Reporting on Current Obama Education Policies

Anita Hoge Interview with Charlotte Iserbyt About Common Core Standards and Total Quality Management

Click Here For Entire Interview

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H.R. 5 -Power, Control, Funding, and Enforcement Aligned to Common Core Standards, Identifies the Student, Nationalizing Education

Obama’s Dream Come True-Nationalizing Education

Obamacare was first to mandate to the individual. Now, education! Is this really what the American people want? Nationalizing education? HR 5, the re-authorization of ESEA, Elementary and Secondary Education Act, passed the House without a whimper. Two remarkable turns of events: first, on July 19, 2013, the Republican held House of Representatives gives Obama the socialist agenda that he dreams of-federalizing all of education and contributing to the loss of representative government. Second, the Common Core State Standards being passed in every state closed that loop. If this legislation passes this fall in combination with SB 1094, the federal government will be able to dictate what is taught in the classroom by fiat.

Local and state control will erode when federal funds go directly to the individual student bypassing all local & state authority. The individual student is identified, monitored, and targeted for intervention with the Common Core Standards. Common Core + HR 5 + SB 1094 =federal control of ALL education-private schools included with the Choice Amendments attached in HR 5. When HR 5 is combined to SB 1094, the companion bill in the Senate that was voted out of committee, the compromise will be disastrous for the Republic destroying public education, private education, and how local government functions.

Let’s explain how the Common Core Standards identifies ‘Johnny’ in the classroom for the federal government. But, keep in mind, the Common Core Standard’s key component is standardization in all 50 states.

Background
The standards are copyrighted by the National Governors Association, NGA Center for Best Practices and the Council of Chief State School Officers (CCSSO.) The copyright ensures that the standards will be the same throughout the nation, creating a de-facto national curriculum. The standards also carry a public license which waives the copyright notice for State Departments of Education to use the standards. Two conditions apply. First, the use of the standards must be “in support” of the standards and the waiver only applies if the state has adopted the standards “in whole.” This use of a copyright for public policy document is unprecedented in U.S. political history. The effect of the copyright and public license is standardization across the United States; the standards cannot be changed or modified, creating in effect, a national curriculum.

Overview of the Common Core Standards:

In 2009 the National Governors Association hired David Coleman and Student Achievement to write curriculum standards in literacy and mathematics. Announced on June 1, 2009, the standards were supposedly designed to be “relevant to the real world, reflecting the knowledge and skills for success in college and careers to compete in a global economy.” What is missing here is that a standards based system totally changes how we educate students in the United States. This is the same outcome based education debate that was feverishly fought in the 90’s. Parents moved the clock back then on compliance, but not the continual research funded by the federal government, non-profits, corporations, and business. Obama also unlocked FERPA, Family Education Rights and Privacy Act, opening the research on individual students to meet the Common Core Standards. This is a defunct, sorry, recurring, failed education model being duplicated again, and again, and again.

Older names for Common Core Standards are: OBE, Outcome Based Education, Competency Based Education, Performance Based Education, Mastery Learning Model, and Student Centered Learning. The key to this model deals with the individual meeting learning outcomes or standards. This model is an un-natural process and does not identify individual differences in people. The focus is removed from a teacher teaching the curriculum with curriculum objectives to a group of students with varying intellectual differences. The Common Core Standards transforms education with each student with varying intellectual differences meeting the same specific controlled outcomes. Traditional education is turned upside down. This system removes the Carnegie Unit (ABCD or failure). Students no longer go to school 180 days or seat time, now there is no time limit for meeting standards. There are no more grade delineations like freshman, sophomore, junior, senior. And, most important, there is a transformation away from teaching content toward teaching ‘standards only’ driven by constant assessments and testing.

Think about that. Everyone will meet the SAME standard. Hello, America! Everyone is not the same. This is a socialistic-communistic system….equitable education. This system does not identify differences in individuals. Those students who move faster through the standards, will be the 20% selected for higher education, the global children selected for Advanced Placement or International Baccalaureate, (Franken Amendment) but with the right attitudes. The other 80% will be trained for work. And yes, attitudes and values are part of the standards and part of the workforce skills for jobs aligned to the SCANS, Secretaries Commission on Achieving Necessary Skills. Values and attitudes are a part of the College and Career Ready Standards. Senate Bill 1094 blatantly includes “across domain” testing for the social and emotional development of students. Parents be prepared for the psychoanalyzing of your student.

The Remarkable Carrot and Stick Routine

Forty-five of the fifty states in the United States are members of the Common Core State Standards Initiative. States were given an incentive to adopt the Common Core Standards through the competitive federal Race to the Top grants to the tune of $4.35 billion from the Recovery Act. President Obama and Secretary of Education Arne Duncan announced Race to the Top competitive grants on July 24, 2009, as the carrot. To be eligible, states had to adopt “internationally benchmarked standards and assessments that prepare students for success in college and the work place.” This meant that in order for a state to be eligible for these grants, the states had to adopt the Common Core State Standards or something similar. The rush to accept federal dollars provided a major push for states to adopt the standards. The Common Core Standards are funded by the governors and state school chiefs, with grants from the Bill and Melinda Gates Foundation, the Charles Stewart Mott Foundation, and others. States are planning to implement this initiative by 2015 by basing at least 85% of their state curricula on the Standards. Last year Obama also provided the states with Flexibility Waivers for No Child Left Behind. With this funding coup, states would have to also entertain College and Career Ready Standards, workforce skills in the affective domain, moving away from an academic curriculum toward a standards based system.

With the implementation of new standards, states are also required to adopt new assessments. The two consortiums surfaced with two different approaches to test the standards. 26 states formed the PARCC RttT Assessment Consortium, (Partnership for Assessment of Readiness for College and Careers, Race to the Top.) The approach focuses on computer-based ‘through-course assessments’ in each grade combined with streamlined end of year tests, including performance tasks. The second consortium, the SMARTER Balanced Consortium, consists of 31 states for adaptive online exams.The decision to use which assessment is determined by state education agencies.

Work is in the planning stage to create a common, universal assessment system based on the common core state standards. Of course. If you have a national curriculum, you must have a national test. This unprecedented move changes the Standardized Testing most students are currently taking, because standardized testing measures content and does not measure attitudes. The “Universal Assessment System” is assuredly NAEP, the National Assessment of Educational Progress and has always been the prototype for all state assessments that experimented with testing in the affective domain.

The clever plan to standardize the standards was actually passed by individual states or state boards of education. This removed the legal violation of the federal government directing and supervising curriculum which is against federal law. In summary, once your state accepts the Common Core Standards, power is removed from your neighborhood school and the teacher in the classroom. Common Core removes the old system based on content and replaces it with individual Common Core Standards that each individual student must meet and every individual teacher must teach. The Common Core lowers the bar of academics with a “dumbing down” approach in order for all children to meet them. Feedback loop control is initiated to force compliance on the school, the teacher, the student with data tracking creating a Total Quality Managed system. Individual educations plans, career pathways, small letter iep’s, whatever you want to call forcing the individual student to comply to ONLY the Common Core, will be developed for EACH and every student creating a system of interventions if the student does NOT meet each standard through federal Special Ed funds, IDEA. HR 5 and SB1094 refer to the interventions as “Specialized Student Support.”

HR 5, the Dollar and the Force Behind the Common Core. SB 1094 Out of Committee

The legislation passed by the Republican held House of Representatives sold our country out with this piece of legislation. The funding, Title I, “follows the child.” What does this mean? This means that the money will fund each student wherever they want to go to school. This funding bypasses the state government and the local district. Interesting enough, the amendments attached by key Republican Congressmen, and a few other Democrats, have an assortment of issues that contribute to ensuring that representative government is erased.

Eric Cantor, (VA) R, and Rob Bishop (UT) R, allows Title I funds to follow the student to other public or charters schools upon the state opting to allow it. Rob Bishop also makes Title I portable to public ( including charter) schools and private schools. Matt Salmon, (AZ) R, provides States with the flexibility to allocate Title I grant funds in a manner that follows the child. States may allocate these funds based on the number of eligible children enrolled in the public and private schools served. John Tierney (MA) D, ensures a state’s accountability system is applied to charter schools in the same manner as to other public schools. Jeff Duncan (SC) R, states would be able to direct block grant funding to any education purpose under state law.

In Summary: Creating Choice, Diminishing Public Schools, Grooming Charter Schools.

Under the House Bill, HR 5, a student is “given” Title I federal dollars to go to the school of their choice. Which school will they go to? The public school across the district? across the state? to a private school? Catholic school? homeschool? across state lines? Your tax money is traveling everywhere blurring tax bases. What will this do to your local school district? What will this do to a locally elected school board who will no longer have control over the tax base with students moving everywhere? The funds must be divided to each student in an equitable way.

Under the Senate Bill, SB 1094, funding establishes or expands inter- or intra-district public school choice programs that follow the child starting at birth to age 21, mandates workforce skills, and testing across ALL domains, attitudes and values included. It also establishes a NATIONAL SCHOOL BOARD. (This bill does not extend the choice funds to private schools, Senators Tim Scott (R-S.C.) and Paul Rand (R-Ky.) amendment to allow Title I dollars to follow a student to any school, public or private, was defeated.) The meshing of the two bills gives us the entire agenda. The writing is on the wall.

Eventually, there will no longer be “better” schools, only equal schools. It is only fair, there shouldn’t be wealthy school districts and poor school districts. Right? This ensures that your local school district will struggle. If a local district survives, they must be in-tune and in compliance with the common core agenda with perhaps minor functions like hiring, firing, maintenance of buildings, and managing federal accountability guidelines. Many states have already gone to court over equitable school finance and alternatives to property taxes. The trend is a regional tax base, pooling tax money, and this legislation lays the groundwork to do just that. Schools will close because of less funding to operate, and so called “academic bankruptcy” for not meeting standards. This also sets the stage for charter school take over, which is a public school without an elected board. Local and state representative government will continue to be gradually diminished. Follow the money.

Sending Federal ‘Choice Children’ to Private Schools

Will a private school be forced to accept a choice student? Will this choice money force private schools into ” equal opportunity” and “an equitable resource implementation plan” for the choice students enrolled? Will choice students force the national curriculum and national testing on the private schools? Yes, Yes, and Yes. Particularly if your state passed the Common Core Standards.

Charter schools will be the norm, the future for all public schools. Charter schools are the model for taxation without representation. Specialized Student Support, Continuous Improvement, Teacher Evaluations, and Data Tracking Oversight with testing, testing, testing for accountability are all packed into HR 5 along with the choice amendments. Will the Democrat Senate pass this legislation this fall? Combined with SB 1094 introduced by Senator Harkin, which is the Democrat version of HR 5, we can count on it. We will have federalized all of education in the United States of America-Obama’s Dream.

Action:
Stop the Common Core Standards.
Stop HR 5.
Stop SB 1094
.

Notes:
Historical Documentation: Charlotte Iserbyt,
the deliberate dumbing down of america
Soviets in the Classroom

See Obama’s, Race to the Top Agenda’ – States Under Republican Leadership Fall For the Carrot: Children Sold-Out for a Profit, by this author for documentation. Obama’s Race to the Top Agenda

HR 5 legislation HR 5
SB 1094 legislation out of Committee: Senate Bill 1094
Franken Amendment- Advanced Placement/International Baccalaureate: The Chosen 20%:
Accelerated Learning Act

Obama’s, Race to the Top Agenda’ – States Under Republican Leadership Fall For the Carrot: Children Sold-Out for a Profit

The Next Generation Schools.
It’s easier to understand an agenda with a picture. A picture is worth a thousand words. The following graph was used in a power point presentation about how the Innovation Lab Network will change and redesign how American schools will function in the future. This is a ‘Race to the Top’ education model. The graph was taken from a power point presentation from the Stupski Foundation, the OECD, the international Organization for Economic Co-Operation and Development, with a grant from the Chief State School Officers, CCSSO, about the Next Generation Schools, called the Innovation Lab Network.

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These are the original states that are included in this pilot research project from Obama’s ‘Race to the Top’ -Maine, West Virginia, Wisconsin, New York, Kentucky, and Ohio. Race to the Top was funded from the Recovery Act with $400 billion dollars. Since that time waivers have been given to states that need flexibility in using their ESEA funding in the “No Child Left Behind” legislation to move toward this model since the current Congress has not passed a budget. More states are involved at this time. The most profound concept in this graph shows how the next generation school will eliminate representative government. Notice that the new system bypasses the community, governance, and finance. Draw your attention to the blue lines that are most important to this agenda. They are: your child, called human capital, assessment which is testing, technology, and any time and any place. Testing and technology become the most important part of this agenda to create the human capital of the future for the international global workforce.

How will abolishing representative government work? In order for this graph to become a reality, there are three barriers that must be removed. Community; families, parents, and churches must have no options or legal authority, only a choice of which school to send their children; Governance; your locally elected school board or other elected local or state officials that could become a hindrance will be eliminated or reduced to minor functions: parents will not have any voting power over a for- profit charter school; Finance; the neighborhood school no longer depends on your local tax base to fund schools under equality or leveling the field. The mantra that will be quoted is, under fairness and equity there should not be rich school districts or poor school districts, only schools. Your tax money will be pooled regionally or toward a county base to be distributed equally for each child. Federal funds will now fund individual students. Your elected school boards will no longer have the tax base from which to run their school. Your local neighborhood school will eventually be pushed out through academic bankruptcy and/or taken over by charter schools.

This is the new model for school choice. Federal monies, ESEA Title I, is being changed in new laws being proposed that will follow the individual child & IDEA will change the definitions of who can receive funds to include any child not meeting Common Core Standards (CCS) in an IEP, individual education plan similar to the special education plans for handicapped children. This will mean ANY & EVERY child can receive choice money to go to the school of their choice. The entry point solutions are the end results or the child meeting government Common Core Standards & what must be done to achieve these goals. This is a design down program, start with what the government wants & work backwards….what a child will know, do & be like, or beliefs, values & actions….Blooms taxonomy, the whole child theory.

This graph from the Next Generation Schools, Race to the Top agenda, spells out how to mold the child toward those objectives. It shows how representative government, as well as parents, will be erased from any authority in educating their children or how the schools of the future will function through a computerized monopoly of selected profit making corporations, otherwise known as corporate fascism.

This is the model for for-profit Charter Schools that use public tax payer funds with no elected school boards or taxpayer accountability and this is the model for the takeover of all education in America including private schools. Private schools are included because, when these stipends are given to each child under Choice from Title I which is being proposed in the new ESEA legislation in the federal budget supported by Republican Congressmen and Senators, Republican governors and unknowingly by many conservative groups, any child accepting that federal stipend to go to a charter, private, Catholic, Christian, home school, or other school, will be mandated under accountability, to take federal testing to meet the federal standards. Many tests are being aligned to the Common Core Standards using federal objectives from NAEP test item banks already validated to meet government goals. Inevitably this will control all education in the United States if you take the money. The CCSSO has had model legislation waiting in the wings for years. Perhaps we can ask why Governor Jeb Bush is in Maine pushing his Charter school agenda with his Foundation for Excellence in Education that is widespread in Florida? Legislation in Michigan, under Republican leadership, House Bill 6004 and Senate Bill 1358 would expand a separate and statewide school district (the EAA) overseen by a governor-appointed chancellor and functioning outside the authority of the State Board of Education or state school superintendent. These schools are exempt from the same laws and quality measures of community-governed public schools. The EAA can seize unused school buildings (built and financed by local taxpayers) and force sale or lease to charter, non-public or EAA schools. This is proof that there is some truth to an agenda of eliminating representative government.

Look at the corporations that are flooding into these states to get contracts and compare them to who has access to the personal data explained below. Research to create these individual models for individual children with individual needs to meet Common Core Standards has attracted big business. Big money is being made and businesses are lining up at the door to get their share. But at what price? PARCC, The Partnership for Assessment of Readiness for College and Careers, a testing organization just applied for 501(c)(3) non-profit status which allows easy access to individual data under FERPA, Family Education Rights and Privacy Act. Smarter Balanced is another through Educational Testing Service,ETS. American College Testing, ACT, Pearson Foundation, Gates Foundation, & Wireless Generation already are feeding at the federal data trough. Republican governors have been hoodwinked into an agenda that is racing toward ending representative government & school as we know it.

Notes

Historical documentation from, ‘The Deliberate Dumbing Down of America’
by Charlotte Iserbyt, mentor & friend.

For information about testing attitudes & values, see “Getting Inside the EQA Inventory,” Pennsylvania Department of Education.

Stupski workshop presentation: Stupski PowerPoint Presentation

OECD Workshop

Forbes Article-beyond academic testing.

http://blogs.edweek.org/edweek/college_bound/2012/07/act_plans_to_roll_out_career_and_college_readiness_tests_for_3rd-10th_grades.html

New York selling student information

West Virginia Molds Cookie Cutter Kids In Their Incubator Lab: Codes Common Core Standards for Obama’s ‘Race to the Top’ Schools

When traveling west from Pennsylvania on Interstate 70 toward West Virginia, you see the bold sign on the border: Wild, Wonderful West Virginia. West Virginia is a ‘Race to the Top’ model state with an international agenda for our nation’s schools. Perhaps you will wonder why a state like West Virginia is being used as a guinea pig model for our nation’s children? America is not watching.

West Virginia had been selected through the CCSSO, Council Chief State School Officers, as a Next Generation School called Innovation Lab Network. There were 6 other states selected for this Race to the Top agenda, Kentucky, Wisconsin, Maine, New York, Ohio, & New Hampshire was added. Steven L. Paine, former State Superintendent of Schools, led West Virginia down the international path of 21st Century Learning Outcomes. The state created policies that set up an agenda that correlated those outcomes into strategies & learning objectives that would be coded for individual data retrieval in the Common Core longitudinal data collection. Dr. Paine was President of the CCSSO, member of the Governing Board of the National Assessment of Educational Progress, NAEP, the national test, Vice President Business Operations of CTB/McGraw Hill, a testing company, & now president of Partnership for 21st Century Skills, P21. He is now pushing the integration of 21st Century Skills in federal legislation, HR 347. (Link this information to the legislation currently passed by the Republican House of Representatives, HR 5.) However, workforce skills standards are already being swept in under the door mandated through federal ESEA Flexibility Waivers. HR 347 would make workforce standards law. The CCSSO, OECD, the international Organization for Economic Co-Operation & Development, & the Stupski Foundation funded the Innovation Lab Network in which West Virginia was a model state in Obama’s ‘Race to the Top’ schools.

Led by Paine, West Virginia is deeply engaged in systemically transforming the public school system with the goal of providing all West Virginia children with the skills for global citizenship. This agenda redesigns what the reformers are calling the old ‘Industrial Age’ style of schooling & ridicules the traditional education system that is based on intellectual knowledge & academic content, the Carnegie Unit (ABCD or failure), going to school for 180 days or seat time & grade separations ( freshman, sophomore, junior, senior). Our traditional system of teaching, identifies, challenges, & rewards intellectual excellence & hard work. The transformational, standards based system, where there is no competition, eliminates all this & is a radical change from schooling as we know it. A standards-based system is focused on the individual meeting specific standards that are being replicated across the country & duplicated from state to state in the Common Core State Standards. This type of education demands an IEP, individual education plan or career pathway that is developed to meet the standards. (See “Republican Leadership Falls for Obama’s Carrot” by this author.) The fallacy in a standards based system is that there is no identification of individual differences or IQ. This un-natural system eliminates the concept of individual accomplishments & freedom to choose your future, where the direction is a controlled, standardized authority where the government chooses for you in a caste-like agenda. The Common Core Standards eventually lead to a national curriculum controlled through testing, retesting, & standardization called ‘feedback loop control’ for continual monitoring & the eventual federal take-over of education. A state agreeing to the Common Core Standards is the first step, like getting the camel’s nose under the tent.

West Virginia’s Global21 program is focused on the development of international curriculum standards, an assessment that measures & tests those standards, research-based instructional practices & curriculum taught to meet the standards, a parallel accountability system that aligns teacher performance with school performance based on the standards, development of a 21st century mastery teacher continuum; emphasis on pre-K programs to identify interventions early on, and integration of technology tools and skills in every classroom…all centered around meeting standards that government controls.

There are currently 46 states that have adopted the Common Core Standards for Obama’s ‘Race to the Top’ schools mostly because of the Elementary & Secondary Education Act, Title I, ESEA Flexibility Waivers given to states applying for flexibility in the ‘No Child Left Behind’ legislation under the Bush administration. The waivers require explicitly that an accountability system of assessments along with College & Career Ready standards must be devised. Another incubator state, Kentucky, has also transformed their focus of education toward the international standards. Dr. Terry Holliday, Kentucky Commissioner of Education is quoted on Oct. 29, 2010,…” [that] we will change from school- to the people development business.” In December 2010, Holliday was named to the board of directors for the Council of Chief State School Officers (CCSSO) for 2010-11. In September 2011, Holliday was appointed to serve a four-year term on the National Assessment Governing Board. These key change agents have mastered the agenda for moving entire states to an international agenda of molding students for global citizenship & accepting Common Core Standards.

West Virginia Department of Education focuses on three goals for all children & blatantly professes the fact that attitudes, values,& dispositions are a focus of their curriculum:
Goal 1: To meet or exceed state, national and international curriculum standards that incorporate acquisition of 21st century skills.
Goal 2: To develop the personal skills and dispositions of wellness, responsibility, cultural awareness, self-direction, ethical character and good citizenship.
Goal 3: To graduate from high school prepared for post-secondary education and career success through personalized pathways and guidance.

What are Common Core Standards & 21st Century Skills? These standards, taken from the Partnership for 21st Century Skills or P21 under Life & Career Skills, are incorporated into West Virginia standards. Notice in the graph above, the personal & workplace productivity skills. Many are in the affective domain, or in the area of attitudes, values, beliefs, & dispositions. No longer is school focused on academics. The agenda to educate the child is now referred to as the ” learning genome” – evaluating personality & teaching the whole child. That means the way a child thinks or what they believe, what they feel or their values & attitudes, & what they can do or their behavior or how they act. It’s not about academics, it’s about control & molding the child to the state desired minimum standard. This is the new school & these are the steps that are being taken.

West Virginia Codes Unique Data Sets for the Common Core Standards: Each standard and each objective will have a Unique Electronic Number (UEN) that will always remain the same.

The next several paragraphs teaches how to code standards & the objectives so that the Common Core Standards can be duplicated for computer retrieval. This also sets the stage for individual students to be monitored toward meeting those standards. A standards-based curriculum includes learning standards and instructional objectives. The learning standards are the broad descriptions of what all students must know and be able to do at the conclusion of the instructional sequence. The objectives are specific descriptors of knowledge, skills and attitudes that the student must master to attain the standard. The instructional objectives guide curriculum planning and provide a basis for determining specific assessments, instructional strategies and resources validated to meet the standards. Objectives build across grade levels as students advance attaining the appropriate knowledge, skills & attitudes. This is known as scaffolding where all activities are related & controlled toward meeting the standards.

Understanding the Numbering of Standards & the Codes for Computer Retrieval are explained below:

The number for each content standard is composed of four parts, each part separated by a period: the content area codes are LS for Learning Skills and TT for Technology Tools, the letter S, for Standard, the program level, and the standard number
Illustration: 21C.S.PK-2.1 ( 21st Century Standard, PreK thru grade 2, content standard #1.)
Numbering of Objectives: The number of each objective is composed of five parts, each part separated by a period: content area code (LS for Learning Skills; TT for Technology Tools),the letter O is for Objective, the program level, the number of the content standard addressed, and the objective number.
Illustration: 21C.O.3-4.1.TT2 (21 Century Objective, grades 3-4, addresses standard #1 in Technology Tools, and is the second objective listed under that standard.)

Unique Electronic Numbers (or UENs) are numbers that help to electronically identify, categorize and link specific bits of information. Each objective will have a Unique Electronic Number (UEN) that will always remain the same. The only additional set of numbers that will be added to each code to formulate its UEN will be a prefix that indicates the year and month. These codes will follow individual student attainment of the Common Core Standards in a longitudinal data base Pre-k through career.

UENs (Unique Electronic Numbers) are unique numbers that facilitate implementation of Standards into Electronic formats such as Databases and XML Files. The WV Department of Education encourages everyone to use the WV Content Standards in any kind of electronic distribution, alignment, or software development to use the UENs so that all efforts can be cross- referenced and there is consistency across initiatives. The key to the transformation is standardization. The standards, the coding, the teaching, the curriculum, the testing, all must conform to the blueprint.

This is the blueprint. So. What will be taught? Let’s fill in the blanks & look at the actual standards:

West Virginia Openly Measures & Molds Student Attitudes: Discussing Affective Issues in Common Core & College & Career Ready Standards

Under the federal Elementary Secondary Education Act, ( ESEA) Flexibly Waiver under Title I, a state applying for the grant must meet certain guidelines. A state must also incorporate college & career ready standards & assessments into their state plan that would align to Common Core Standards.

West Virginia blatantly states what those standards will be. The standard #3, Personal & Workplace Skills in the graph below, proves that students will be forced to change their beliefs & attitudes. The 3rd standard is: “The student will exhibit leadership, ethical behavior, respect for others, accept responsibility for personal actions considering the impact on others, take the initiative to plan & execute tasks, & interact productively as a member of the group.”

Notice in the graph under Learning Skill Objective #1, that the student is being pressured to “go along with the group, even under stress.” The student must work collaboratively. They must “willingly align their personal beliefs & goals to the goals of others,” forcing the student to change through cognitive conflict “under stress” as a positive goal. The standard concludes that the student “derives personal satisfaction from achieving group goals.” This objective creates artificial stress on the student. What if the standard conflicts with what the student believes or what the student has been taught at home? What is the roll & responsibility of a teacher to facilitate changing of these beliefs & attitudes? Does this effect the student’s personality? Are clinical psychologists involved or are school counselors & teachers acting as clinical psychologists?

“Moral issues often involve the examination of authority roles. Classroom discussions of what is right & fair inevitably turn to a questioning of authority relationships in class, school, and family. This is so because our beliefs about authority figures are a vital part of our moral judgment.” ( Promoting Moral Growth from Piaget to Kohlberg,” Hersh, Paolitto, Reimer.) What will happen to the rugged individualist? What will happen to the creative child? This example is the most chilling outcome that we could possibly put children through. This is people molding, not teaching & learning. What’s happens to a students’ psyche when there will be continual stress/conflict induced activities? Why are we moving to this type of teaching at school? Is enough stress placed on the child to commit suicide? To commit crimes? Will this technique cause a change in personality? Depression? Are there studies to conclude that these techniques are NOT harmful? What is the end result of standards that force ALL students to be non-thinking, non-feeling programmed robots that respond only to the group & to specific stimuli? Why MUST these standards & techniques be used in American schools allowing experimentation on our children & why is it so important? Perhaps, American children must think differently & prepare for something their parents are NOT preparing them for. Welcome to the 21st Century Skills for global citizenship.

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Cookie Cutter Common Core Kids

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West Virginia Values Standards