Category Archives: MACHE

Evil Will Prevail if we allow “Every Child Achieves Act” (S1177)

9 July, 2015

Evil will prevail if we allow “Every Child Achieves Act” (S1177)

By: Anne Taylor

If you haven’t noticed, there’s a lot going on in the world:  Most notably, Greece is about to lose it.  The NYSE experienced a “glitch” that suspended trading (call it a hack because no one else is willing to admit to it – maybe the power grid is overloaded – or is it?), the Wall Street Journal’s website went down following the NYSE “glitch”, United Airlines was grounded due to a faulty computer system and thousands “mysteriously” lose power in Washington D.C.

Did I mention that HR5 passed in the House, too?  There has been little, if any attention to these bills and their ramifications that will only allow evil to prevail in our American schools.  Our friends in Utah’s Common Core state group agree.  In fact, I can’t help but agree!  This is because there simply is no other word to describe it.

Below are 6 headline highlights from the article written by Utah’s state group, Common Core:  Education Without Representation, “Six Evil Things Hidden in S.1177 — “No Child Left Behind”.  You may read the full article and their extensive research here.

If this doesn’t raise the red flag alert, then I am concerned for our children’s future and this country.  The following IS NOT what the media is talking about regarding S1177:

  1. The bill aims to kill parental rights in the parental opt-out movement. “Taking away a parent’s authority over his or her own child is a crime that the Fed Ed is willing to try to get away with.  This bill says that states must not only give federally aligned common core tests (they use the code term “college and career ready” which is Common Core) but must collect data from 95 percent of the students.  That aims to kill our huge, growing parents’ opt out movement.  The bill says, “Measures the annual progress of not less than 95 percent of all students, and students in each of the categories of students”. (1111)”
  2. The bill’s master-servant relationship between Fed Ed and State Ed is unconstitutional. “It’s clearly, clearly unconstitutional.  States are supposed to be in charge of their own educational systems.  But in this bill, read: “The state shall submit,” and “The Secretary [Fed Ed] shall have power to disapprove a state plan” (Sec. 1111)   “If a State makes significant changes to its plan at any time…such information shall be submitted to the Secretary”.  That just gives the Fed Ed Secretary power to disapprove a state’s decision to drop Common Core.  (Sec. 1111)”

“Cementing Common Core is not what the authors of S.1177 said were the goals of the bill, yet there it is.  Putting parents last, and making states do the dirty work for the false authorities at the Department of Education, is a deceptive way of getting people to think that there’s less federal involvement, a misleading attempt to get conservative people to pass this bill.”

  1. The bill will suppress student expression of religious and political values. “…repeated use of the concept and term “school climate” –for example, in conditional “formula grants”.  These give the federal government power to model citizenship, to influence what is a federally appropriate world-view, and to pressure schools to suppress student expression of religious values, using each state as enforcer.  (Sec. 4103-4104).  The bill says that money will be conditionally given and that data gathered by the school will determine whether a student holds appropriate beliefs in the “school climate”.  This will allow absolute federal indoctrination in local schools. If family values don’t match Fed Ed values, there will be federally-directed school-based re-education.”

These include “…asking for collection of “school-level data on indicators or measures of school quality, climate and safety, and discipline, including those described in section 1111(d)(1)(C)(v); and risk factors in the community, school, family, or peer-individual domains that are known, through prospective, longitudinal research efforts, to be predictive of drug use, violent behavior, harassment, disciplinary issues, and having an effect on the physical and mental health and well-being of youth in the school and community.”

“That pressures schools to conform to federal definitions of mental health, and forces schools to collect longitudinal data to build and analyze children’s psychological profiles.   Schools wanting federal money must intervene if a student’s “mental health” or potential access to “violence” needs “mentoring”. (…by whose definition?)”

*I’ll add that if you’re uncertain what this means, read the “school climate” survey found in the Orono school district I reported on earlier this spring.

“The bill says:  “may include, among other programs and activities— drug and violence prevention activities and programs, including professional development and training for school and specialized instructional support personnel and interested community members in prevention, education, early identification, and intervention mentoring, and, where appropriate, rehabilitation referral, as related to drug and violence prevention… extended learning opportunities, including before and after school programs and activities, programs during summer recess periods, and expanded learning time…  school-based mental health services, including early identification of mental-health symptoms…  and appropriate referrals to direct individual or group counseling services” (4105)”

  1. The bill sees government, not families, at the center of the universe– for younger and younger people, for more and more of the time. “It allots money to fulfill Sec. Duncan’s “21st –century community learning centers” (Sec. 4201)  …this bill consumes more family time, giving so much time to government schools.   The “community creep” of Fed Ed schools expands in multiple ways if S.1177 passes.  The Fed Ed Secretary will pay “programs that support extended learning opportunities, including before and after school programs and activities, programs during summer recess periods, and expanded learning time; in accordance with subsections (c) and (d), school-based mental health services, including early identification of mental-health symptoms” — which means more government surveillance of belief and behavior, via more time spent with Fed Ed, and less time spent with Mom and Dad, Grandma and Grandpa.”

Notice “…that “and community” is attached after the word “school” repeatedly.  School and community.  School and community.  School and Community.  Why?  What business does the school have, expanding its creep into the community?  Yet that’s exactly what Secretary Duncan has been calling for, for years.  (See the old Charlie Rose interview on Youtube here, where Duncan asks for 6-7 day a week school, extremely long days, all year round, with school replacing home or church as community center.)”

  1. The bill promotes federal definitions of mental health and promotes collection of mental health data.                                           The bill will assume “…that fed ed defines mental health correctly, and for everyone…(promoting) even more data mining than we already have inflicted upon our children.”

“The local educational agency or consortium… shall take into account… school-level data on…   family… predictive of … mental health and well-being of youth in the school and community.” (See 4104)”

“Under a host of other issues identified as federally-politically-correct, your family teachings may not be compliant with federal definitions of mental “well-being” of youth.”  Government, not families, are at the center of the universe when school data is gathered on children without parental consent, used to judge families’ and students’ psychological, religious or belief-based attitudes.”

  1. Toddler Snatching. “I don’t like that the bill puts it hands on preschoolers.”  *(I don’t like it either being that I have a toddler as well!)  “It bullies preschools, too, by mandating federal preschool standards to be enforced by states, as it encourages states to take over toddler time from moms and dads.  I don’t like the time-away-from-family aim nor the data mining aim (without consent of parents, of course). Preschool babies are to be psychologically profiled by the state.  The bill does not state this plainly. You have to connect the dots:  the word “preschool” shows up 43 times in the bill.  Statewide preschool standards align with federal standards, creating nationalization of measurement of citizen babies; federal standards are heavily socio-emotional; it all results in the compilation of psychological data on very young children.  We already had the Dept. of Ed and its partners co-creating Common Educational Data Standards (CEDS) the better to align everyone with, without voter input, and these folks wave banners with their motto (fourth principle): “Continued Commitment to Disaggregation“  of students’ personal data.   Your specific, individual child is wanted in their clutches.  That’s what disaggregation means:  not in a clump; individual.”

Now, will someone tell me there isn’t an elephant in Washington?

Take these highlights – all of them – any one of them at this point!  It’s time to kill this bill!

Continue to call, write and tweet your senators.  WE CANNOT DO THIS ALONE.

MACC DAY AT THE CAPITOL 2015

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MACC Day at the Capitol 2015

Thursday, April 9, 2015 

Rally: 9:00am Upper Mall Steps of the Capitol
Meeting: 10:10am  State Office Building Rm 400N

TIMELINE:
9:00am – 10:00am Rally Capitol Steps
(Bring your Rally posters or MACC yard signs)

10:10am Check-in/Welcome table State Office Bldg
Name Tags – MACC Buttons

10:20am – 11:30am Speakers including:
Senator Roger Chamberlain
Rep. Jim Davnie
Rep. Sondra Erickson
Rep. Jason Isaacson                                                                                                     Sen. Mary Kiffmeyer

Rep. Eric Lucero

Rep. Jim Nash

Rep. Dennis Smith

MACC leadership speaking on MACC’s vision in growing the grassroots, working with our legislature and the mission of our school groups.

Brief explanation of how we will visit with legislators.

11:30am Bag lunch (bring your own lunch) or Eat in the Cafeteria

12:00pm Visit your legislators / education committee

1:00pm Rm 400N clear

Parking is best in the Department of Transportation/State Office Building parking lot.

http://mn.gov/admin/images/capitolvisitor.pdf

MN.GOV

Parade of MN Surveys: Minnesota Student Health Survey

School Kids Diversity

Parade of Surveys:  Minnesota Student Health Survey                                   by Anne Taylor

Administered to Grades 5 – 12 every 3 years in every Minnesota school district and private school

Minnesota Student Health Survey (administered every 3 years, from grades 5-12):  Approximately 104 questions in the form of a standardized test. This survey can be administered in pencil/paper, but lately students access surveys via school issued iPads, chrome books or computers.  Students log in using their personal student ID code that links them to the survey.  The Department of Education states that parents and legal guardians are to be notified by their school on the survey, however, many do not receive opt-out
information, or may simply overlook notification.  Parents are given the right to come into the school to view the survey, and may choose to opt their child out from taking it.  Note that data results are shared statewide, in order to evaluate student trends and is used for funding programs that appear to have a greater need based on data results.

*Attached is a PDF of questions asked of 7th grade students in the Spring of 2013 statewide.  Questions asked:  Gender, race, who the student lives with, attitudes about school, homework, values, grades and may include questions of religious views that may impact or change a certain behavior.  IEPs, free & reduced lunch programs, AP, honors or advanced classes. Disabilities and mental health treatment.  Height, weight and physical exercise.  Usage of
alcohol, drugs, cigarettes including E cigarettes.  Family incarceration. Physical and sexual abuse.  Sexual preference and sexual activity, types of birth control, STD’s as well as attitudes on sexual behavior are asked of the high school students.  In 2013, 7th graders were asked if they used a tanning bed and if they were working for pay.

Results of the statewide survey can be found on the Minnesota Department of Human Services website under “MN Student Surveys.”

If you didn’t know to opt your child out of the survey, your child was
automatically opted to participate in taking the survey through what’s called “passive consent.”  No parental notification required.

CLASSROOM TIME USED: 1 hour / 10 pages

MN Health Student Survey pg. 1

 

MN Health Student Survey pg. 3

MN Health Student Survey pg. 4

 

 

MN Health Student Survey pg. 5

MN Health Student Survey pg. 6

MN Health Student Survey pg. 7

MN Health Student Survey pg 8

MN Health Student Survey

MN Health Student Survey pg 10

“It’s Nearly-Spring Minnesota!” Parade of School District Surveys – Matchomatics

High School Students Sitting in Bleachers

Welcome to the world of surveys!  This week we begin our series on surveys and questionnaires given 1 – 2 – 3 times per week at your local public or private school.   The vast majority are assigned via online learning and through student assigned ipads or chromebooks. Surveys can take up a lot of valuable classroom time.  99% of all surveys are nonacademic.   Most importantly,  surveys are an invasion of privacy, most often assigned without parental notification or consent and given for the expressed purpose of collecting  data for marketers, researchers, and government agencies.

Parents and the general public have yet to be told “why” and “for what reason” great volumes of survey data is being collected on children and teens.  Important to note:  Parents and students, you can opt out of surveys – you need only refuse.

Join us now as we start our “It’s Nearly-Spring Minnesota! Parade of Minnesota School District Surveys”!!!    First up,  Anne Taylor informs us of the “Mathomatics” survey given in the Minnetonka School District (as well as other districts in the state).   This survey looks like fun, but all that data can easily be “lifted” by unaccountable 3rd parties!  Minnetonka has already had issues with data breaches.

Matchomatics:  The “Ultimate Student Matching Fundraiser”

by Anne Taylor

Matchomatics is a popular student matching (or compatibility) fundraiser hitting schools around Valentine’s, St. Patrick’s Day, even Homecoming.  Students fill out a questionnaire including their name, birth date, height, hair color and other questions of likes and dislikes that teens can relate to (favorite foods, sports, colors, music, etc).  While the students fill out the surveys, the company comes up with the matches and then a school club sells the results.  But some questions are a bit more revealing and may contain sexual content which raised a complaint most recently in January of this year at Enka High school in North Carolina.

There are other formats of the questionnaire that Matchomatics subscribers may use which includes questions such as:  How you communicate with your parents, which way you lean in politics, or where you get your money from.  And while Matchomatics claims they don’t sell the data, the information is put into a data system.  Should that data get hacked, that’s an awful lot of information on a minor, including the name of the school and address.  At Minnetonka High School, parents received no notification of this survey.  To
add to it, approximately 20 minutes of instructional classroom time was used to take the survey.  You can find the Matchomatics link here:http://matchomatics.com/usa/index.htm

Attached is a copy of the actual survey taken at Minnetonka High School this year.

Matchomatics pg 1

Matchomatics pg 2