep. John Kline’s HR 5, Senator Alexander’s S1177, Sen. Murray’s S1380 (birth to age 5), and Sen. David Vitter's Student Privacy Protection Act... have prompted me to offer the remaining 100 Exposing the Global Road to Ruin through Education disc sets to you FREE with exception of $12 S&H. [The set sells for $39.95 plus shipping at Amazon.] Go to Amazon.com for disc set information and for 100% 5-Star reviews.
http://www.amazon.com/Exposing-Global-Road-Through-Education/dp/0985553847

Please take advantage of this very special offer, and arrange to show the discs
at meetings in your community set up to generate opposition to the above very dangerous pieces of legislation and whatever other equally dangerous legislation is scheduled to come down the pike!

Free disc set order (only one per person!) including your name and address and check for $12 (S&H) made out to 3D Research Co., should be sent to 3D at 519 River Road, Dresden, ME 04342. First come/first served!

The 8-dvd video and cd (Written Submissions) disc set Exposing the Global Road to Ruin through Education includes 18 presentations, at two conferences (2012 ME and 2013 GA) by leading American education activists, writers, researchers and public school teachers/administrators, some involved since the 1960s. The late Samuel Blumenfeld delivers a “knockout” presentation related to “Look Say” and “Whole Language” reading instruction designed to deliberately create an illiterate society. The one cd (Written Submissions by prominent education researchers, some of whom are no longer with us) is itself worth the price of the 8-disc set!

The extraordinary grassroots efforts to kill Rep. John Kline's HR 5 resulted in it being tabled last February, 2015. Kline did not have enough votes. Grassroots efforts have, we believe, once more, delayed the full Senate vote on Alexander's bill. Interesting, since we were initially told this legislation was a high priority for Alexander. Keep calling, keep calling...on Kline’s HR 5, Alexander’s S1177, Sen. Murray's HR 1380 and Sen. David Vitter's Student Privacy Protection Act.

You killed the Kline bill last February!!!! You can kill whatever freedom-destroying bills come down the pike. Simply get on the phone: 202-224-3121

Click on:

URGENT ACTION ALERT! AMERICAN FAMILIES UNDER ATTACK

For those who want to delve deeper into the “Who, Where, Why, How, When” of the 3D, they can go to my original the deliberate dumbing down of america...
A Chronological Paper Trail, the 700+page big baby, published in 1999 and now out-of-print, and Exposing the Global Road to Ruin through Education, 7 dvd/1cd disc set, BOTH OF WHICH ARE FREE DOWNLOADS, available at www.deliberatedumbingdown.com website. Also go to www.americandeception.com for hand-scanned historical education and political documents.

LAST MESSAGE FROM CHARLOTTE:

THE MOST IMPORTANT ISSUE FACING OUR COUNTRY WHICH WE SHOULD BE
ADDRESSING BEFORE ANYTHING ELSE IS THE DANGEROUS CALL FOR TAX-FUNDED PRIVATE SCHOOL CHOICE/CHARTERS WITH UNELECTED BOARDS.

WHY?

IF AMERICANS ACCEPT THE CONCEPT OF UNELECTED CONTROL OVER EDUCATION, WHICH IS NO. 1 IN SPENDING, ABOVE EVEN DEFENSE, WHAT IS TO KEEP THEM FROM ACCEPTING UNELECTED CONTROL OF EVERYTHING ELSE?

ONCE WE HAVE LOST OUR RIGHT TO VOTE, WE WILL HAVE NO SAY OVER ANYTHING:

NOT ABORTION
NOT GUNS
NOT LAND USE/PRIVATE PROPERTY
NOTHING

LEGISLATION (SOME BILLS LISTED ABOVE) CALLS FOR TAX-FUNDED SCHOOL CHOICE/CHARTERS WITH UNELECTED BOARDS.

(TAX-FUNDED PRIVATE SCHOOL CHOICE IS “NO” CHOICE. WHAT THE GOVERNMENT FUNDS, THE GOVERNMENT CONTROLS.)
THIS IS TAXATION WITHOUT REPRESENTATION .

WE FOUGHT AND WON THE REVOLUTIONARY WAR OVER THIS ISSUE.

GOD BLESS YOU AND YOUR FAMILIES!

GOD BLESS AMERICA!

Charlotte Thomson Iserbyt
Former Senior Policy Advisor
U.S. Department of Education

P.S.

I couldn't resist including this You Tube video along with my message to all of you. Run with it...

https://m.youtube.com/watch?v=_se8c-wN35M&feature=em-subs_digest-vrecs

SKINNER: "WE HAVE THE CHILDREN"

#NoWayESEA

"Madam, we don't have to have the knowledge or the consent of the parents. We have the children." Professor B.F. Skinner.

1985 Spring/Summer issue of Citizens for Public Education Newsletter (P.O. Box 30295, Portland, Oregon 97230) under "Vendors of Emptiness Go Back Under Your Rocks":

A lady counselor and psychologist, the late Dr. Mary Royer, Ph.D., told of her experience at a meeting where Dr. B. F. Skinner was the speaker. Dr. Skinner has been recognized as one of the world's foremost behavioral psychologists and was honored as Humanist of the Year in 1972. In his book "Beyond Freedom and Dignity" he states:

"The behaviorists can change and control an entire society through the use of operant conditioning."

Another term for that is behavior modification.

The psychologist wanted to ask Dr. Skinner some questions at the press conference he held following the meeting. Although she kept her hand up, he never called on her. Finally, she called out, "Dr. Skinner, by what authority do you use operant conditioning on our children, thereby violating their free will without the knowledge or consent of their parents?"

He responded: "Madam, I don't believe in free will."

She made a second try: "I'm well aware that you don't believe in free will, but that wasn't my question. My question was "By what authority do you do it?"

The question was ignored by Dr. Skinner as he began answering others. The hand was raised again -- and ignored. The action was repeated and repeated. Then the persistent psychologist called out again: "Dr. Skinner, by what authority do you and your minions use operant conditioning on our children without the knowledge or consent of their parents?"

Again there was no answer.

But after a third time, Dr. Skinner turned, looked at her, and said:

"Madam, we don't have to have the knowledge or the consent of the parents. We have the children."

THE SCHOOLS AS MENTAL HEALTH CENTERS (HAWAII MASTER PLAN 2015?)

#NoWayESEA
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“Grantees will use funds under the Successful, Safe, and Healthy Students program to carry out strategies designed to improve school safety and to promote students’ physical and mental health and well-being, nutrition education, healthy eating, and physical fitness. Grantees may support activities to prevent and reduce substance use, school violence (including teen dating violence), harassment, and bullying, as well as to strengthen family and community engagement in order to ensure a healthy and supportive school environment.” Page 33 of the
U. S. D E P A R T M E N T O F E D U C A T I O N A Blueprint for Reform Accelerate achievement The Reauthorization of the Elementary and Secondary Education Act. March 2010.
https://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf

As you read the following information, recall the proposed education bills of Representative Kline, Senator Lamar Alexander, and Senator Patty Murray which are currently festering in Congress, and which echo the Department of Education’s call for “mental health and well-being” of students. Recall the “master” Hawaii Plan, just posted on this blog which states, among other things:

“From the point of view of the teacher, individualized instruction should provide for opportunities to diagnose the learning styles, and strengths and weaknesses of pupils; direct assistance by skilled counselors, psychologist, social workers and physicians will assist in accurate and meaningful diagnosis…” http://abcsofdumbdown.blogspot.com/2015/06/end-game-1969-2015.html

And as a “for Instance”, here is an excerpt on page 9 of Senator Murray’s bill, Strong Start for America’s Children Act:

“Offers accessible comprehensive services for children that include, at a minimum screenings for vision, hearing, dental, health (including mental health), and development (including early literacy and math skill development) and referrals, and assistance obtaining services, when appropriate;”

Senator Lamar Alexander’s bill includes the program “Universal Design for Learning” which is based largely on the work of Marxist, Russian psychologist, Lev Vygotsky (Psychology) and the Behaviorist, Benjamin Bloom (Skinnerian Behaviorism).

Please read the following report to comprehend the full impact of “mental health” and “behaviorism” on our children and our communities found within its pages. This summary is just a glimpse of what is entailed in this 179-page report entitled:

ADVANCING EDUCATION EFFECTIVENESS: INTERCONNECTING SCHOOL MENTAL HEALTH AND SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

EDITORS: SUSAN BARRETT, LUCILLE EBE https://www.pbis.org/common/cms/files/Current%20Topics/Final-Monograph.pdf

The stated purpose of the paper is as follows:

“Advancing Education Effectiveness: Interconnecting School Mental Health and Schoolwide Positive Behavioral Support clearly conveys the message that effective education is the primary goal and linking two important processes will be the strategy promoted to achieve this goal. The Interconnected Systems Framework (ISF) is described in the following chapters as the proposed mechanism that can effectively link School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS) in order to leverage the individual strengths of each of these processes and produce enhanced teaching and learning environments through their strategic linkage.” (Emphasis, Ed.) (Page v)

In other words it is the marriage of Behaviorism with Mental Health utilizing a systems framework in order to diagnose and treat your child.

The following statement makes it clear that is intended for all children, not just those with emotional or behavioral problems:

“This monograph is about improving the quality of life and outcomes for children and youth, especially those children who are at risk for or experiencing emotional and behavioral challenges.”

There is a list, a page and a half long, (pages iii, iv) of participating organizations which include the NEA and top major mental health and educational organizations in the U. S.

Their “Three Tier” outline for processing the student emphasizes data-based decision making and the implementation of evidence-based promotion and intervention.

Their aim of “community education” is a “shared agenda” including collaborations that move to “partnerships” with schools, mental health and other community systems. http://abcsofdumbdown.blogspot.com/2015/05/little-red-riding-hood.html

ARE YOU SENDING YOUR CHILD TO SCHOOL TO BE MENTALLY AND BEHAVIORALLY DIAGNOSED AND ADJUSTED, OR WERE YOU HOPING THEY WOULD BE GAINING KNOWLEDGE?

Will your child belong to the following-referenced “Stakeholders” for continuous assessment?

“All aspects of the work are guided by youth, families, school and community stakeholders with an emphasis on ongoing quality assessment and improvement.” (Page 7.)

On page 9, under Point 10 they say: “A locally controlled data system that is able to track, monitor and generate reports on student behavior and interventions was considered high priority…

“Student, staff and family perception data used to determine areas of improvement, i.e. Data used to assess progress toward outcomes (student, staff, families, district, community all have knowledge of impact), f. Results indicate positive effects (student well-being, organizational health, student development and academic achievement) and are shared with community on a regular basis”. (Emphasis, Ed.)

On page 20, it asks: “Does outcome associated with practice align with stated need and intended outcome?”

WHO DECIDES THE STATED NEED AND INTENDED OUTCOME? WOULD THAT BE SOMETHING LIKE COMMON CORE STANDARDS BEING FORCED DOWN THE THROATS OF OUR CHILDREN?

To get an idea of the “implementation” features, see the list starting on page 24.

On Page 34 we are informed that treatment is for “outside the school house” also. Wouldn’t that include home, work, recreation and everywhere else the student might be?

“Within this School Level Systems chapter, the organizational structures and features that are needed among the students, families, providers, educators, and administrators at the school level in order to effectively implement a multitiered framework that promotes productive and healthy students, both in and outside of the school-house door will be considered.” (Emphasis, Ed.)

For training, coaching, collecting data, screening the students, funding, etc., see Chapter 3.

Is the school mental health program to be everyone’s mental health program?

“Mental Health” is not just for students: “As we look back at the concept paper in light of today’s understanding, it is surprising to recognize that the idea of tiered interventions, an adaptation of a public health model, was just beginning to be widely acknowledged as a framework for behavioral services in both school based MH [mental health] and education.” (Emphasis, Ed.) (Page 100)

Here are some states that were already involved with these programs at the time this paper was compiled: “…states currently include HA, IL, MD, MN, MO, MT, NH, NM, NC, OH, PA, SC, SD, UT, WV, and VT.” (Page 84)

The program evidently encompasses the workforce: “Building and supporting an effective interconnected systems workforce, including pre-professional, continuing education, supervision, and coaching. (Page 83)

In regard to the above mental health initiative, take a look at the HORRENDOUS NEW SCOTTISH LAW:

http://www.wnd.com/2015/06/government-to-monitor-family-spirituality/?cat_orig=world

"Under a new law in Scotland, parents will be reported to authorities for not giving a child enough “love, hope and spirituality,” according to a government health adviser who is helping craft rules for the law, which is scheduled to go into effect next year.” (Emphasis, Ed.)

“Bob Fraser said at a conference for childcare workers in Edinburgh last month that the “named person” portion of the Children and Young People Act is about ensuring “positive well-being” for all children not just for those identified as “in need.” (Emphasis, Ed.)

Do we think this can't happen in America?

To repeat the words of U. S. government blueprint for the Reorganization of the ESEA Act shown at the top of this report:

“Grantees will use funds under the Successful, Safe, and Healthy Students program to carry out strategies designed to improve school safety and to promote students’ physical and mental health and well-being, nutrition education, healthy eating, and physical fitness.” (Emphasis, Ed.)

UNTIL WE GET RID OF THE US. DEPARTMENT OF EDUCATION AND ALL THE ACCOMPANYING ‘APPENDAGES” OF GOVERNMENT MEDDLING AND CONTROL, “BIG BROTHER” WILL BE IN CHARGE.

Saturday, June 6, 2015

COMMON CORE PART 7

#NoWayESEA
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www.newswithviews.com/Cuddy/dennis312.htm

In 1990, NCEE formed the National Alliance for Restructuring Education, which had the Industrial Areas Foundation (IAF, founded by radical Saul Alinsky) produce a concept paper, "Engaging the Public: One Way to Organize." Remember what Alinsky wrote about community organizers "rubbing raw resentments" and "fanning latent hostilities."

On May 23, 1991, the Bush administration presented to Congress the "America 2000 Excellence in Education Act," based on the 6 (later 8) national education goals and calling for a "national test" based on national standards. Although the test was supposed to be voluntary, the administration urged colleges to consider test results in their admissions decisions and employers to consider them when making hiring decisions.

President Bush's Secretary of Education from 1991 to 1993 was Lamar Alexander, who endorsed the concept of "a brand new American school" that would be open from 6am to 6pm year-round. He said "these schools will serve children from age 3 months to 18. That may be a shocking thought to you, but if you were to do an inventory of every baby in your community, and think about what the needs of those babies were for the next four or five years, you might see that those needs might not be served any other way."

Also in 1991, WE MUST TAKE CHARGE: OUR SCHOOLS AND OUR FUTURE, by Chester Finn was published. Finn had been head of the U.S. Department of Education's Office of Educational Research and Improvement. In the book, not only does Finn advocate a national curriculum, but he also stated that local control "has become an anachronism no longer justified by research, consistent with sound fiscal policy or organizational theory, suited to our mobility patterns, or important to the public." After reading the book, President Bush's Secretary of Education Lamar Alexander told Finn, "You saved me 6 months" in organizing the president's education initiative.

Likewise in 1991, the "Michigan Model" Common Core Curriculum was introduced. And from July 29 to August 4, teachers from around the country met at Snowmass, CO and produced dozens of performance tasks for students that "are tied to world-class standards that all students will need to meet," according the NCEE's president Marc Tucker. In a press release dated August 5, Colorado Gov. Roy Romer at Snowmass was quoted as saying that President Bush's proposal for a national student examination could lean heavily on the work of the New Standards Project.

A few months later, in the March 1992 edition of EDUCATIONAL LEADERSHIP, an article titled "Will America Choose High Skills or Low wages" by Ira Magaziner (Rhodes scholar) and Hillary Clinton was published, in which they referred to President Bush's education initiative, "America 2000," announcing the development of a national examination system for the nation's K-12 school systems.

Click here for part -----> 1, 2, 3, 4, 5, 6, 7

Friday, June 5, 2015

END GAME 1969-2015

#NoWayESEA

The late Alexander Solzhenitsyn, famous Soviet dissident, noted writer, concentration camp (GULAG) survivor, issued an important warning September 11, 1973, when he said, in a speech:

“Coexistence on this tightly knit earth should be viewed as an existence not only without wars... but also without [government] telling us how to live, what to say, what to think, what to know, and what not to know.”

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THE HAWAII MASTER PLAN 1969-2015

THE HAWAII MASTER PLAN, 1969, IS A FOUNDATIONAL DOCUMENT WHICH PROVES STATE OF HAWAII AND U.S. OFFICE OF EDUCATION FUNDING AND COMPLICITY IN THE BRAINWASHING OF OUR CHILDREN AND THEIR TEACHERS AND THE DELIBERATE DUMBING DOWN OF AMERICA NECESSARY FOR U.S. MEMBERSHIP IN UNCONSTITUTIONAL COMMUNIST WORLD GOVERNMENT.

If all the government documents related to the above values destruction and deliberate dumbing down of our children and their teachers (in order to circumvent the United States Constitution and our free way of life) were presented to a fair and well-educated judge and jury, the verdict would be guilty on ALL counts.

"The roles and responsibilities of teachers will change noticeably in the years ahead. By 1985 it should be more accurate to term a teacher a “learning clinician” for the schools will be "clinics" whose purpose is to provide individualized educational and psychological "services" to the student."

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A ONE-PAGER ON THE HAWAII MASTER PLAN: SOURCE OF THE RIVER OF POLLUTION 1969-2015
(Note funding in 1969 by Hawaii State Department of Education and U.S. Office of Education)

MASTER PLAN FOR PUBLIC EDUCATION IN HAWAII—TOWARD A NEW ERA FOR EDUCATION IN HAWAII was published in 1969 by the State of Hawaii Department of Education, Honolulu, Hawaii. This publication was partially funded under Title V, Sec. 503, P.L. 890–10 (U.S. Office of Education).

Excerpted material below is taken from pages 85-88 of the deliberate dumbing down of america...
A Chronological Paper Trail, 1999. 3D is now available as a FREE download at www.deliberatedumbingdown.com. The updated/abridged version, 2011, is available at Amazon.com.

1969

MASTER PLAN FOR PUBLIC EDUCATION IN HAWAII—TOWARD A NEW ERA FOR EDUCATION IN HAWAII was published in 1969 by the State of Hawaii Department of Education, Honolulu, Hawaii.

Excerpts follow from this extraordinarily frank Master Plan which would serve as a model for the rest of the nation:

Implications for Education... Second, the computer will enhance learning.... The teacher will operate as a manager.... The teacher will have a ready record of each student’s performance and a ready access to the information the student needs during each stage of his progress.

Perhaps we must go significantly beyond the present, minimum family educational programs that candidly discuss interpersonal relationships, family conflicts and tensions, counseling and rehabilitation services and the many areas that need to be explored between a man, a woman, and their children.

The task of the schools during the past stable, relatively unchanging world was to emphasize fixed habits, memorization of facts, and development of specific skills to meet known needs. But for a future which will include vast changes, the emphasis should be on how to meet new situations, on the skills of research, observation, analysis, logic and communication, on the development of attitudes appropriate to change, and on a commitment to flexibility and reason.

Behavioral sciences subject matter should form a part of our modern curriculum to provide a basis for self knowledge and behavioral concepts.... Study of ethical traditions, concepts and changes in value structure should be emphasized.... Department of Education should experiment with the group therapy, role playing and encounter group approach that are professionally planned and conducted, as a basis for understanding other people, races, cultures and points of view.

From the point of view of the teacher, individualized instruction should provide for opportunities to diagnose the learning styles, and strengths and weaknesses of pupils; direct assistance by skilled counselors, psychologists, social workers and physicians will assist in accurate and meaningful diagnosis....The Department should adopt team teaching and non-gradedness as the basic approach to classroom instruction. The present system of age and grade classification of students is excessively rigid and not conducive to individualized instruction. A non-graded approach, therefore, on a K–12 basis, is sought as an ultimate goal.

The school system will seek financial support of educational programs on the basis of educational outputs, that is, the improvement, growth and changes that occur in the behavior of the pupil as a result of schooling.

(Ed Note: Pavlovian/Skinnerian/OBE/Mastery Learning animal training, all of which deny the Human Soul (Free Will) and bypass the brain.)

This school system will systematically study the benefits of any promising non-educational input to enhance learning. Recent discoveries from the field of bio-chemistry suggest that there already exists a fairly extensive class of drugs to improve learning such as persistence, attentiveness, immediate memory, and long term memory.... The application of biochemical research findings, heretofore centered in lower forms of animal life, will be a source of conspicuous controversy when children become the objects of such experimentation. Schools will conceivably be swept into a whole new area of collaboration in research with biochemists and psychologists to improve learning. The immediate and long-term impact on teaching as well as on learning and the ethical and moral consequences of extensive use of chemicals to assist in the learning process must be studied extensively....The Department should initiate a long term, continuing series of discussions with individuals directly associated with these research efforts. Lay persons from our community should be an integral part of these discussions.

The Department should take the initiative to establish a state compact of all agencies with responsibilities in education in this state. The purpose of such a compact will be to coordinate planning and execution of educational programs.... Assuming that the basic period of schooling required for the youth of Hawaii may remain at twelve years, extending the school day and the school year may be the solution to this pressing problem. Some of the benefits which can be anticipated from an extended school year and a school day are: An improvement in economic and professional status of our teachers,... an increased use of facilities and equipment. School facilities will be in use throughout the year.... ABCs of DumbDown: LITTLE RED RIDING HOOD

(Ed Note: lifelong community education under the Soviet unelected council form of government. Dictionary definition of word "council": "soviet")

That our system of values should change as the conditions in which these values find their expression change is evident in history....Our past also has shown that society courts trouble when it clings stubbornly to outmoded values after experience has clearly shown that they need to be revised. For example, developments in our society have now cast considerable doubts on the worth of such deep-seated beliefs, still held strongly in some quarters, as extreme and rugged individualism or isolationism in international affairs. While values tend to persist, they are tentative. They provide the directions basic to any conscious and direct attempt to influence pupil behavior.... Some will argue, of course, that direct and purposeful effort at changing value orientations of pupils is no concern of the schools. But from what we know of the pupil and his development, the school is inescapably involved in influencing his moral values and ethical
structure. The roles and responsibilities of teachers will change noticeably in the years ahead.

By 1985 it should be more accurate to term a teacher a “learning clinician” for the schools will be “clinics” whose purpose is to provide individualized educational and psychological “services” to the student.11

However, in the spring of 1967, the Department undertook to install a new “System,” more commonly referred to as “PPBS.” This sophisticated system of budgeting was crystalized in the federal defense agency during the early 1960’s, and has, since 1965, been formally adopted by all departments within the federal government.... From a long-range standpoint, PPBS is surely the direction we must move toward if we are to do more than survive in a rapidly approaching computerized world.... However, operationally, there are several reasons why the entire PPBS anatomy cannot be totally…operable at this time. Although some of the problems are due to the system itself, most are due to the present undeveloped state of the educational industry. Some of these factors are:

While we accept the PPBS concept, we must constantly be mindful that the system is a tool of management, not an end in itself, not a panacea or solution for all our management problems. Further, it should never be considered a replacement for experienced human judgment, but only an aid in arriving at sound judgments... in the field of education, which deals primarily in human behavior, there is almost no reliable research data on causal relationships. We do not know exactly why or how students learn.... Cost/effectiveness analysis which lies at the heart of PPBS is virtually impossible without this kind of data.... As can readily be seen, the multiplicity and complexity of objectives and the difficulty of quantifying human behavior makes it exceedingly difficult to state our objectives in the manner specified by PPBS.... Another significant problem—this time to do with PPBS—is that it does not formally allow for value consideration.

And yet, values—academic, economic, political, social, esthetic—appear to play a crucial role in the decision-making process. But how do we quantify values? How do we negotiate conflicting values? What will be the proper mix of values and how do we factor it into the array of alternatives and the decision-making process?

These are vital questions that must be answered if we are to rationalize the decision-making process.

Mount a comprehensive and continuing effort to develop standards and a system of measurement that will permit effective evaluation of student and Department of Education performance.
COMMUNIST CORE: THE BIG LIE

Related links:

ABCs of DumbDown: Sen. Bob Casey's Universal Pre-Kindergarten

COMMUNIST PRE-SCHOOL EDUCATION ON STEROIDS - ABCs of ...

RED ALERT FROM ANITA HOGE REGARDING YOUR CHILDREN'S PRIVACY!

DANGER!

#NoWayESEA

STOP COMMUNIST UNELECTED FORM OF GOVERNANCE (CHARTER SCHOOLS)

Charter Sector Challenged by Quality of School Boards - Published Online: May 29, 2015 By Arianna Prothero

Jason Kling, center, a counselor and social worker at Chavez Prep Middle School in the District of Columbia, talks with prospective charter school board members about his role during a recent tour of the school. The tour was part of a training course to help prepare people for service on charter school boards.
—T.J. Kirkpatrick for Education Week

(Charlotte: "mandatory community service?")

Training for Boards

Last month, a group of sitting and soon-to-be seated charter school board members—lawyers, government workers, and researchers among them—descended on Chavez Prep Middle School, a charter in the nation's capital, as part of a training workshop designed specifically for members of charter boards.

"I don’t think there are enough good charter school boards because there hasn't been enough emphasis from leaders and authorizers on having strong boards," said Carrie Irvin, the president and co-founder of Charter Board Partners, a national nonprofit organization that provides training to charter boards and the sponsor of the recent workshop in Washington. (Charter Board Partners is supported by the Bill and Melinda Gates Foundation and the Walton Family Foundation. Education Week receives support from Gates for coverage of the implementation of college and career-ready standards and from Walton for coverage of parent empowerment issues.)

Taking participants to a local charter school helps drive home the point that a board serves students before all else, Ms. Irvin said.

Having nonprofit boards run individual or small groups of schools instead of a single, elected board running an entire district, is one of the biggest innovations of the charter school movement, some advocates say.

"Charter or no, every school is unique, so there is tremendous benefit to making decisions as close as possible to the kids," Ms. Irvin said. "Boards are able to make much nimbler decisions in response to the particular needs of students and families of that school."

Although that may be the case, such a setup can limit broader community input because charter board members aren't elected by voters.

"District school boards, however imperfect, allow for that," said Christopher Lubienski, a professor of education at the University of Illinois in Urbana-Champaign. "Obviously the number of people who vote for them is pretty low, but they were designed to reflect the needs and preferences of the wider community."

This form of school governance also can bring a unique set of problems, caused by an evolving and often unclear chain of accountability among authorizer, board, and management company, said Luis A. Huerta, an associate professor of education and public policy at Columbia University’s Teachers College.

"The majority [of states] have no regulation that outlines the operations or makeup of charter school governing boards," Mr. Huerta said. "Ultimately, I'm not convinced that board professionalism would necessarily mitigate [those issues]."

Lack of Expertise

One of the organizations backing the tighter state oversight of Ohio's charter sector is the Thomas B. Fordham Institute, a Washington-based think tank. Its Ohio branch also authorizes charter schools in the state.

"Almost always when you see these meltdowns, the board does not understand some very basic things," said Kathryn Mullen Upton, who is in charge of authorizing at Fordham in Ohio. "Often, they relate to areas of professional expertise—being able to read a financial statement and understanding the state’s accountability system."

She said it's important to have a diverse group of professions and backgrounds represented by members on a board because the panels have all the duties and obligations of a school district. They need lawyers, real estate agents, and human resources professionals to compliment the educational expertise of the school leader, she said.

For that reason, Charter Board Partners—which joined the Fordham Institute for a separate board training in Ohio— also acts as a matchmaker, recruiting prospective board members and connecting them with schools.

(Ed Note: Chester Finn, well-known professional educator/change agent, supporter of tax-funded school choice and charter schools, with unelected boards, is President of the Thomas B. Fordham Institute.)

Chester E. Finn, Jr. - Wikipedia, the free encyclopedia

COMMENT FROM CHARLOTTE:

There is nothing new under the sun.

In fact, charter schools originated with the left, but now, as part of everything else going on related to creation of the "perfect worker", aka The New Soviet Man, charters are being heralded and supported mainly by the Republican neoconservative right.

The brainwashing of school board members to do the bidding of the corporate/government combine started in 1981. While serving as Sr. Policy Advisor, Office of Educational Research and Improvement, U.S. Dept. of Education, during the first Reagan Administration, I attended a staff meeting during which an extraordinary proposal for funding by my office of local education agencies was discussed. The proposal called for taxpayer funding for the "training of locally-elected school board members in Effective School Research practices" (Skinnerian OBE necessary for workforce training). The Asst. Secretary for my office, a conservative Republican formerly associated with the Congressional Republican Study Committee, was very upset with me when I objected to such use of taxpayers' money. The Director of the Office of Libraries and Learning Technology (OLLT) and the Director of the National Center for Educational Statistics (NCES), both longtime career educators, came up to me after and said "You are absolutely correct. The Department has funded many questionable programs in the past, but this one is unconscionable." (For documentation on Effective Schools, go to www.deliberatedumbingdown.com where the deliberate dumbing down of america is a FREE download. Scroll down for Index of entries related to Effective Schools.)

As a former elected school board member, I was aghast at such a proposal to brainwash locally-elected board members in Effective School Research (Skinnerian dog training methodology and change agent tactics to get the community on board with the corporate and U.S. Dept. of Education's lifelong school to work agenda).

In regard to adjective "lifelong", yes, folks, "lifelong": The National Alliance of Business in the mid-nineties, on its letterhead, called for "Kindergarten to Age 80 Workforce Training"!

3D Index Listing:

Effective Schooling Practices: A Research Synthesis—Goal-Based Education Program, 199

Effective School Practices, A152

Effective School Report (The), 187, 188, 222, 238, 394

“A Letter from Russia,” 290

“Alternative Assessment of Student Achievement: The Open Book Test,” 322–323

“Dialogues in International Education,” 312–313

“Education 90: A Framework for the Future,” 275

“Effective Schools for Results,” 217–218

“Free Education in a Free Society,” 292–294

“Implementing Effective Schools: Commitment—The First Step,” 231–232

“International Congress for Effective Schools Draws Participants from 13 Nations to London,” 243–244

and Lawrence Lezotte, 407

“Principal’s Expectations as a Motivating Factor in Effective Schools,” 225

“The Decade of the Nineties,” 256–257

“The Future of Hong Kong Linked to Education,” 378–380

“The Goal of Hong Kong Schools—Establishing Quality in
Its Schools,” 380–381

effective schools, 222, 261, A70, A163–165

implementation of, 217–218

movement for, 191

and Outcome-Based Education, 201

“Effective Schools: What the Research Says” (Michael Cohen),172

Effective Schools Conference (Sixteenth Annual), 420–421

Effective Schools Development in Education Act, 222

“Effective Schools for Results” (Robert Corrigan), 217–218

Effective Schools Research, 4, 159, 240 philosophy behind, 394

as Skinnerian, 135

“Shamanistic Rituals in Effective Schools” (Brian Rowan), A159–166 use in inner city schools/southern schools, 172, 394 use of Skinnerian method, 202, 217

Effective Schools Research Abstracts, 314–315 effective teaching, 214–215

Thursday, June 4, 2015

THE CARDINAL NEWMAN SOCIETY SAYS “HAPPY BIRTHDAY, COMMON CORE”

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#NoWayESEA

On May 29, 2015, Patrick Reilly, President of The Cardinal Newman Society, circulated an email, “The News and Notes”. It was titled “Happy Birthday, Common Core.” In citing the five-year anniversary of Coommon Core on June 2^nd, President Reilly said:

“And we have two new studies on the Common Core: one that looks at 33 dioceses and many Catholic schools that are NOT using Common Core, and another explaining why Common Core's English language arts standards remain problematic for Catholic schools.” (1.)

The study regarding the 33 dioceses, entitled Many Diocesan and Private Catholic Schools Find Success Outside of Common Core (2), was written by Denise Donohue, Ed.D.

With regard to the claim that 33 dioceses are not using Common Core, it must be noted that some dioceses may have rejected the term “Common Core”, but they have retained the Outcome Based system of testing and assessment inherent in Common Core by adopting the standards and benchmarks system of the Common Core Catholic Identity Initiative (CCCII). CCCII’s Standards are based on Common Core and Outcome Based Education (OBE). Other dioceses say they are not using Common Core, but when one visits their on-line curriculum manuals, some state they have aligned their standards to state standards, which are, with a few exceptions, Common Core standards. Those few states that have re-written their standards now have Common Core-like standards.

In her study, Denise Donohue cites Denver as one of these 33 dioceses not using Common Core. I would refer her to the Report listed at the bottom of this page entitled, Catholic Education in America: To Deceive the Elect? Denver is one of those dioceses that has rejected the term “Common Core” but adheres to CCCII’s Common Core Standards. The site confirming this information was included in this 2013 report. However, when trying to open that link now, it is no longer available. How many dioceses have removed their curriculum manuals from the internet so that parents cannot readily access them? How many dioceses say they are not using Common Core and then proceed to use Common Core through CCCII?

Some dioceses do not use the term “Common Core”, but instead are using terms like “21^st Century Skills” or “Strategic Planning”. See “The Catholic Church and Strategic Planning” HERE: http://abcsofdumbdown.blogspot.com/2014/09/cookie-cutter-common-core-private.html. Such terms, global in nature, usually embody the Total Quality Management system (TQA) and the OBE system though standards, rubrics, formative and summative assessments, and testing. Such systems are made even more effective with the use of computers. It is the SYSTEM THAT IS DEADLY. It functions very well without ever using the term “Common Core”.

In the spring of 2013, Kathy Mears, Executive Director of the NCEA, reported that over 100 Catholic dioceses had accepted Common Core Catholic Identity Initiative (CCCII) standards and benchmarks for Catholic schools. There are 195 dioceses in the U. S., not including unincorporated territories. How many more dioceses are now using Common Core or some euphemism for Progressive education and/or Common Core?

IT’S TIME TO STOP “ANALYZING” COMMON CORE AND SIMPLY CONDEMN IT AND REMOVE IT FROM CATHOLIC SCHOOLS

The second site, posted in the “News and Notes” email from the Cardinal Newman Society, leads to a study entitled Disconnect between Common Core’s Literary Approach and Catholic Education’s Pursuit of Truth by Denise Donohue, Ed.D, and Dan Guernsey, Ed. D. This article points to a number of the many faults and shortcomings of Common Core, and in particular to the ELA standards. (English Language and Arts) Their points are well-taken, but, curiously, there is no reference to Common Core’s social engineering ( i.e. 21^st Century Skills, Critical Thinking, Diversity, Environmentalism, Gender and Sex education, etc.) through designated reading and Operant Conditioning, nor is there any comment regarding the use of the Skinnerian Operant Conditioning of Outcome Based Education, which is inherent in Common Core. Go HERE: http://abcsofdumbdown.blogspot.com/2015/06/parent-red-alert-from-anita-b-hoge.html and HERE:
http://abcsofdumbdown.blogspot.com/2014_10_01_archive.html)

The article does not tell us that Common Core is a dreadful Communist/Chinese/UNESCO/UN form of education. (Go HERE: http://abcsofdumbdown.blogspot.com/2015/05/communist-core-big-lie_26.html

Keeping the above information in mind, consider the following comments by the authors, Donohue and Guernsey:

“Catholic schools should understand and be aware of the Common Core shifts, reject their narrow and utilitarian philosophies, and seek to counter the Common Core’s effects with a distinctly more holistic and complete Catholic educational experience.” (3)

The authors go on to say, that they can see how Catholic schools must reject certain elements enshrined in Common Core, but are they intimating that Common Core Standards can be revised or fixed for a more holistic and complete Catholic educational experience? If they are suggesting that Catholic schools can simply revise the narrow standards, they are ignoring the truly evil nature of “Communist” Core with its mind-control techniques and the TQA/ OBE systems which are built into progressive education, including Common Core. Common Core cannot be “fixed” or modified to be made “Catholic”. Tweaking the standards does not address the Operant Conditioning or the Communist methodologies of Common Core.

The authors quote the Secretary for the Congregation for Catholic Education, Archbishop Michael Miller, who warns of the deficits of Common Core methods and the importance of a Christological focus. But is there no warning from Archbishop Miller that Common Core could never be compatible with Catholic truth and faith? Can we look to the Bishops and USCCB for leadership? In April of 2014, they say:

“The CCSS should be neither adopted nor rejected without review, study, consultation, discussion and caution. Catholic schools must take into consideration the horizon of the local, state and national education landscape and the influence and application of the CCSS. To ignore this would place our students at a significant disadvantage for their post-secondary education, which is not an acceptable option for our families. For example, the SAT and ACT assessments, as well as other 6 standardized tests, will be geared to the CCSS. Such realities are among the factors that must be taken into account when judging whether it is best to adopt, adapt or reject the CCSS. In preparing our students for the future, Catholic schools must constantly emphasize creativity, critical and analytical thinking, and real-world application in light of Catholic culture and teaching, and be always intent on guiding our students to academic success” (4)

After years of analyzing Common Core, is this all the USCCB can say about CCSS? After years of agonized pleas from parents to remove Common Core from the schools, warnings from teachers and professors alerting our Prelates about the dangers and destructiveness of Common Core, is this their answer? If that’s all there is, then Miserere Nobis. God have mercy on us, our children, and this world.

And this outcry against Common Core has not just been from Catholics, it has come from parents, teachers, and professors of public and secular private schools across the country.

What is most disturbing is the fact that The Committee for Catholic Education, headed up by Archbishop George Lucas, supports the passage of the awful Reauthorization of The ESEA Act. Go HERE: http://abcsofdumbdown.blogspot.com/2015/04/reauthorization-esea-alert-for-catholic.html

DAVID COLEMAN DIDN’T KNOW WHAT HE HAD DONE?

Donohue and Guernsey question in their report if David Coleman, as the main architect of Common Core Standards, might not be fully aware of what he or the others had done when helping to compose Common Core Standards. Google David Coleman and his mother Liz Coleman, who supports neo-Marxist ideals. According to an article in American Thinker regarding Liz Coleman:

“She was a professor of humanities at the far left New School for Social Research, which was begun by progressives in 1932 and modeled itself after the neo-Marxist social theory of the Frankfurt School. (Emphasis, Ed.) (5)

The article went on to say the David Coleman’s upbringing was in line with the following Progressive worldview:

“Common Core is about, as David Feith would say "an obsession with race, class, gender, and sexuality as the forces of history and political identity. " Nationalizing education via Common Core is about promoting an agenda of anti-capitalism, sustainability, white guilt, global citizenship, self-esteem, affective math, and culture sensitive spelling and language. This is done in the name of consciousness raising, moral relativity, fairness, diversity, and multiculturalism.” (6)

Read about David Coleman and his connections here: http://beforeitsnews.com/opinion-conservative/2013/06/david-coleman-common-core-rewriting-psats-sats-coleman-connections-obama-bill-ayers-chicago-annenberg-challenge-2667402.html

Coleman participated in the socialistic John Dewey Seminars, along with Tony Byrk, current head of Carnegie Foundation for the Advancement in Teaching and Learning.

“Lesson plans and resources created by Common Core partner organizations, Asia Society, Pearson Education, Discovery Education, Expeditionary Learning, Crayola, and more, fall right in line with AHA’s vision of morality in education, while the English Language Arts standards
themselves, through the heavy use of informational texts (propaganda), lay the perfect foundation for social engineering as called for by John Dewey, a drafter of the Humanist Manifesto. David Coleman, dubbed ‘the architect’ of the standards, was in recent years a symposium speaker and participant in the IAS School of Social Science Dewey Seminar, where participants examine, through a series of workshops and seminars, “the impact of educational institutions on society, sociopolitical orders, and democracy”. (Emphasis, Ed.) (7)

Tony Byrk, head of the Carnegie Foundation for the Advancement of Teaching and Learning (CFAT), was also present at these workshops and seminars. In 2007, it was he, along with Lee Shulman, former President of CFAT, who met with Catholic educators (NCEA, etc.) to formulate what culminated in the Common Core Catholic Identity Initiative for Standards and Benchmarks, which have now been implanted in our Catholic schools.

WHAT IS THE CARDINAL NEWMAN SOCIETY’S POSITION ON COMMON CORE AND THE REAUTHORIZATION OF THE ESEA ACT?

Has the Cardinal Newman Society called for the complete removal of Common Core from all Catholic Schools? Perhaps somewhere along the way they have, but their current postings seem to indicate still more analyzing of Common Core. Are they standing with the parents and teachers, including those in tax-funded private, Catholic, and public education, who WANT THIS EVIL OUT OF ALL EDUCATION, or do they think that Common Core can be made acceptable?

What is the Cardinal Newman Society’s position on the Reauthorization of the ESEA Act?

Is the Cardinal Newman Society backing the Bishops in their support of the Reauthorization of the ESEA Act? This ABCs of Dumbdown blog has, for many months, pointed out the final decimation of education that will occur in America if this and other dangerous education bills become law. Catholic schools though the acceptance of government money will not be spared. Here is just one of the many links on the site dealing with the Reauthorization of the ESEA Act. http://abcsofdumbdown.blogspot.com/2015_01_01_archive.html

Is the Cardinal Newman Society not aware of how bad Common Core is? Two articles by this reporter, “Catholic Children in Grave Danger” (May, 2013) and “Catholic Education in America: To Deceive the Elect?” (October, 2013) are listed on their reference page.(8) These two reports which were sent to the head prelate of every arch/diocese in the United States leave no doubt as to the Marxist/Communistic nature of Common Core and its Operant Conditioning, or how it gained entry into Catholic Schools. These reports along with many other impressive articles condemning Common Core can be accessed at the Cardinal Newman Society reference page, or at the sites listed below.

REMOVE COMMON CORE FROM CATHOLIC CLASSROOMS

God gave us free will. Catholic education, no matter what the classroom subject, but especially catechesis, cannot be taught through methods which bypass the brain and a student’s free will, and still remain Catholic. Bypassing the will is called Mind Control!

The Cardinal Newman Society and the USCCB should be shouting out warnings to Catholics to reject the Reauthorization of the ESEA Act, Common Core, TQA, OBE, and all the evil methods they employ.

Return our Catholic schools to authentic traditional classroom teaching. Reject government Title money which forces Progressive education upon our Catholic schools. Reject the texts that have been rewritten to Common Core. Reject the accreditation companies that require our Catholic schools to comply with OBE. Protect our children from the wolves in sheep’s clothing.

Footnotes:

1. Reilly, Patrick, President, “News and Notes”, The Cardinal Newman Society, May 29, 2015.

2. Donohue, Denise, Ed.D., “Many Diocesan and Private Catholic Schools Find Success Outside Common Core”, The Cardinal Newman Society, May 27, 2015. http://www.cardinalnewmansociety.org/Portals/0/Common%20Core/Many%20Diocesan%20and%20Private%20Schools%20Find%20Success%20Outside%20the%20Common%20Core_revised.pdf

3. Donohue, Denise, Ed.D, and Dan Guernsey, Ed.D. “Disconnect between Common Core’s Literacy Approach and Catholic Education’s Pursuit of Truth”, The Cardinal Newman Society, May 27, 2015.

http://www.cardinalnewmansociety.org/Portals/0/Common%20Core/Disconnect%20between%20Common%20Core%27s%20Literary%20Approach%20and%20Catholic%20Education%27s%20Pursuit%20of%20Truth.pdf

4. “Frequently Asked Questions about the Common Core State Standards”, Secretariat of Catholic Education, April 21, 2014. http://www.usccb.org/beliefs-and-teachings/how-we-teach/catholic-education/upload/CCSS-FAQ-final-04-22-14.pdf

5. Kalahar, Dean, “Common Core: Nationalized State Run Education”, The American Thinker,

April 12, 2013. http://www.americanthinker.com/articles/2013/04/common_core_nationalized_state-run_education.html#ixzz3bj20mVqd

6. Ibid

7, Clark, Danette, “Common Core In-Sync with American Humanist Association’s 10 Guiding Principles for Teaching Values”, August 25, 2014. https://danetteclark.wordpress.com/tag/linda-darling-hammond/

8. The Cardinal Newman Society, Other Related Materials, (scroll to bottom of page),

http://www.cardinalnewmansociety.org/CatholicIsOurCore/CatholicIdentityConcerns.aspx

OTHER REPORTS BY BETSY KRAUS covering both public and Catholic education:

Gateway to Global Understanding http://www.scribd.com/doc/207950600/Catholic-Gateway-to-Global-Understanding

Catholic Children in Grave Danger
file:///C:/Users/progressive/Downloads/CCCS.%20(1).pdf

Catholic Education in America: To Deceive the Elect?

http://www.scribd.com/doc/179787173/Catholic-Education-in-America-To-Deceive-the-Elect

Common Core is Hostile to Christian and Catholic Education

http://www.scribd.com/doc/207129427/Common-Core-Is-Hostile-To-Christian-and-Catholic-Education

Social Justice in the Schools

http://abcsofdumbdown.blogspot.com/2014/08/social-justice-in-schools.html

Critical Thinking: It's Not What You Think.

http://abcsofdumbdown.blogspot.com/2014/07/critical-thinking-its-not-what-you-think.html