Event Announcement: ATR/ACR Meeting Monday, October 28 2013

ACR/ATR meeting, welcoming displaced UFT members from all boros

Time: Monday, October 28, 5:00 pm

Site: Georgia Diner, 86-55 Queens Boulevard, Elmhurst, Queens, parking at 55th Ave entrance, near the SE exit of the Grand Ave. station, M and R trains.

New York State Seeks to Scale Back Student Testing

NYSED Commissioner John King Caves In To Protests And Scales Back Standardized Testing

New York State Education Commissioner John King

New York Times
LINK
By JAVIER C. HERNÁNDEZ

The New York State Education Department, responding to concerns that standardized exams in reading and math have become excessive and unwieldy, will seek to ease the burden of testing.

Under the plan, students struggling in English would be given exams in their native languages. A math test would be eliminated for some eighth graders. Students with disabilities would take tests matched to their level of instruction, not their age.

The proposals are modest, but they represent a rare concession from state leaders, who have faced attacks from parents and teachers in recent weeks over the rollout of a tougher set of standards known as the Common Core.

John B. King Jr., the state education commissioner, said that there was “more testing than is needed” in some districts and that some schools were too focused on rote memorization in preparing for exams.

“The amount of testing should be the minimum necessary to inform effective decision-making,” Dr. King wrote in a letter to superintendents and principals on Thursday.

Critics of high-stakes testing, however, said on Friday that the plan amounted to tweaks around the edges that would do little to change the culture of schools.

“It’s duplicitous,” said Monty Neill, executive director of FairTest, a group based in Massachusetts that opposes the use of high-stakes tests. “The political intention is to try to get students and parents to accept the bad system.”

Dr. King is also looking to eliminate some tests administered by local school districts. As part of the plan, the state would offer grants to districts to study the usefulness of exams and to eliminate redundancies.

The state would also seek to do away with a class of exams known as field tests, which are administered for the purpose of weeding out bad questions from future tests.

Elected officials and parents have denounced field tests in recent years, calling them unnecessary exercises that benefit testing companies and exhaust students. In New York City, a small number of families have protested field tests by boycotting the state exams.

In place of stand-alone field tests, the state would embed more field test questions into math and reading exams. That would require the Education Department to seek more money so it could print more versions of each exam. That could cost $12 million a year.

The department will pursue the changes over the next few months. In January, it will ask the federal government to allow English-language learners to take language arts exams in their native language; currently, students who have been in the United States for at least a year must take those exams in English.

The state will also seek permission for some 57,000 eighth-graders studying algebra to take a Regents exam in lieu of a traditional math test. Those students are currently required to take both.

Responding to an outcry over lax standards, the state has taken several steps since 2009 to improve the quality of exams, including developing new tests in reading and math that are aligned with the more rigorous Common Core curriculum. Student passing rates fell sharply when the new exams made their debut last school year, a demoralizing blow for many educators.

Leaders of teachers’ unions and parents have become increasingly vocal in their criticism of the state’s efforts. In recent weeks, some parental leaders have called for Dr. King to resign, saying that the state is rushing to adopt the Common Core and that it should not use results from the new exams to evaluate schools, teachers and students.

In New York City, where concerns over testing have seeped into the mayoral race, there was criticism of the state’s plan.

“All this emphasis is being put on testing, instead of developing an enriched curriculum that produces real learning for children,” said Jane Hirschmann, co-chairwoman of Time Out From Testing, a statewide coalition. “This is not going to satisfy any of us.”

The city’s Education Department, however, praised Dr. King’s efforts. “It’s a thoughtful response to schools’ concerns on this issue,” Erin Hughes, a spokeswoman for the department, wrote in an e-mail. “We welcome the additional flexibility.” 

Petition To Fire John King 

A Mom Asks For Commissioner John King To Be Censured, Reprimanded, or Asked To Resign

Parent: I was at the Poughkeepsie Meeting

Common Core Failure

Michigan Education Association Member Miriam Chanski Sues To Opt Out of The Union

This post is for all UFT members in NYC:

Miriam Chanski

Michigan teacher suing for her right to drop out of the local union

By Victor Skinner

LINK
EAGnews.org

COOPERSVILLE, Mich. – A Coopersville, Michigan kindergarten teacher is standing up to the Michigan Education Association over her right to opt out of the union, despite union threats to destroy her credit.

Miriam Chanski, 24, attempted to drop out of the MEA teachers union this May after Michigan Gov. Rick Snyder approved legislation making Michigan a right-to-work state. But Chanski told WZZM television station the union responded with a letter two months later rejecting her request.

The MEA, like most teachers unions, only allows members a very small window of time to drop their memberships each year – for the MEA it’s the month of August – and requires specific paperwork to complete the request. Most teachers are unaware of the technical process, and Chanski is no exception.

Chanski is now embroiled in a legal battle to win her freedom from the MEA.

At least seven other Michigan teachers were also unaware of the union drop policy, and are also suing for their freedom.

The ridiculous rules are obviously designed to prevent members from leaving, but teachers unions also use other tactics to keep members in line.

“In September, the president of our union came into my classroom before school and told me she was aware I wanted to opt out of the union and asked if I had sent in another form in August,” Chanski told WZZM. “I told her I was unaware of another form to send in, I was unaware of the August dates, and she told me at that point if I had not sent in that form, I might have missed my chance to opt out of the
union.”

The local union president then allegedly threatened to turn the teacher in to a collection agency and ruin her credit if she didn’t pay her union dues, Chanski told the television station.

Chanski said the bottom line is “I chose to opt out and it’s not being honored.”

Chanski and the other teachers suing the MEA for their freedom are beacons of hope in an education system rife with bureaucratic red tape and nonsensical union rules. While Chanski certainly isn’t the first teacher to be threatened and intimidated into paying for union services she never asked for, her story serves as an inspiration for other teachers who have been bullied by their unions.

Right-to-work laws mean employees are not required to join a labor union as a condition of employment, and the union’s insistence on playing petty games to keep members enrolled is not winning them any fans.

What are the unions proving by holding their unhappy members captive? Nobody should be forced to belong to any organization against their will.

Indiana's Superintendent Files A Lawsuit Against the State Board of Education

Indiana Governor Mike Pence

Diana Ravitch's Blog

Governor Mike Pence, in his continuing efforts to make sure that the duly elected State Superintendent of Public Instruction Glenda Ritz is stripped of her constitutional authority as chair of the state board of education, has encouraged the state board to hold secret meetings when Ritz was not present.

At a recent meeting, the Pence board voted to transfer authority over the A-F grading system from the board to the state legislature. This is the same grading system that was created and manipulated by former Superintendent Tony Bennett to protect the charter school of a campaign contributor.

Superintendent Ritz issued the following press release today:

INDIANA SUPERINTENDENT OF PUBLIC INSTRUCTION GLENDA RITZ FILES SUIT AGAINST GOVERNOR PENCE’S STATE BOARD OF EDUCATION

Tuesday, October 22, 2013

Daniel Altman

Press Secretary

(317) 232-0550

daltman@doe.in.gov

Superintendent Glenda Ritz

INDIANAPOLIS – In response to apparent violations of the Open Door Law by members of the State Board of Education, Superintendent of Public Instruction Glenda Ritz filed suit today naming ten members of the Board as defendants.  The lawsuit alleges that the named members of the State Board violated Indiana’s Open Door Law by taking action in secret by drafting, or directing the drafting of, a letter they sent to President Pro Tempore Long and Speaker Bosma dated October 16, 2013.  The suit seeks to prevent the State Board of Education from continued violations of the Open Door Law and declaratory relief.

Glenda Ritz

Specifically, the lawsuit alleges that ten members of the State Board violated Indiana’s Open Door Law when they took action by requesting that Senator Long and Speaker Bosma appoint Indiana’s Legislative Services Agency to perform calculations to determine the 2012-2013 A-F grades for Indiana schools.  The suit alleges that no public notice was issued for a meeting that allowed for this action and that Superintendent Ritz was not made aware of this action until after it was taken, despite her role as Chair of the State Board of Education.

“When I was sworn in to office, I took an oath to uphold the laws of the State of Indiana,” said Superintendent Ritz.  “I take this oath very seriously and I was dismayed to learn that other members of the State Board have not complied with the requirements of the law.  While I respect the commitment and expertise of members of the board individually, I feel they have over-stepped their bounds.

“Since my inauguration, I have worked tirelessly to communicate openly with the Board and the public.  I do not take this action lightly, but my obligations as elected state Superintendent require it.   I look forward to continuing to work to improve education for all Indiana students in a fair, transparent and collaborative manner.”

The suit is Ritz v. Elsener, et al and it has been filed in the Marion Circuit Court.  The cause number is 49C01-1310-PL-038953.  The Department of Education is using in-house counsel to avoid any additional costs to the state.

Avonte Oquendo's Disappearance Highlights The Failures of The NYC Department of Education To Protect Children With Disabilities

Where the System Failed Avonte Oquendo

Oct. 17, 2013 | Beth Arky, Child Mind Institute

LINK

As the search for Avonte Oquendo approaches week three, with police trying a new tactic—playing a recording of his mother out of emergency response vehicles in hopes the nonverbal autistic teen will hear it—questions mount over how he could have bolted from his Queens school. Meanwhile, advocates have begun searching for ways to ensure that such an incident doesn't happen again.

Avonte's brother, Daniel Oquendo—who has taken a leadership role in the search effort—met yesterday with Gary Mayerson, a Manhattan civil rights attorney concentrating on autism, to discuss the status of the investigation and security measures that should be implemented. (Autism Speaks and Mayerson & Associates have contributed toward the $70,000 reward money for Avonte's safe return.)

"I couldn't blame Daniel for being entirely absorbed in his brother's plight," Mayerson says, "but he's not. He's able to look outward to do good and protect other students going forward.

Mayerson outlines three layers of protection. First, there is the student's Individualized Education Program, or IEP. The attorney says a student like the nonverbal Avonte, a known wanderer who has been found in subway tunnels in the past, should have had goals and objectives on his IEP to deal with that issue, which would have included his own aide at the Riverview School. Instead, Avonte was placed in a classroom with one teacher, one aide, and six students. (Wandering, also called eloping or bolting, is a common autistic trait.)

The New York City Department of Education was "clearly on notice that he was a bolter," Mayerson says. "There also could have been a special alerts section saying that he has a history of bolting that is potentially dangerous or life-threatening and he probably does not understand the danger" of leaving school.

Beth Glidden Andersen, who blogs at Maternal Instincts about her 9-year-old son, Nik, who has multiple disabilities including nonverbal autism, agrees with Mayerson's assessment. She commented on Facebook that given that Avonte was known to elope, "there should have been 1:1 supervision full-time.

"There is so much we don't know about Avonte and how he, specifically, functioned in his school environment," she wrote. "My son has many of the characteristics attributed to Avonte; at school he has more independence than he would if we were out in public. But that's because his school is exclusively special-needs students and everyone knows him. They give him opportunities to develop skills in a safe environment."

Mayerson's second point: Avonte's IEP should have had a behavior intervention plan that would tell teachers what to do if he went for the door of the classroom, let alone the school building. Finally, there have to be much-improved security measures in place. "There should be protocols so that people who are leaving the building have the legitimate authority to do so," he says.

The Riverview School—a special-needs program—shares space with a middle school and a high school with typically developing students. The schools share common spaces, including auditoriums, gymnasiums, libraries, and cafeterias. It's believed that Avonte eloped while transitioning between lunch and the classroom.

Mayerson disagrees with New York City Police Commissioner Raymond Kelly'sexoneration of the school safety officer who saw Avonte before he bolted. Kelly said they looked at the security videotape and "she directs the young man to go back upstairs [when] he's just at the front door. He goes down the hall and actually exits the building from a side door. You see nothing after this juncture that shows the conduct of the school safety agent was inappropriate or there was any misconduct involved."

But the Oquendo family's attorney, David Perecman, questioned why a side door would be unlocked and unguarded in a school with autistic students. Not only that, "it's an omission issue," Mayerson says. "It's what she didn't do after challenging Avonte and saying 'Where are you going?' She doesn't say, 'Wait a minute, what if this is one of those nonverbal kids?'" In other words, was it simply enough to tell Avonte to stay and to not have some one follow him back to his classroom?

Jennifer Aronson Sellar has had experience with schools like Avonte's: Her nonverbal 7-year-old son, Hugo, who has multiple disabilities including an autism diagnosis, attends such a setting in Brooklyn. She wrote on Facebook that the bigger issue of schools like Riverview is whether staff  outside the special-needs program understands the kids' needs. "Very few people even know what elopement is and that this population is at risk for escape," she writes. "I doubt the guard had any knowledge or training for this particular population."

Also yesterday, advocates at a Google hangout presented by ICare4Autism (The International Center for Autism Research and Education) echoed Mayerson's thoughts. Dr. Joshua Weinstein, the founder of ICare4Autism and Hear Our Voices, a school for autistic children in Brooklyn, said his school has cameras inside and outside the building and in the classrooms, as well as "panic doors" that sound an alarm if a child runs out. He adds that there's always an instructor with each student, walking them in and out of the school, going from activity to activity, and during fire drills, lockdowns, and outings. 

Weinstein advises parents to find out what the safety procedures are at their children's schools, especially if there's inclusion and a wide span of grades. If they find fault with the plan, they need to advocate for change. He adds that the public needs to be aware of autistic behavior, including wandering, and be able to respond and notify the authorities.

Stephen Mark Shore, an ICare4Autism board member and himself on the spectrum, added, "We need to educate both the individual with autism on how to be safe as well as first responders who may encounter someone with autism." Shore has helped the New York Police Department produce a training video so that first responders may better know how to interact with autistic children, teens, and adults.

He also cited the work done by Dennis Debbaudt of Autism Risk & Safety Management, which offers autism training and resources for law enforcement and emergency first responders, as well as parents, educators, and the autism community. For instance, Debbaudt has an autism emergency plan on his site to help caregivers; it also includes a contact form to get as much info possible about the bolter quickly into the hands of first responders.

All the advocates cited GPS tracking technology, including wristbands, as a key way to keep wanderers safe.

As for the 45 minutes to hour it took before the school notified Avonte's family that he was missing, Sharie Manon, director of strategic alliances for ICare4Autism, said that as a mother she'd rather be called early; if it's a false alarm, so be it. Shore added that it's worth exercising "an abundance of caution. If they find [a child] under the couch, looking for a quiet place, that's a good outcome. And in situations where the child has eloped, the earlier we can get on this, the better off everybody will be."

Avonte was last seen wearing a gray striped shirt, black jeans and black sneakers. He is 5-foot-3 and weighs 125 pounds. Anyone with information is asked to contact the Police Department's Crime Stoppers hot line at (800) 577-TIPS.

Special Education Teachers at Abraham Lincoln School in Brooklyn Get Help From the UFT

I read the article below in the UFT newspaper, NY Teacher. Congratulations toRobert D'Alessio and Jessica Romano for helping Carmen Alvarez remain in the UFT PR + pool.

How many times have I heard about a teacher asking to see the IEPs of his/her students, then getting charged with discontinuance or 3020-a? How many times have I heard that Carmen Alvarez, or Emma Camacho-Mendez, have never responded to a request for help with special needs' class sizes or non-compliance with IDEA? Too many times.

What the real stats are is anyone's guess, but I would like anyone who has tried to contact Carmen Alvarez and/or Emma Camacho-Mendez for any help to contact me at advocatz77@gmail.com. All conversations will be confidential, as well as any emails (send to me via your private email address, not DOE).

Nevertheless, I must go with my current opinion about what happened here as cited in the article below as "sounds good, but there must be more to this story" and I reserve my right to say, the information may be misleading.

Betsy Combier

GUIDING YOU THROUGH THE SYSTEM

Teacher’s advocacy brings results

BY MAIA DAVIS | OCTOBER 17, 2013 NEW YORK TEACHER ISSUE

Jonathan FickiesSpecial education teacher Jessica Romano and general education teacher Robert D’Alessio in their Integrated Co-Teaching classroom at the Abraham Lincoln School in Brooklyn.

Robert D’Alessio knew within the first couple of days of school that the composition of his new 4th-grade class was off.

Too many kids in his Integrated Co-Teaching class were struggling, said D’Alessio, the co-teacher for general education in the class at the Abraham Lincoln School in Cypress Hills, Brooklyn. Too few students were high-achieving enough to serve as models for the others.

Integrated Co-Teaching classes are supposed to have a limited number of struggling students so that those with disabilities get the attention that they need.

D’Alessio knew this and that in this first year of the new teacher evaluation system, the evaluations for him and his co-teacher for special education, Jessica Romano, would depend in part on demonstrating student growth through assessments.

“We want to show student growth, and I’m sure that we will,” D’Alessio said. “But, without a proper class composition, it would be difficult to show what the state accepts as yearly growth.”

So, D’Alessio did research that confirmed his hunch: 17 of the 27 children in the class — 63 percent — had Individualized Education Programs (IEPs).

The rules are that classes with a mix of special and general education students should have no more than 40 percent, or a maximum of 12, students with IEPs.

Another question nagged at D’Alessio. Twelve of the students with IEPs were designated to receive only pullout or support services. Did these 12 count toward the legal maximum? He found his answer on the UFT website: yes. D’Alessio contacted his chapter leader, Christina Martin, who put him in touch with Carmen Alvarez, the UFT vice president for special education.

D’Alessio drafted an email to his principal and assistant principal, who responded promptly by transferring some of the students with IEPs to other classes and bringing in other higher-performing students.

“The difference in our classroom is incredible,” D’Alessio said after the change. “The level of conversation is higher, and just the motivation of the students overall.”

D’Alessio’s co-teacher, Romano, is also grateful for his advocacy. A first-year teacher, Romano said she wouldn’t have known the class composition was so out of whack without D’Alessio doing the legwork.

He “showed me that I didn’t have to be afraid,” she said. “I definitely feel a lot more comfortable now to do the right thing in speaking up.”

Alvarez said D’Alessio showed how teachers can advocate for themselves to help create the conditions where the greatest amount of student learning can occur.

“We know that teachers will not always immediately get what they ask for,” Alvarez said. “But teachers need to speak up and try to get the cooperation and support they need. Even just the act of advocating for themselves can help them grow professionally. The UFT is always here to back them up to help fight for students’ services and staff’s rights.”

Common Core Failure In New York

Remember: a law, rule, and/or regulation is only valid if it is implemented correctly. Theory must translate into practice.

Betsy Combier

Rotten To The Core

Common Core Is Crashing and Burning in New York – Check This Out!

October 17, 2013

By Sara Noble, The Independent Sentinel

LINK

Kara Kallinsee greatly contributed to this article
The failure of the Common Core testing and program implementation has been a colossal failure in New York, one of the first states to take the money provided by corporations and the Stimulus, Race to the Top funds.
Once New York took the money to implement a program sight-unseen, they set themselves up for an ill-conceived educational bureaucratic morass that ignored educational research and forgot to include teachers, but did remember to include corporate influence. It’s a conservative-liberal mess which has garnered bipartisan contempt.
The idea of common standards is a great idea really. Everything else about it has been a disaster from the age-inappropriate goals to foolish trainers promoting nonsensical materials to the enormous corporate invasion into privacy rights of families and children.
Commissioner John King Jr. was ill-prepared for the position he was given and is bringing down the respected New York State Education Department with him. It won’t make Governor Cuomo look good if it is allowed to continue.
New Yorkers upstate and on Long Island are fighting back. New York City appears to be in their usual stupor. They live on the same planet as those in Planet Washington who can’t lead.
A must-read article from the Washington Post by renowned educator, Carol Burris:

Thomas Sergiovanni was a renowned international scholar of educational leadership.  In his book, Moral Leadership, he explains the differences between subordinates and followers.  Sergiovanni argued that educational leaders need followers because followers are not led by coercion, but rather by commitment to beliefs, values and ideals.  In a 1990 article for Educational Leadership he wrote:

When followership is established, bureaucratic authority and psychological authority are transcended by moral authority.

The New York State Education Department has lost its moral authority, as defined by Sergiovanni.  That loss was clearly on display at a recent New York State PTA-sponsored hearing on the Common Core in Poughkeepsie, New York.  By the last half hour of the evening, the audience was both boisterous and impassioned, angered because there was limited opportunity to speak. What little time remained for the audience was twice interrupted by Commissioner John King, who had held the floor for an hour and a half.

The miffed King then reacted by cancelling upcoming scheduled forums.  In response to an inquiry about the cancellation by Long Island’s Newsday, King responded:

I was looking forward to engaging in a dialogue with parents across the state.  I was eagerly anticipating answering questions from parents about the Common Core and other reforms we’re moving ahead with in New York State.  Unfortunately, the forums sponsored by the New York State PTA have been co-opted by special interests whose stated goal is to “dominate” the questions and manipulate the forum.”[1]

The people in the audience at the Poughkeepsie forum were teachers and parents.  The common “special interests” of both groups are children.

What occurred in Poughkeepsie is not surprising to those who have followed the course of reform in New York led by John King.  John King was a teacher for only three years—teaching in Puerto Rico, in a private school and in a charter school in Boston.  After his short career as a teacher, he became the co-director of Roxbury Prep, a charter school with fewer than 200 students during his tenure. Five years later, he became the managing director of Uncommon Charter Schools.

In 2000, John King entered the Inquiry Doctoral Program at Columbia University’s Teachers College.  Each Inquiry cohort was small and intimate—about 25 students.  I know the program well—I was a member of the 1999 cohort.  A fellow member of John King’s cohort was the wife of billionaire Jim Tisch, Merryl Tisch, who was appointed to the New York State Board of Regents four years earlier.  King and Tisch took classes together for two years. In April of 2009, Merryl became the Regents’ chancellor.  In September 2009, John King was appointed deputy commissioner of  education. Two years later, John King was appointed commissioner following the abrupt resignation of David Steiner.  It was the meteoric rise of a man who became commissioner at 36 years of age.

King has surrounded himself with bright young people, most of whom like King, have limited or no experience in public education. They are called the Regents Fellows. Their positions are funded by donations, including a million-dollar gift from Chancellor Tisch herself, and nearly a million dollars from Bill Gates.  At a recent gathering of Long Island school leaders, Tisch was asked about the Fellows. She chided the audience, telling them that they should be grateful for the private donations.  The skeptical audience, however, well understood that there is nothing like a million dollar donation to ensure that ‘my will be done.’

‘My will be done’ has been the tone and the tenor of chaotic reform in New York.  In its rush to implement teacher evaluations, the Common Core and new testing, the state leadership has likened it to building a plane in the air.  Cut scores anchored to ridiculously high performance on the SAT caused proficiency scores to plummet.  Students, often in tears, rushed to finish tests that were too difficult and too long. The Common Core Algebra modules are still not finished, even though teachers must teach the course to students now. Rushed APPR plans reviewed by law school students and supervised by a young, former Teach For America grad now Fellow, led to disastrous results such as those of Syracuse, where 40% of the teachers were rated below effective and no elementary or middle school teacher was found to be highly effective.

Syracuse is not alone—other districts have simply chosen to hide their disasters.  The very APPR rating bands themselves produce illogical results, leaving one to wonder if the department can add three, two-digit numbers. The confusion continues. Just a few days ago, the department’s website directed those who wanted information about the parent portal to a telephone number of a sex chat line. From APPR, to the Common Core, to 3-8 testing, the plane being built in the air is falling apart.

As a result, there is no followership—no commitment among parents, teachers and principals to the values and ideals of reform.  The interest in the Common Core has turned to tepid support at best. What remains is compliance.  Even that compliance, however, is waning, as evidenced by the Poughkeepsie hearings, the Buffalo forum on testing that drew 2500, and the Opt Out movement that is growing exponentially around the state.  The moral leadership that is needed to navigate through the seas of sweeping change is not there. The source of authority is at best, bureaucratic.

In the authoritarian world of the Uncommon Charter Schools as described so well by scholar Pedro Noguera here, the rule is “thy will be done.”  In the real and messy world of democracy it is different.  Leaders must listen deeply, learn and respond.  They must be willing to consider alternative courses, and even in loud crowds, hear truth. In teaching, we attempt to perfect the skill known as “monitor and adjust.”  You can only master that skill by truly engaging learners.

In many ways, it is a sad tale.  One might imagine that if John King had first been a principal of a New York City public school, or the superintendent of a district, he would have become skilled in dealing with emotional and boisterous groups.  In doing small-scale reforms in a district, he could have practiced effective pacing. John King would know, as Sergiovanni taught, that the heart of good leadership is the development of followership.  Without followership, no reform has a chance.

Satirical photo of the King John King

Are you aware that your child’s records can be shared with private concerns? The law was changed to allow it. Do you know that these private corporations can make money from it and can get hold of your child’s records? This is an unprecedented level of invasion into your child’s privacy. This corporate alliance includes some very strange bedfellows from ultra-conservative Rupert Murdoch to uber-liberal Bill Gates.
Read about it at the American Thinker:

There seems to be little recognition yet that Common Core gives schools and third parties unprecedented access to students’ personal information.  The federal government is acquiring a massive amount of data that can be sold to the highest bidders. This is an invasion of student and family privacy and a violation of our 4th Amendment rights.

[...]

The education technology buzzards are circling overhead and, having smelled the strong scent of money, are salivating at the thought of making billions from this new goldmine.  Reuters reported that in 2012 technology startups for the K-12 market attracted more than $425 million in venture capital.  Rupert Murdoch, owner of Amplify Education, one of the country’s largest education technology companies, estimates that K-12 education is a $500 billion sector in the U.S. alone.

[...]

In 2011the U.S. Department of Education reinterpreted the Family Educational Rights and Privacy Act to permit a student’s academic record to be shared with virtually anyone including non-governmental organizations without prior written parental consent!

Education technology companies can use the information to develop software for students, teachers, and administrators.

[...]

Under Arne Duncan, President Obama’s Secretary of Education, there is an unprecedented level of opportunity for private influence on education.  Thus public-private partnerships are flourishing…Read the entire article at American Thinker. It’s a great article.

Two New York legislators are fighting Common Core for the parents and teachers of Long Island. Assemblyman Bill Graf has introduced Bill AO and State Senator Lee Zeldin is preparing another bill. Keep up-to-date at Fix NY Schools.
Some school districts and parents are fighting back.
King got a beat down at a Town Hall meeting in Poughkeepsie, Dutchess County on 10/10/13! King says ‘special interests’ hijacked the Poughkeepsie forum on the Common Core.
New York Education Commissioner John B. King Jr. has canceled Long Island’s only town hall meeting on state testing and the new Common Core curriculum because the forum in Poughkeepsie went so badly. In fact, he canceled all of them. He is brave when it comes to dictating to parents and teachers. Listen to it on this link or watch it below. It is worth the time and gets better as it goes along. The parents say it all so much better than we can here at the Sentinel. They have it exactly right!
Amazingly, the parents weren’t arrested as one was in Maryland recently.
The moral of this story is DON’T MESS WITH THE MAMA BEARS! You know Commissioner King, the ‘SPECIAL INTERESTS.’
The Superintendent of Comsewogue School District, also on Long Island has set up a website and has rallied against the testing. Middle Country Schools has joined him. Check it out on this link
One parent, representing the PTA, in the Rocky Point School District on Long Island, recently presented a resolution to the Board of Education for an end to the standardized testing:
Commissioner King has been urged to slow down Common Core but there is so much damage already, it might be too late. It needs major fixing first. It needs to be pulled back entirely and revamped.
Because I am leaning-Conservative, I have been accused of being a conspiracy nut, a liar, a fool, and so much worse. However, I have joined with liberals in this fight. One of my friends uses a Commie fist as her symbol. You know that once, not so long ago, there was no red or blue, we were Americans. No matter my political views, I am an American first! I am a Teacher first! I am a parent first! You can ridicule me but you won’t be able to hide the truth.
For me, it’s not about the idea of having a common set of standards, it’s about the testing, the testing which will nationalize education and take control of education from the hands of parents and teachers. It is about the age-inappropriate and ill-conceived goals which are hurting our children!
Check out this website which is accumulating sites and information about parents fighting Common Core. They’ve issued their own Executive Order.
This is your Common Core Terminology Guide:  https://dl.dropboxusercontent.com/s/dh0iqmr1ps4t9nx/Terminology%20Guide.pdf?token_hash=AAHOFXnK3rMkFESQzvISpS99fnOqvmjLGQ76hKrQoSrs0g&dl=1

Common Core and Censored Information

Check Out the Brainwashing Aligned with Common Core!

October 9, 2013

By Sara Noble, The Independent Sentinel

LINK

When the president of the New York State Teachers Union, Richard Ianuzzi, came out in support of the Common Core, he also strongly supported propagandized lesson plans which are aligned with the Core. He has numerous lesson plans posted on the NYSUT blog to prove it. They do not instruct children, they brainwash them into one school of thought.
I include two excerpts from actual lesson plans below with a short biography of the authors.

JOHN LEWIS
The first lesson plan comes from Democratic representative John Lewis and focuses on non-violent activism and the social justice movement.
John Lewis is a civil rights and peace activist and a Democratic politician. He is a strong proponent of social justice which is referred to by many as neo-communism because at its heart is the redistribution of assets from the haves to the have-nots.
In March 2010, a report that Lewis and another black Congressman, Andre Carson, had been called ‘nigger’ by Tea Party protesters outside the Capitol received media attention. Some conservative sources criticized the claim, saying that no video showed up to prove the charges, and the videotapes of the event that later surfaced in fact disproved them. The New York Times issued a correction in July 2010, acknowledging that there was no evidence of Tea Party members hurling racial epithets at Lewis and Carson. Andrew Breitbart offered a $100,000 reward for anyone who could provide audio or video evidence of one of these instances, but none surfaced.
Lewis supports the Occupy movement, a loosely-organized union of far-left radicals who are mainly comprised of Socialists, Communists, Democratic Socialists.
During the 2008 presidential election, Lewis accused John McCain and Sarah Palin of  “sowing the seeds of hatred and division” in a way that brought to mind the late Gov. George Wallace  and “another destructive period” in American political history.
Anyone who disagrees with Barack Obama is a racist!
Click here for this lesson plan from John Lewis which I have excerpted below:

Cumulating activity

Have each group select a current social justice movement. In writing, students should identify the social, political, and/or cultural changes the movement seeks to make, the leader(s) of the movement, and the tactics being used to achieve the desired change(s). Are the individuals involved like John Lewis? Is John Lewis’s legacy seen in this event?

• Create a power point on the actions of John Lewis in his activism for social change.
• Become a defender
• Review the non-violent tactics used during the Civil Rights Movement. Create a t-shirt, poster, lawn sign, song, or movie to bring publicity to a social justice cause important to you.
• Organize a “Non-violence Day” at school. Make a collection of social activist songs to download as a playlist to be played during the lunch periods.
• Design a public education campaign for your school on non-violent responses to pressing social issues.
• Select a current social justice issue that impacts your community. Develop a non-violent campaign to create change on the issue.

ANTHONY KAPEL ‘VAN’ JONES
The second lesson for review was created by Van Jones, a former White House advisor and advisor to The Center for American Progress, a far-left think tank. In college, he described himself as an angry black separatist.

 VanJones at an anti-police rally he organized

His lesson on police brutality comes from his background as an anti-police protestor in Los Angeles. He engaged in the Rodney King protests in 1992 and spent some time in jail. He came out of that experience an avowed communist. In fact, he was a committed Marxist-Leninist Maoist.
In 1999, he campaigned to free cop killer Mumia Abu Jamal.
He has since taken on the more subtle and deceptive approach of Saul Alinsky to achieve his goals.
He said the following in a 2005 interview:

“Before, we would fight anybody, any time. No concession was good enough; we never said ‘Thank you.’ Now, I put the issues and constituencies first. I’ll work with anybody, I’ll fight anybody if it will push our issues forward…. I’m willing to forgo the cheap satisfaction of the radical pose for the deep satisfaction of radical ends…. I realized that there are a lot of people who are capitalists — shudder, shudder — who are really committed to fairly significant change in the economy, and were having bigger impacts than me and a lot of my friends with our protest signs.”

He no longer says he is a communist though he also never denies it and his beliefs align with those of the Communist Party USA on issues from environmental justice, social justice, reparations, extreme anti-war stance, and so on. He also is a vocal opponent of Capitalism. So what’s left? I leave that to you.
He worked on anti-war projects with Maoist, Elizabeth Martinez, on STORM. In 2001, he publicly denounced the United States for having brought the disaster on itself. He is also a Truther.
He organized a rally on 9/12/2001 to celebrate the 9/11 attack on the United States. Van Jones can be seen at 04:39 on the tape:
He recently sat – and might still sit – on the board of the Committees of Correspondence for Democracy and Socialism, a Communist Party USA splinter group. His Green For All environmental project is tied to George Soros’ Open Society.
He strongly supports the Occupy movement.
The following is an excerpt from his lesson which can be found here:

BECOME A DEFENDER

• While it is important to trust what is within the news, it is much more difficult to discover what is truly going on, especially when it is the law enforcers you are investigating. Interview known victims, friends and family of victims, and even the police force to hear the official accounts and what is not being reported by the government or media.
• Invite members of local law enforcement agencies – local police, county sheriffs, state police – to your class to talk about what the job of being a police officer entails and what training officers have to prevent excessive use of force.
• Discuss and debate your and your classmates’ perceptions of police brutality compared with what is in the law, what is portrayed in the media, and by the government. Do they align with each other? Compile stories of police brutality locally, nationally, and internationally and argue the pros and cons of the case. Do you believe that the amount of force was merited?
• If there has been a specific instance of police brutality in your area, prepare materials for a teach-in at your school to inform both students and teachers about police brutality and how to work with the local police force to end it. This information can also be shared with civic and community organizations.
• Research the United States’ official position on police brutality. What actions does the U.S. Justice Department take against law enforcement agencies that violate U.S. laws on police brutality?
• Research United States Supreme Court decisions on cases dealing with police brutality. Create a time line of cases and their outcomes. Prepare a report for your class on the background of the cases and the outcome.
• Contact organizations within the United States that work to eliminate police brutality. Find out what you can do to help end brutality and organize a branch of that organization locally.
• Write to a federal official and file a complaint if you believe that what you have seen, heard, read, or experienced is a form of police brutality.
• Find out what the state of police brutality is in other nations, whether they are democracies, dictatorships, conflict zones, or peace-keeping nations. Countries must work together to reduce excessive force by law enforcement worldwide. Prepare materials to present to your class and civic and community organizations on the background of these abuses and what actions can be taken to bring about the end to such activities in these countries.
• Write to the United Nations Human Rights Council citing reasons to end the abuses of law enforcement globally.
• Research international organizations dedicated to ending police brutality and volunteer to work on their cause.

The far-left propaganda is undeniable. These are the plans coming out of the New York State Teacher’s Union. They are promoted by the Robert F. Kennedy Center for Justice and Human Rights, a prime mover and funder of the Common Core.
Even if you agree with this stance, why would you want propaganda to be part of your child’s curricula? Don’t we want our children to have exposure to facts and then choose for themselves?