Reporting on Current Obama Education Policies

Demand an Investigation into FERPA and the Illegal Access to Your Child’s Personally Identifiable Information

Why your support is needed and why I’m asking for your action today.

We must immediately request a federal investigation into the amended regulations of FERPA, Family Education Rights in Privacy Act.

Education has been used to set up data trafficking of personally identifiable information in the United States. Our rights are being trampled on. Your children and grandchildren will be at an incredible risk in the future as federal legislation is being prepared that changes how we teach our children. These are the changes: There will be no more grades like A,B,C,D or F; Curriculum will not be based on academics; Dispositions and values will be tested and remediated; Competition will be eliminated; Grade levels will be eliminated; The school year will no longer be based on 180 days; Your locally elected school board will become obsolete.

Your child must meet government standards which includes changing your child toward socialistic values. Data is given to large foundations and corporations for free so they can develop testing, curriculum, and software to change your child toward government approved attitudes and values which is a violation of your individual freedom.

Most people, including our legislators, do not know that FERPA, Family Education Rights in Privacy Act, has changed. Your family privacy is NOT protected. Your child’s personally identifiable information is being given out for FREE to large corporations to research how to “change your child into global citizens.”

Our plan is to open a privacy investigation and expose the release of this personal information to foundations, organizations, non-profits, and businesses that will profit from your children’s data. The amended FERPA regulations were issued without Congressional oversight. Obama has issued an Executive Order to change how the government and what the government collects on families. This would be a huge shakeup in the Department of Education IF we can have hundreds, thousands of people make requests to initiate an investigation into the expanded FERPA regulations that exceeded their statutory authority and are contrary to law. We could STOP the illegal rampant research on individual children in proposed legislation of the reauthorization of federal legislation, ESEA, Title I, and Special Education funds, IDEA, that will be used to fund remediation of your child’s attitudes, values, and dispositions. Your action could put a huge wrench in the cogs of our unruly Department of Education.

Please help. Your urgent action is needed. There are 2 steps. Step 1 is a letter to your Congressman and Senator for a federal investigation. Step 2 is a Freedom of Information Act (FOIA) request through your Congressman and Senator for contracts and agreements that will expose who has access to your child’s personally identifiable information unknown to you or our legislators. Questions are added at the end of this article that must be answered.
Please contact ALL of your legislators TODAY!

STEP 1

Dear Honorable_________

I am requesting a federal investigation into the Family Education Rights in Privacy Act, (FERPA) amended regulations that went into effect January, 2012. It is my understanding that there was no Congressional authorization to expand the FERPA regulations. It is also my understanding that there are certain sections of these FERPA regulations that ALLOW for redisclosed personally identifiable information to be released because of a new definition for “school officials.” The new definition now allows outside vendors, contractors, non-profits, corporations, and businesses to access our children’s personally identifiable information without informed written parental permission and they may also receive it without any monetary expenditure.

Redisclosure is also allowed to organizations conducting studies for, or on behalf of, educational agencies or institutions to develop, validate, or administer predictive tests and/or to improve instruction.

The extraordinary circumstances of this redisclosure of private information with the “unlocking” of this data will ultimately benefit these corporations and businesses when the information used to research and develop assessments, curriculum, digital software, and teacher training is sold back to our states and local districts. This is appalling. The invasion of privacy of our children and our families is without recourse. This must be stopped.

The trafficking of this information is an invasion of privacy and is unknown to most parents and legislators. But more important, this data is being proposed to be used to develop personalized software career modules and assessments for measuring specific behavioral changes on individual students proposed in the Common Core College and Career Ready Standards that recently included the measurement of values and dispositions. This invasion of privacy becomes an invasion of freedom. Collecting the information is one breach of law. But, the development of techniques and software to change my individual child’s attitudes, values, and beliefs is a breach of monumental concern in these United States and violates personal freedom.

I have attached a list of documents that must be requested under the Freedom of Information Act (FOIA), so that you may validate who the vendors, non-profits, and businesses are that currently have access to our children’s personally identifiable information in written agreements with the U.S. Department of Education and states involved in testing consortiums.

I will anxiously await your reply to these serious concerns and request that a federal investigation into FERPA is done immediately. Please take steps to ensure that our children are protected. All data transfer must be frozen until the investigation is closed.
I look forward to your reply.

Sincerely,
Your Name

STEP 2

Request a Freedom of Information Act, (FOIA) from your US Congressman and Senator for the names of all foundations, contractors, organizations, non-profits, businesses, etc, who have access to and use Personally Identifiable Information, PII. The FOIA list is as follows:

Freedom of Information Act Requests

RE: Redisclosure of Personally Identifiable Information on Students According to 99.31 of the Family Education Rights and Privacy Act, FERPA (Unknown to Parents and Legislators)

Request the Cooperative Agreements, Memorandums of Understanding, and/or any Written Agreements to be able to access PII, personally identifiable information, between the US Department of Education, National Center for Education Statistics, or Office of Science and Technology and the following:

Partnership for Assessment of Readiness of College and Careers, PARCC, and
Smarter Balanced Assessment Consortium

Florida acting as the fiscal agent for each of the states in the PARCC consortium and Achieve, Inc as project management partner

Washington state acting as the negotiating partner for each state in the Smarter Balanced Assessment Consortium and WestEd, the project management partner

States using the American College Testing, ACT (Aspire, Explore, or Plan,) and/or Pearson, Inc. to measure Common Core Standards

Contractors who have been given redisclosed PII on students to develop curriculum, computer adaptive digital software, and/or any testing development. These “school officials” may be identified as private sector contractors, consultants, volunteers, or other parties to whom an agency or institution has outsourced services or functions, including, non-profit organizations, corporations, or businesses to do experimental research, develop curriculum and/ or computer adaptive resources for individual students. These contractors may include Microsoft, Pearson, Houghton Mifflin Harcourt, Educational Testing Service, ACT and The Center for Disease Control.

Request the purchase agreement and amount for each written agreement between any “school official” and the US Department of Education, PARCC, and/or Smarter Balanced Assessment, for the purchase of obtained redisclosed data on personally identifiable information, PII, on individual students to develop curricula or computer digital programming or experimental testing materials.

Request any Requests for Proposal, RFP, or Written Agreements between any private sector working group, defined as a “school official” in FERPA, 99.31, including PARCC, Smarter Balanced Assessment, Wested, or Achieve, ACT or ETS, who are developing and expanding Common Core Standards to new individualized criteria to ” improve instruction”, called, CCCR, College Career Citizenship Readiness, in which Citizenship measures dispositions and attitudes.

Request any memorandums of understanding or cooperative agreements to test and measure disposition test items that are ” difficult to measure” according to Race to the Top grants that may infringe on personal privacy rights and violate federal law for redisclosing psychological information without informed written parental consent.

Research using data on individuals as identifiers for interventions for changing dispositions or “improving instruction,” without the informed written consent of the parent violating privacy laws, personal liberty, and illegal access to mental health criteria.

Request sample test items or test blueprints with scoring criteria that will measure dispositions, values, and non-cognitive areas in the new College Career Citizenship Ready Standards, CCCR, that are being introduced to the Common Core Standards by the CCSSO, ETS, and the Gordon Commission.

Questions that your Senator and Congressman must find answers to:

1. Do these contractors pay for the data on our children? Are they using the data to make a profit? Example, are contractors developing testing, software, or curriculum that must be paid for by the taxpayer when they get our children’s data for free? Most businesses PAY for lists of people and are very expensive.

2. Experts in tax law say that non-profit organizations like ACT, a testing contractor, the Pearson Foundation, as well as, their partnership with the Gates Foundation who are creating “a full series of digital instruction resources,” appear to be using their tax exempt foundations to push their business interests. Is this a violation of the federal tax code? How many other non-profit organizations are using this data for profit?

“The program ACT is rolling out, in partnership with leading global education company Pearson, also emphasizes improving the way educators use data from assessments in teaching. Erickson says many teachers now administer tests and evaluations without knowing how to interpret and use the results to students’ benefits.”
Source:
http://www.forbes.com/sites/alisongriswold/2012/07/24/college-and-career-prep-to-start-in-the-third-grade/

3. Is the datum on individuals, which will assuredly be used for the personalized education modules in the new proposed ESEA (Title I) regulations and new special education (IDEA) regulations being proposed, paid for as Intellectual Property to that individual, since a profit will be made on their information that is collected without their consent or the consent of the parent? Is your child a commodity for their personal data to be sold without your permission and without reasonable compensation? These proposed regulations will have federal dollars ” follow the child”.

4. Data trafficking between the Department of Education and other outside contractors may contribute to violations of Cyber Security Laws when redisclosure of personally identifiable data is shared and does NOT request informed written parental permission of uses.

5. It’s NOT about academics. What type of data is being collected by the testing contractors? ACT, a testing contractor, states that it is testing the “whole child”. Is psychological information being collected to produce curriculum for ” behavior change” ? The CCSSO has added dispositions to the Common Core Standards. Is it illegal to transfer “mental health” information without the informed written permission of the parent?

“The assessment would look beyond academics to get a complete picture of the whole student,” stated Jon Erickson of ACT. “There would be interest inventories for students, as well as assessment of behavioral skills for students and teachers to evaluate.”
Source:
http://blogs.edweek.org/edweek/college_bound/2012/07
act_plans_to_roll_out_career_and_college_readiness_tests_for_3rd-10th_grades.html
Source
http://www.ccsso.org/Documents/ILN%20Knowledge%20Skills%20and%20Dispositions%20CCR%20Framework%20February%202013.pdf

6. Freeze all data transfer. Demand an investigation into the FERPA illegal dissemination of personally identifiable information from the Department of Education regarding these possible violations of privacy. Carbon copy everyone. Legislators, newspapers, privacy organizations, internet outlets.

Common Core Global Communion PART 2
Democratic Engagement-The New Term for Global Citizenship Beginning at Birth Through College

Once the envy of the world, the brightest, most productive, creative, economic power the world has ever known, the United States will fall to its knees. Not because we don’t have smart citizens, because we have indoctrinated citizens who have had heavy doses of psychological manipulation and mastery learning and cooperative education since kindergarten. Remember, Common Core Standards identify Johnny in the classroom, and federal funding, ESEA Title I and IDEA (Special Ed), (HR 5 plus SB 1094), proposed by the Obama administration, the Democratic held Senate, and the Republicans pushing Charter Schools and Choice to individualize educational plans for EACH student, there will no longer be doses of manipulation. It will be constant manipulation by computer programming and Master Teachers, no matter how long it takes. Different models have kids graduating from high school at the age of 19, 20 or older. More indoctrination will be needed before those students are released as global workers, but the indoctrination must begin at birth.

Cradle to Age 21

Remember, it doesn’t matter that your child is smart or has a high IQ…what matters is the right attitudes and values. Benjamin Bloom’s “whole child theory” of teaching, which is challenging the student’s fixed beliefs, includes the affective domain and must be taught from early ages to change American thoughts and values. SB 1094 calls for testing ‘across domains,’ the whole child, values included starting at birth.This is why the Pennsylvania EQA is so important. The test, which was a model for the nation, shows you exactly what is wanted in the future citizen. This is why ACT, who developed Work Keys for career readiness, is creating career tests for Kindergarten. (“Five Year Old Put to the Test as Kindergarten Exams Gain Steam”, by Stepheny Simon, Rueters,9-25-2012.) The earlier, the better, to mold cookie cutter kids ready to bow to the master plan after years of indoctrination. Career training for Kindergarten? Really? This is the “cradle to grave” indoctrination being put in place.

The Obama administration accelerated the trend in 2011 with a $500 million competitive grant to bolster early childhood education. States that pledged to assess all kindergarten kids earned extra points on their application. The Obama administration grant guidelines encouraged states to develop holistic assessments that measure a 5- year olds social, emotional, and physical development as well as their cognitive skills ( the whole child). About a dozen states including Georgia and Maryland have developed such broad assessments according to the National Conference of State Legislatures. Now, Obama is proposing paying for pre-school for early detection and molding of attitudes and values. Attitudes and values are NOT so hardened or fixed if caught in early years. Senate Bill 1094 starts funding at birth through age 21.

Lately, the interesting thing about the education establishment is that they are sometimes blatantly saying what they are doing. The public is just not catching on as clearly can be seen in this article, “ACT to Roll Out Career and College Readiness Tests for 3rd-10th Grades” By Caralee Adams on July 2, 2012, Ed Week Oct 9 2012, “The assessment would look beyond academics to get a complete picture of the whole student,” he says ( Jon Erickson, the president of education for ACT, the Iowa City, Iowa-based nonprofit testing company.) “There would be interest inventories for students, as well as assessment of behavioral skills for students and teachers to evaluate.” This statement tells you a lot about the agenda.

Yes, each state is agreeing to the agenda of the Common Core Standards, as well as, all testing that is aligning to the NAEP. Standardization and accountability will be aligned internationally as the Bologna model strives to undermine our colleges and universities with their indoctrination.

Civic Education and Democratic Engagement is being taught in the United States as Global Citizenship-the dismantling of the idea of patriotism, individuality, and greatness in the world. Will American students bite the bait of indoctrination that our country is on the same level as other countries and to merge with other nations? Does the “Occupy” movement understand the implications? Do young voters know the consequence of changing the American concept of freedom? Lets hope so. The goal…acceptance of a global new world order. We are a nation at risk.

The Degree Qualification Profile-A New University Diploma-What College Students Must Know and Be Able To Do in Order to Graduate in Higher Ed-With International Standards

While the Common Core is sweeping the nation, HR 5 and SB 1094 will ultimately fund the take-over of education in the United States. Colleges appear to be the next target for the future to change and mold young adult student attitudes. Civic Engagement is on the move to redefine “quality” to be sure ALL college students are drawn into the agenda. The updated proposal to control higher education by providing compatible and comparable international benchmarking is escalating toward the international Bologna Model. Pilot projects are being implemented now in three states as models…Indiana, Minnesota, and Utah. The Bologna model refers to “tuning”. Tuning means matching US standards to the European international standards model. As of today, many colleges are turning a deaf ear to this model, thankfully. But the international push is on. You can be sure that NAEP, National Assessment of Educational Progress, and its international clone, the IEAP, International Assessment of Educational Progress, will be used for data comparisons in the international testing. Once standardization is complete, the psychological experimentation and manipulation to change older American students towards this socialistic, communistic system will move at triple speed targeted to individuals in college

January, 2011, the Obama Administration released its Road Map for civic learning, “Advancing Civic Learning and Engagement in Democracy.” In October, 2012, the National Task Force on Civic Learning and Democratic Engagement released a new study that explains how the convergence to world citizenship will function for our nation’s colleges called, ” A Crucible Moment-College Learning and Democracy’s Future.” Great detail is placed on the development of personality and values of the graduate student. (Page 4) This current proposal of civic education is a direct link to the European nations agreement for converging their higher education systems of standards-international benchmarks for all colleges world-wide. Many papers have been written that call for the standardization of all colleges, worldwide, to agree on global standards and outcomes. The doublespeak begins: entrusting a student’s responsibility and influence on civic values, assumptions; responsibilities to a wider public is stressed. Critical inquiry, also known as higher order thinking skills, universal democratic principles, deliberation and bridge building across differences, are central to building world citizenship. The new degree is called the Degree Qualification Profile.(page 54)

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This is the complete list of international values that each college student must attain for their degree listed in the Crucible document:

Focus on this partial list:
Respect for freedom & human dignity,
Empathy,
Open-mindedness,Tolerance, Justice, Equality, Ethical integrity,
Responsibility to a larger good,
Collective Action,
Integration of knowledge, skills, and examined values to inform actions taken in concert with other people,
Moral discernment and behavior,
Navigation of political systems and processes, both formal and informal,
Public problem solving with diverse partners,
Compromise, civility, and mutual respect.

This is the EQA, the NAEP, and the Common Core-College and Career Ready Standards for college students. How do you measure and score integrity, empathy and justice or other subjective values? Here we go again. The push is on to psychoanalyze and internationalize college students, too. (Just in case a student from homeschool or a Christian school slipped through the cracks.)

The Degree Qualification Profile, funded through the Lumina Foundation, defines ‘expected learning outcomes that graduates need for work, citizenship, global participation, and life’ that aligns with the Bologna Model. This is the blueprint that will force the standardization of college degrees to be equally and universally accepted worldwide. The Bologna Process ensures that the United States is prepared for convergence and urges the United States “for your eyes only” to take the most far reaching and ambitious reform of higher education ever undertaken. Our nation’s colleges and universities are far from approving this agenda. However, the agenda exists and is moving forward to standardize the process.

The Lumina Foundation explains that, “Preparing students for responsible citizenship is a widely acknowledged purpose of higher education. Like other forms of application, civic inquiry requires the integration of knowledge and skills acquired in both the broad curriculum and in the student’s specialized field. But because civic preparation also requires engagement — that is, practice in applying those skills to representative questions and problems in the wider society — it should be considered a discrete category of learning.”

“Higher education is experimenting with new ways to prepare students for effective democratic and global citizenship. Virtually all of these efforts use experiential or field-based learning as a means to develop civic insight, competence in public affairs and the ability to contribute to the common good. By definition field-based learning about civic issues is likely to immerse students in public debate about contested positions.”

“In developing civic competence, students engage a wide variety of perspectives and evidence and form their own reasoned views on public issues. Civic Learning — which is related to but goes beyond the Intellectual Skill we have labeled “Engaging Diverse Perspectives” — also involves active engagement with others. Exposure to these different perspectives helps students develop their own responses to social, environmental and economic challenges at the local, national and global levels. ”

The Bologna Model will first begin to introduce the ideas of unifying course credit, accountability and transferability internationally. The next steps are to ridicule the United States for no longer being on the “cutting edge” or the assumptions of world dominance to shame our universities and colleges into submission. The Executive Summary tells the story called the “macroeconomic theory of convergence”. Surely, our universities and colleges nationwide have big enough egos and self assurance not to allow this to happen. We pray it so.

Executive Summary: “The undertaking is known as The Bologna Process, named for the Italian city that is home to Europe’s oldest university, where the education ministers of 29 countries first agreed to the agenda and “action lines” that would bring down education borders in the same way that economic borders had been dissolved. That means harmonization, not standardization. When these national higher education systems work with the same reference points they produce a “zone of mutual trust” that most far reaching and ambitious reform of higher education ever undertaken. for their students. Everyone is singing in the same key, though not necessarily with the same tune. In terms reaching across geography and languages, let alone in terms of turning ancient higher education systems on their heads, the Bologna Process is the most far reaching and ambitious reform of higher education ever undertaken.

What has transpired since 1999 cannot be but lightly acknowledged in the United States. While still a work in progress, parts of the Bologna Process have already been imitated in Latin America, North Africa, and Australia. The core features of the Bologna Process have sufficient momentum to become the dominant global higher education model within the next two decades. Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community in its underwhelming response to that Commission’s report. Such purblind stances are unforgivable in a world without borders.

But since the first version of this monograph, a shorter essay entitled The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction (Institute for Higher Education Policy, May 2008), U.S. higher education has started listening seriously to the core messages of the remarkable and difficult undertaking in which our European colleagues have engaged. Dozens of conferences have included panels, presentations, and intense discussions of Bologna approaches to accountability, access, quality assurance, credits and transfer, and, most notably, learning outcomes in the context of the disciplines. In that latter regard, in fact, three state higher education systems—Indiana, Minnesota, and Utah—have established study groups to examine the Bologna “Tuning” process to determine the forms and extent of its potential in U.S. contexts. Scarcely a year ago, such an effort would have been unthinkable.

Economist Jeffrey Sachs calls ours “the age of convergence,” and, indeed, that is what we witness when U.S. higher education opens its borders to learning. We’ve had a good run, as the saying goes, but we are no longer at the cutting edge. U.S. higher education can no longer sail on the assumption of world dominance, oblivious to the creative energies, natural intelligence, and hard work of other nations. We cannot rely on 50 research universities and 50 selective liberal arts colleges—some of which boast budgets and endowments (however diminished) greater than those of entire countries—to carry the day for the mass of our students. We cannot live in a room of mirrors, claiming that we are so unique that nothing occurring beyond that room matters. Mirrors lead to delusions, and to short-term, positivistic bean counting. We are mesmerized by the immediacy of “how much,” absent a historical “how well.” It’s time to break the mirrors. The point is not that other countries produce more degrees; it is that they just might be producing better degrees, certainly degrees whose reference points in student learning outcomes and meaning is transparent—something that cannot be said for the degrees we award.

The End of Higher Education and Freewill
Its all about equality and what is fair. Equalization across the board. Socialism. Those universities in the United States that think they are exceptional, well, think again. You are each a target for international tuning, equalization.The United States creeps closer to a world without borders. We are a nation at risk from losing all that’s dear to us, freedom. The individualists of our country are being identified and psychoanalyzed. Strong willed students and leaders of the Constitution are zeroed in on for psychological cleansing and group thought. Will your child survive? Will our country survive?
It is up to us!

NOTES

Read Charlotte Iserbyt’s historical book, deliberate dumbing down of america and Soviets In the Classroom, which details the history documenting how our country has been taken over from within through massive education funding, treaties, and deception. She Identifies names and the who. This extremely important background information and her expertise will connect you to the ‘internationalization’ of education and inevitable global citizenship. Whatever name you want to call the control, socialism or communism, the agenda is people control, and the United States has been the prize.

http://www.newswithviews.com/guest_opinion/guest229.htm

Getting Inside the EQA Inventory, Pennsylvania Department of Education

Resources for Improvement, Citizenship, Pennsylvania Department of Education

Interrelationships to the Pennsylvania Quality Goals: http://eric.ed.gov/?id=ED238146

http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf

http://www.aacu.org/civic_learning/crucible/documents/crucible_508F.pdf

http://www.luminafoundation.org/publications/A_stronger_nation.pdf

http://www.ed.gov/sites/default/files/road-map-call-to-action.pdf

NAEP Civics Frameworks: http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/civicsframework-word.doc#_Toc234923502
Chapter Three: The Civics Assessment: Knowledge, Skills, and Dispositions

Tuning USA Indiana Committee. (2010). Tuning USA Indiana final report. Indianapolis, IN: Author.

Tuning USA Minnesota Committee. (2010). Tuning USA Minnesota final report. St. Paul, MN: Author.

Tuning USA Utah Committee. (2010). Tuning USA Utah final report. Salt Lake City, UT: Author.