Welcome to another episode of
scare-the-crap-out-of-you radio
:-)
We are really lucky to have Tracee on with us again this morning.
She has taken it upon herself to find out what's really behind
Common Core. While the rest of us were looking at the crazy math
and rewrite of American history she found the real smoking gun in
this whole thing ... the assessments. These are not the "tests" of
our youth where it was measuring what information we knew. This is
about fear and stress and brain washing.
WARNING
Many people will find the information below overwhelming. Some may
find the whole idea of our schools invading the minds of our
children overwhelming and THEN you learn that the "assessments" from
Common Core are actually intended to modify behavior. Uh oh, now
you might want to get past that notion that this doesn't affect you.
Our kids are our future! Click on some of the things below and by
all means share this program with PARENTS OF SCHOOL-AGE CHILDREN!!!
Published on Feb 16, 2014
Dr. Peg Luksik explains how Common Core testing imbeds questions
that result in behavior change without protest from the
children.--Poughkeepsie, New York. February 5, 2014.
(If you're pressed for time, start the video at the 4 minute mark
and just watch the last couple of minutes.)
Video:
Common
Core Results in Behavior Change Without Protest
This is Smarter Balanced Assessment, General Item Specifications
(Evidence-Centered Design)
http://pgbovine.net
THREAT ASSESSMENT IN SCHOOLS: A guide to
managing threatening situations and to creating safe school
climates.
http://www.smarterbalanced.org
United States Secret Service and United States Department of
Education
Safety is important but this goes a bit too far! Here is a Secret
Service with US
Department
of Education Report 2004. ThreatAssessmentinSchoolswithDeptofEducation2004.pdf
Adobe Acrobat document [1.8 MB]
Smarter Balanced Assessment Consortium
General Item Specifications DRAFT
Introduction: This document and its companion documents are designed
to provide item developers specific guidance in creating items that
meet the expectations of the Common Core State Standards according
to the criteria outlined by Smarter Balanced. It is a highly
detailed document that outlines complex requirements for a very
specific audience: the item and task developers and reviewers. Table
1 provides a list of the overall set of materials that are part of
the Item Specifications work for Smarter Balanced. This general
document will provide summary information
about
each companion document. Smarter
Balanced Assessment Consortium.pdf
Adobe Acrobat document [1.8 MB]
Promoting Grit and Tenacity &
Perseverance: Critical Factors for Success in the 21st Century
This is a report that was written by the US Department of Education.
It has been out for a while but when you look at the actual document
“Coincides with Assessments and Common Core Implementation” and
"Smarter Balanced Assessments, General
Item
Specifications" go hand in hand. (Using Evidence-Centered Design)
Promoting Grit and Tenacity OET-Draft-Grit-Report-2-17-13.pdf
Adobe Acrobat document [1.4 MB]
California School Climate Survey:
To efficiently and cost-effectively provide
schools with data from their teachers, administrators, and other
staff to guide school improvement efforts and foster positive
learning and teaching environments, the California Department of
Education (CDE) commissioned the development of the online,
web-based California School Climate Survey (CSCS). Since 2004, all
local education agencies in California are required to administer
the CSCS at least once ever two years as part of compliance with No
Child Left Behind. Districts have also been asked to support the
state’s efforts to close the racial/ethnic achievement gap and
engage all students in learning. The survey is being used by schools
throughout the nation, and is required by the federal government of
participants in the national evaluation of the Safe Schools Healthy
Students program
Center for Disease
Control - Youth Risk
Behavior SURVEILLANCE
System:
The funny thing is that if you look at CDC some of the same
questions are on there as well. So, where do you think they get the
answers to the surveys?
This shows in
detailed flow charts just a part of the data that the US Department
of Education has on us. There are a few things going on behind the
scenes during the assessment, survey gathering from everywhere.
Here
we start at preschool - early learning:
Memorandum of Understanding (MOU)
between CA Dept of Ed and Smarter Balanced
The California Department of Education is submitting the attached
Memorandum of Understanding for the Smarter Balanced Assessment
Consortium Managed Services to be provided beginning in July 2014.
The MOU will be with The Regents of the University of California,
represented by the University of California, Los Angeles (UCLA)
National Center for Research and Evaluation Standards and Student
Testing (CRESST), which will be to provide leadership and resources
for the Smarter Balanced formative tools and interim and summative
assessments that are a part of the California Assessment of Student
Performance and Progress (CAASPP). The agreement will be for the
period of July 2014 through June 2017 (three years) at the
cost
of $9.55 million annually (total $28,650,000). MOU UCLA Smarter
Balanced.pdf
Adobe Acrobat document [2.1 MB]
National Center for Research on
Evaluation, Standards and Student Testing (CRESST)
Mission of CRESST/UCLA
• CRESST is devoted to conducting research and development to add to
new
knowledge, improve practice, and assist policymakers and the public.
• CRESST specializes in the areas of innovative measurement and
statistics, the development of learning systems, evaluation of
programs and policies, and the development and evaluation of new
technologies.
• CRESST is committed to design and assure the validity,
credibility, and
fairness of its assessments, whether they are used in classrooms to
improve
learning, for accountability purposes for individuals or
institutions.
• CRESST works to set the national and international agenda in
research and develop Adobe
Acrobat document [157.9 KB]
WestEd and CRESST Awarded New Standards and
Assessments Comprehensive Center
OCTOBER 23, 2012
The U.S. Department of Education recently announced that WestEd has
been competitively selected as the new Center on Standards and
Assessments Implementation (CSAI). UCLA’s National Center for
Research on Evaluation, Standards, and Student Testing (CRESST) will
be the key partner. The CSAI will support states’ transition to new
standards and assessments for college readiness. The funding was
part of the U.S. Department of Education’s $52 million shared across
22 comprehensive centers, including seven content centers and 15
regional centers.
“These centers will help low-performing schools and districts close
the achievement
gap,” said U.S. Secretary of Education Arne Duncan.
“A key purpose of our new assessment center,” said CSAI Director
Stanley Rabinowitz
“is to help states align their standards, assessment and
accountability systems to meet the challenges of the Common Core
State Standards and next generation assessments.”
Dr. Rabinowitz, a national assessment expert, added that most state
accountability programs are in a transitional phase as states begin
to implement their newly approved accountability waivers.
CRESST report 823 (UCLA) was written prior to
the MOU comparing PARCC and
Smarter
Balanced: "Pyschometric testing"
Pyschometric report preschool kindergarten.pdf
Adobe Acrobat document [1.2 MB]
Smarter Balanced is using CAST/UDL. CITEd is
the research for CAST/UDL. CITEd is umbrelled under AIR. AIR is
umbrelled under the NCLB Act at the US Department of Education.
http://www.air.org/
No Child Left Behind Act
The No Child Left Behind Act of 2001 (NCLB) is
a United States Act of Congress that is a reauthorization of the
Elementary and Secondary Education Act, which included Title I, the
government's flagship aid program for disadvantaged students. NCLB
supports standards-based education reform based on the premise that
setting high standards and establishing measurable goals can improve
individual outcomes in education.
The Act requires states to develop assessments in basic skills. To
receive federal school funding, states must give these assessments
to all students at select grade levels. The Act does not assert a
national achievement standard. Each individual state develops its
own standards. NCLB expanded the federal role in public education
through annual testing, annual academic progress, report cards,
teacher qualifications, and funding changes.
Video:
Dr. Gary
Thompson Common Core Presentation Idaho Falls November 2014
Published on Dec 9, 2014
This video is from the keynote address of Dr.
Gary Thompson on the subject of common core as given in Idaho Falls,
Idaho at the Shilo Inn, .November 1, 2014. DVDs of this event in its
entirety as well as other addresses from the evening from the other
speakers are available upon request for a nominal fee to cover
production and shipping costs..
Video:
Suffolk
Forum - Mary Calamia, LCSW
Published on Dec 9, 2014
Mary Calamia is a Licensed Clinical Social
Worker and works in Stony Brook, New York.
Suffolk County Education Forum hosted by the New York State Assembly
Minority Education Committee on October 10, 2013.
Video:
Dr.
Megan Koschnick presents on Common Core at APP Conference
Published on Sep 18, 2013
Child clinical psychologist presents on how the
Common Core Standards are developmentally inappropriate for young
students at a conference held at Notre Dame. The event was sponsored
by American Principles Project.
PRESS RELEASE
Early Childhood Standards of Common Core are Developmentally
Inappropriate:
Child Psychologist Dr. Megan Koschnick Criticizes Common Core
Standards for K-3 as Age and Developmentally Inappropriate
Washington, D.C. -- Today the American Principles Project (APP), in
conjunction with the Pioneer Institute and the Heartland Institute,
released a video of Dr. Megan Koschnick's presentation discussing
how certain aspects of the Common Core standards are developmentally
and age inappropriate. Dr. Koschnick gave her presentation at a
September 9, 2013 conference at the University of Notre Dame. APP,
Heartland, and Pioneer sponsored the conference, entitled "The
Changing Role of Education in America: Consequences of the Common
Core."
"Why do we care if [Common Core standards] are age inappropriate?
Well, you can answer that with one word -- stress," said Dr. Megan
Koschnick during her presentation. "Instead of thinking about what's
developmentally appropriate for kindergarteners, they are thinking
[college] is where we want this kindergartener to end up, so let's
back track down to kindergarten and have kindergarteners work on
these skills from an early age. This can cause major stress for the
child because they are not prepared for this level of education."
