Category Archives: Minnesota Chamber of Commerce

Minnesota Statutes – Local Control over Standards and Curriculum

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Minnesota Statutes – Local Control over Standards and Curriculum

 

Minnesota school district may opt out of the Common Core Standards as well as Common Core Standards curriculum.   Oh, happy day!!!

Minnesota Statute 120B.021, subd. 2 governs academic standards development, including standards adoption by the state. Subdivision 2, (2) specifically prohibits academic standards from requiring “a specific teaching methodology or curriculum.” This means that while the state is responsible for the development and adoption of standards in key subject areas such as language arts, math, science, etc., that school districts maintain control and authority over curriculum.

 Your school district may opt out of using Common Core Standards curriculum.

Additionally, 120B.021, subd. 1a provides the waiver or exemption that empowers school districts to override a state adopted set of standards. It is the rigorous course study waiver and basically a school district can waive state mandated standards if the locally developed standards “that is equally or more rigorous than the corresponding state” standards. This waiver was intended on a student by student basis, but that does not mean the district could not apply it more broadly.

Students or school districts may individually opt out of the Common Core Standards.

 Our school districts have more local control and authority than they either know or appreciate. There are provisions in state law intended to help protect local control.

Time to call your district and demand that they stop using Common Core Standards and Common Core curriculum!  Take 25 – 50 – 75 parents with you and demand… do not ask.

David Coleman Attacks Students’ Love of America

High School Students Sitting in Bleachers

It’s well known that David Coleman authored the Common Core Standards in English Language Arts in 2010.  He was not an educator nor had he ever written standards.  A year and a half later, Coleman was appointed president of College Board and has been fast at work in dismantling the College Board tests to align with the Common Core Standards. Tests like ACT, SAT, GED,  CLEP and AP (Advanced Placement) are taken by every student at some point in their academic career.

What’s new?  APUSH!  Advanced Placement U.S. History Framework. Texan Donna Garner describes the shocking components of the new APUSH (AP Frameworks) and how it will effect “550,000 of the U.S.’s best and brightest students”.  

Does your Minnesota school district offer Advanced Placement classes?  Parents have a right to review their child’s textbooks or online curriculum.   Tell your principals, superintendents and school board members that you do not want your children taught outright lies and falacies!  Then join your school’s curriculum committee that meets 5 to 6 times a year.  And join with a friend!

 

“David Coleman Attacks Students’ Love of America”

By Donna Garner 6.24.14

 

David Coleman is the architect of the Common Core Standards. When he finished his disastrous work there, he became the president of The College Board where he has publicly stated that the College Board products will now be aligned with the Common Core Standards. 

 

The College Board produces the SAT, the GED, and all the Advanced Placement (AP) tests.

 

Some 550,000 of our country’s brightest and best students take AP U. S. History.

 

The new AP U. S. History Framework (APUSH) consistently emphasizes the negative events of U. S. history while ignoring the positive achievements of the U. S.

 

“The new College Board Framework will replace the traditional 5-page topical outline with a 98-page document that dictates how teachers should cover the required topics…”

 

Larry Krieger, an experienced, widely acclaimed Advanced Placement teacher, says that the new Advanced Placement U. S. History Framework, “defines, discusses, and interprets ‘the required knowledge of each period.’”

 

The College Board’s own website confirms that the AP exam will focus exclusively on content specified in the Framework. In short, what is not tested will not be taught.

 

DAVID COLEMAN’S NEW ADVANCED PLACEMENT U. S. HISTORY FRAMEWORK EXCLUDES:

 

James Madison

Benjamin Franklin

George Washington (reduced to a 1 sentence fragment about Farewell Address)

Roger Williams

Thomas Jefferson

Andrew Jackson

Henry Clay

Jane Addams

Theodore Roosevelt

Lost Generation authors (Fitzgerald, Hemingway, Lewis)

Dr. Martin Luther King, Jr.

Sinclair Lewis

Dorothea Dix

 

HISTORICAL EVENTS EXCLUDED BY DAVID COLEMAN:

 

Gulf of Tonkin Resolution

America’s Lend-Lease program (provided over $50 billion in military equipment to help our allies defeat Hitler) 

The heroism and sacrifices of American servicemen and women

 

DAVID COLEMAN’S OBVIOUSLY BIASED FRAMEWORK REQUIREMENTS:

 

Dominant theme – “European exploitation led to native decline and black bondage” 

Discusses architecture of Spanish missions rather than the merits of our 1776 heroes

Stresses colonial America as having “rigid racial hierarchy” and a “strong belief in British racial and cultural superiority”  — ignores U. S. founding principles that inspired the movement to abolish slavery

 

Reinterprets Manifest Destiny by not emphasizing the spreading of democracy and new technologies – instead dwells on white racial superiority

 

Reduces study of Declaration of Independence to one phrase in one sentence — ignores sacrifices signers made who pledged their lives, fortunes, and sacred honor to the cause of freedom

 

Ignores efforts of U. S. civilians and armed forces to defeat fascism — instead dwells upon internment of  Japanese Americans, dropping of atomic bombs,  race and segregation

 

WORKS OMITTED BY DAVID COLEMAN:

 

Winthrop’s” City on a Hill” sermon

Jefferson’s First Inaugural Address

Lincoln’s Gettysburg Address

Excerpts from de Tocqueville’s Democracy in America

Frederick Jackson Turner’s essay on “The Significance of the Frontier in American History”

Excerpts from John Steinbeck’s Grapes of Wrath

Excerpts from Dr. King’s writings

Barbara Jordan’s speech on the Constitution before the House Judiciary Committee during the Nixon impeachment hearings

 

Jane Robbins and Larry Krieger stated on 6.19.14:

 

“The redesigned Framework is best described as a curricular coup. The College Board now imposes detailed ‘required knowledge’ that is very different from the curriculum mandated by state curriculum guides.  For example, the College Board commissioned a group of Texas teachers to determine how well the mandated Texas state curriculum (TEKS) correlates with the  new APUSH Framework. They found a shocking lack of correlation.  In Units 6 – 9 alone of the APUSH framework, the teachers found 181 TEKS elements omitted from the APUSH. And the Texas situation is repeated in many other states that will see their mandated history curriculum displaced by the radical new APUSH Framework.”

 

 

RESOURCES USED IN THIS ARTICLE:

 

http://news.heartland.org/newspaper-article/2014/03/26/new-advanced-placement-framework-distorts-americas-history

 

http://news.heartland.org/newspaper-article/2014/04/09/yes-new-ap-framework-does-distort-us-history

 

http://www.breitbart.com/Big-Government/2014/05/28/The-College-Boards-Attack-on-American-History

 

http://news.heartland.org/newspaper-article/2014/05/05/new-ap-us-history-exam-providing-opportunities-indoctrination

 

Disturbing Testimonies Reveal Workforce Career Pathway Agenda

Disturbing Testimonies Reveal Workforce Career Pathway Agenda

You may have heard that Minnesota has a new educational initiative called the Minnesota World’s Best Workforce.    This initiative was passed into legislation last spring 2013 as a part of the Omnibus K-12 bill.   What is this “workforce” and the accompanying “career pathways”?  Largely,  parents and the public have been left out of the picture.

According to the Minnesota Department of Education website, “public hearings” should have accompanied all open “discussions of the World’s Best Workforce”.    Many Minnesota school boards have already voted to adopt this WBW,  without any parental input!   Minnesota parents had a choice to make here and once again were left out of the decision-making process!

This informative article demonstrates not only the role of the Chambers of Commerce in our local schools, but also a disturbing trend that is coming to fruition by Winter 2014.   Clarity is presented regarding the not-so-distant timeline which this workforce initiative is fully implemented in Minnesota.

Testimonies from a small Wisconsin town, gets to the root of Common Core, Wisconsin Daily Independent, Oct. 2013

Disturbing testimony from small town America, confirming the fears of many people who are against nationalized adoption of Common Core standards. Link to entire article
http://wisconsindailyindependent.com/disturbing-testimony-at-hearing-reveals-what-is-at-the-core-of-common-core-support/

This article deserves a complete and through read. Below are several excerpts.

The beginning of this article focuses on a testimony from Superintendent Nick Madison from the Brillion school district in Wisconsin. The area is typical of small towns across America.

In one flash of anger, Madison summed up what drives too many supporters of Common Core: the belief that the unexceptional children of the United States are nothing more than servants of industry to be educated only to the extent that industry requires.

Basically this small town is saying they resent that children will not be encouraged to reach for their potential, instead they would be be encouraged to go to trade schools, should Common Core be implemented.

However, it was when Madison lashed out at Representative Michael Schraa that he revealed what is at the core of Common Core. Schraa began his questioning by noting, “American Exceptionalism was present before Common Core, and you are kind of insinuating that we need Common Core standards….” Madison aggressively interrupted, “You bet. That exceptionalism has come and gone with all due respect, Representative.” Madison continued, “We have to be willing to innovate faster than the Chinese can copy us or our industry is going to go away. You talk about what country standards did you look at, here’s what country I look at when I go down to Home Depot and see snow blowers made in China. That’s a real problem for Brillion, that’s our standard. That is who we are competing with.

Here Madison is insinuating that America will no longer be able to be innovators worldwide because students will be held back by Common Core.

Testimony continued with Jody Lueck, an Appleton business woman and CPA.

The testimony, which seemed to make the legislators most uncomfortable was offered by Appleton businesswoman and CPA, Jody Lueck, who related her experience with the promoters of Common Core. Lueck described a meeting of the Appleton Chamber of Commerce in which a Common Core promotional presentation was made this year.

The Wisconsin Regional Training Partnership’s promotional program began with an explanation that Common Core was the centerpiece of their effort to “match up the American educational system with the European educational system of work-ready.”

Lueck advised the legislators that when the group referred to career and college ready, they did not mean college “the way we think about it. They’re discussing technical colleges.” Lueck said that while she valued technical colleges, she became concerned when the group was told, “We need to change to meet the job market demands in Wisconsin and discourage our children from seeking a college degree.She told legislators that the intent of the proponents is to change the model from one in which we promote thinking to one in which children are trained solely for careers to meet the needs of industry. The chamber members were told that “only 27% of jobs in Wisconsin required a college education, and we are doing our kids a disservice, they said, we needed to change to meet the job market demands in Wisconsin and discourage our children from seeking a college degree.”

Attendees were told this would be a shift in mindset.

When the attendees asked about the role of parents, they were told, “We did not include them because we did not know how this would work.” When the attendees persisted and asked again what the parents’ role would be, the presenters said, ‘We are not telling the parents; their children will bring them along.’

Lueck described a system in which kindergartners will be given information about careers, and by the 8th grade, children will be funneled into 16 career tracks.

Lueck said, “There’s no parental involvement at all. The child will be tested, and the educators will offer them three tracks from which a child can choose based upon the needs of business in Wisconsin.” Students will then be placed in a track that best suits the student’s skill and will feed the industry in need.

“We are going to restructure the educational system so that all schools will work in tandem, and because you can’t have 16 career academies in one school. Different high schools will be assigned different academies,” Lueck testified. Under the new system a child might likely attend one high school one day, and spend other days at another school.

Lueck told the legislators that schools will essentially take over the role of HR departments. Teachers will determine which student is qualified to interview for which apprenticeship. “This is not far-off,” she warned the legislators.

“They didn’t know people were sitting in that audience who would not necessarily agree with what they were doing,” said Lueck. She did not to see “them hijack what education is supposed to be about. We want thinking children who can really critically think and look at things. How did I become a CPA before if our education system was so bad before Common Core?”

Lueck concluded, “If you thought our education system was so bad, why on earth did we wait for a group of east coast foundations to tell us what we should we doing here in Wisconsin?”

There is so much important information here. Lueck’s testimony highlights how business has been coerced into supporting common core, while simultaneously disregarding parent rights and involvement.

At what point, do we as parents realize Common Core is taking away our rights to educate our children? How much more information do we need to become involved in the fight against Common Core? If you believe your children should have the right to choose those own career path, you need to speak out. Common Core is an insidious, lurking, spreading beast that will slowly erode parents rights, educational choice and the traditional family.

Please join the fight against Common Core. Become involved in your local area and spread the word. Pass the link to this article around. Explore this blog and share what speaks to you. Our children’s future choices depend on us. If we don’t fight Common Core, and beat it now, I am afraid of what will become of our future grandchildren and their choices. We are not only fighting for our children but for future generations of American children.

 

Time to Act: Read the MACC/Democrat/Republican/Independent Resolution Against Common Core at your SD (BPOU) Conventions

Little Girl in Classroom

It’s time to ACT on behalf of our children!

Hundreds of MACC members and friends became delegates in all parties and across Minnesota on February 4th. You should have gotten an email about your upcoming SD (BPOU) Convention. It is usually on a Saturday and runs for about 6-8 hours.  Get ready to read the Whereas/Resolutions again and become delegates for the Congressional District Conventions. If there is a fee for your convention, you can turn it into the state for reimbursement through the PCR program. It is up to $50/person.

PCR Information
Individuals who contribute after June 30, 2013, to a registered political party or to a state level partisan candidate who has agreed to limit expenditures are eligible to apply for a refund of their contribution. For purposes of the political contribution refund (PCR) program, only monetary contributions qualify for the refund. Receipts forms may not be issued to contributors who donate goods or services.

The maximum refund contributors may receive is $50 per person or $100 for married couples. The program is available to individuals who are eligible to vote in Minnesota. Those individuals may file only one refund application per year and there is no opportunity to amend the PCR.

To receive a refund, a contributor must:

1. Get a receipt from the political party or candidate to whom the contribution was made.
2. Fill out Form PCR (for the year in which the contribution was made), which can be obtained from the Minnesota Department of Revenue.
3. Attach the receipt to the application (Form PCR) for the appropriate year.
4. Mail the application form and receipt to the Minnesota Department of Revenue at:

Minnesota Political Contribution Refund
Minnesota Department of Revenue
St. Paul, MN 55146-1800

The refund program is not tied to the state income tax form. PCR forms must be filed separately. A taxpayer may file a claim for the PCR immediately after making the contribution. Claims for contributions made during one calendar year may be filed during that calendar year and must be filed not later than April 15th of the next calendar year.

Call Joyce Larson at 651-539-1188 or 800-657-3889 if you have questions about the PCR program.

The upcoming SD Convention:
Organizing Unit Conventions or BPOU
The Organizing Unit is the second level of the party structure. Delegates are elected to their Organizing Unit conventions at their local precinct caucuses. Then, these delegates will endorse candidates for the state legislature and choose delegates to move on to the state and congressional district conventions.
The organizing unit central and executive committees are the governing bodies of the organizing unit between conventions.
Organizing Unit/Senate District Convention Tasks:
• To endorse candidates for State Senate and House
• To conduct local party unit business
• To present and consider platform resolutions
• Election of delegates and alternates to the next level of conventions

The Step After
Congressional District Conventions
The congressional district, an area established by law for the election of representatives to the U.S. Congress, is the third level in the party structure. The boundaries of congressional districts are determined by State legislature and are dependent on the population of the state and the number of U.S. representative seats given to Minnesota. In general, each congressional district is to be as equal in population to all other congressional districts in the State.
Between conventions, the congressional district central and executive committees are the governing bodies of a congressional district party unit. On even numbered years, Congressional district conventions are held with delegates who have been elected at the DFL organizing unit conventions.
Congressional District Convention Tasks:
• To endorse Minnesota candidates for U.S. Congress
• Elect members to State Commissions and committees for the State Convention
• Election of delegates and alternates to the next level of conventions
• To present and consider platform resolutions

Last Step:
State Convention
The State Convention is the supreme governing body of the party. At the State Convention, Party members:
• Endorse candidates for governor, lieutenant governor, attorney general, secretary of state and state auditor, and U.S. Senate.
• Elect party officers
• Present and deliberate proposals to the State Constitution and Bylaws
• Consider proposed resolutions to the Platform and Action Agenda
State Conventions are held on even-numbered years with over 1,300 voting delegates in attendance. The convention is open to the public, and is held in different parts of the state every two years. The State Central Committee is the governing body of the party between conventions.

MACC Political Contribution form