Reporting on Current Obama Education Policies

The Common Core Standards for Global Citizenship

The newest push for global citizenship comes with new names from the Assessment & Teaching of 21st Century Skills (ATC21S), with global leaders including OECD, Intel, Cisco, & Microsoft, who are combining efforts for an international push for 21st Century Skills. In the book “Education For Life & Work: Developing Transferrable Knowledge & Skills in the 21st Century,” Pelligrino & Hilton, explain three domains of competence—cognitive, intrapersonal, and interpersonal, similar to Bloom, but expanding the interpersonal. (See Graph above) The cognitive domain involves reasoning and memory; the intrapersonal domain involves the capacity to manage one’s behavior and emotions to achieve one’s goals (Common Core & College & Career Ready Standards); and the interpersonal domain involves expressing ideas, and interpreting and responding to messages from others.

Be prepared to accept the new mumble-jumble of names that the indoctrinators will place in these new models. The concept of getting into the personality of students including value judgments like “higher order thinking, deeper thinking, & metacognition” continues the idea of teaching the “whole child” theory for acceptance & understanding the international merging for a new world order. Not much has changed from the 70’s. The apple never falls far from the tree.

A Current Behavior Changing Activity reported in April, 2013, which includes roll playing & presumes that the Germans were the victims during the holocaust.
“Think like a Nazi,” Read more:
http://www.timesunion.com/local/article/School-apology-Think-like-a-Nazi-task-vs-Jews-4428669.php#ixzz2QFwDZ1AE

This following activity was news worthy April 12, 2013 of a value changing technique: “Students in Albany High School English classes were asked this week as part of a persuasive writing assignment to make an abhorrent argument: “You must argue that Jews are evil, and use solid rationale from government propaganda to convince me of your loyalty to the Third Reich!”
Students were asked to watch and read Nazi propaganda, then pretend their teacher was a Nazi government official who needed to be convinced of their loyalty. In five paragraphs, they were required to prove that Jews were the source of Germany’s problems.”

New York is a state involved in the Innovation Lab Network along with West Virginia & 5 other states.

The following excerpt was taken from testimony of a clinical psychologist about the Common Core Standards:
“A Mental Health Professional’s Perspective on the Common Core”, By Dr. Gary Thompson, Director of Clinical Training & Community Advocacy Services
Early Life Child Psychology & Education Center, Inc., March 25, 2013
http://truthinamericaneducation.com/common-core-state-standards/a-mental-health-professionals-perspective-on-the-common-core/

Excerpt: Educational Testing
According to the U.S. Department of Education, CCSS will authorize the use of testing instruments that will measure the “attributes, dispositions, social skills, attitude’s and intra personal resources” of public school students under CCSS (USDOE Feb, 2013 Report). In a nutshell, CCSS simply states that it will develop highly effective assessments that measures….well….almost ”everything.”

Below are issues regarding CCSS “testing” policies that have not been addressed by the Common Core to State’s Governors’, State Superintendents, State School Boards, local school district superintendents, local school boards, to parents of children in public school education:

Common Core does not address what types of tests will be utilized on our children.
Common Core does not address, specifically, exactly who is developing these tests.
Common Core does not address the fact that these tests have not yet been developed, and are not available for public consumption or private review by clinical psychology researchers and psychometric professionals.
Common Core does not address if the soon to be completed tests will be subjected to the same rigorous peer review process that ALL testing instruments are subjected to prior to being released to mental health professionals for their use in the private sector.
Common Core does not state which public school employees would be administering or interpreting these tests. There is a reason that School Psychologists cannot “practice” outside of their scope in school districts. As hard working and as wonderful as this group is, their training pales in comparison to the average local clinical psychologist.
Common Core does not address the well documented, peer-reviewed fact that both African American and Latino students, due to cultural issues, tend to have skewed testing results when cultural issues are not addressed prior to the initiation of such testing. This should probably be addressed if these results are going to be following a student “from cradle to high school graduation.”
Lastly, once these highly intimate, powerful, and most likely inaccurate testing results are completed, who EXACTLY will have access to all of this data?

Comment from this author: Although Dr. Thompson has explained the privacy invading techniques & asked about the who & why of the testing components to the Common Core Standards & testing, we need to address one step further, the what’s next “therapy” that would be applied at school to change the student. This is the reason the collection of personal information is completely dangerous in the hands of government. The first step is the collection of information or data on the student which is a violation of privacy. The second step, remediation or therapy applied to the student in an individual education plan (IEP) or personal career pathway without the knowledge or consent of the parent, is a violation of freedom. The death of free will, individualism, & our concept of America as we know it.

NOTES:

Use the 5 Magic Questions developed by Anita Hoge to fight subjective & vague Common Core-College & Career Ready Standards.
1. How do you measure that standard?
For example: If a College & Career Standard states that “all children must have ethical judgment, honesty, or integrity,” what exactly is going to be measured? How do you measure a bias in a child? Must children be diagnosed? Will they be graded by observation or take a pencil-and-paper test? How will performance or behavior be assessed?

2. How is that objective scored, or what is the standard?
What behavior is “appropriate” and to what degree? For example, how much self-esteem is too much or not enough to graduate? Can government score the attitudes and values of its citizens in a pluralistic society?

3. Who decides what that standard will be?
The state has extended its mandated graduation requirement, or Common Core Standards, down to the individual child. This bypasses all local autonomy. What about locally elected school directors – will they become obsolete? Are we talking about a state or government diploma or certificate?

4. How will my child be remediated?
What are you going to do to my children to change them from here-to-there in their attitudes, values, & dispositions in order to graduate? How do you remediate ethical judgment, decision making, interpersonal skills, environmental attitudes, adapting to change? What techniques will be used? What risks are involved? What justification does the state have to change my child’s attitudes?

5. What if parent and state disagree on the standard or how it is measured in the classroom?
Who has the ultimate authority over the child … parents or the state? What about privacy? Can parents opt out of a graduation requirement mandated by the government?

The Death of Free Will, Charlotte Iserbyt, http://www.newswithviews.com/iserbyt/iserbyt102.htm

West Virginia 21st Century Skills aligned to legislation
Begins coding for distinct behaviors
http://wvde.state.wv.us/policies/p2520.14.pdf laws connected to data sets

http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=23911&Format=PDF

http://wvschools.com/harrisoncounty/21learning/21stcenturyskillsmatrix.pdf. Common core standards connected to data sets

http://wveis.k12.wv.us/teach21/public/21C/popUp21.cfm

Lesson plan with coding
http://wveis.k12.wv.us/teach21/public/Uplans/UPview.cfm?tsele1=10&tsele2=65&tsele3i=1516

Smart Inventory, Interests Inventory Grade 4
http://wveis.k12.wv.us/teach21/public/Uplans/LPview.cfm?page=1&tsele1=4&tsele2=104&upidU=2030&UPid=2061

http://wveis.k12.wv.us/Teach21/CSO/Upload/LP2061WS2.doc?tsele1=4&tsele2=104&tsele3i=2061

College & Career Ready Standards Task Force
https://kyp20nxgla.wikispaces.com/file/view/Discussion+Outline+for+CCR+Task+Force-1+12+12.docx

ACT21S, Assessment & Teaching of 21st Century Skills, a global team for transformation, http://atc21s.org/index.php/about/team/

Education For Life & Work, National Research Council, Pelligrino, Hilton, 2012
http://www.leg.state.vt.us/WorkGroups/EdOp/Education%20for%20Life%20and%20Work-%20National%20Academy%20of%20Sciences.pdf

Promoting Moral Growth from Piaget to Kohlberg,” Hershey, Paolitto, Reimer 1979

SCANS, Secretaries Commission on Achieving Necessary Skills, US Department of Labor, 1992

Stupski workshop presentation, 6 states chosen for Innovation Lab Network,
http://www.oecd.org/edu/ceri/46399963.ppt

‘Obama’s, Race to the Top Agenda’ – States Under Republican Leadership Fall For the Carrot: Children Sold-Out for a Profit, by Anita B. Hoge, March 18, 2013.

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B. F. Skinner’s Perfect Laboratory-Race to the Top

” I could make a pigeon a high achiever by reinforcing it on a proper schedule.” B. F. Skinner

What are Common Core Standards? What is Mastery Learning or Competency Based Education also known as Outcome Based Education, OBE? What happens when you combine the standards with the process? There is a school of thought that presumes all children can learn if they are provided with the appropriate learning conditions. Learning for mastery or mastery learning are terms coined by Benjamin Bloom in 1968 and 1971 respectively. Bloom hypothesized that a classroom with a mastery learning focus as opposed to the traditional form of instruction would reduce the achievement gaps between varying groups of students (Guskey 2007). What is true is that biology is biology. Everyone is different & the only way to reduce achievement gaps is to lower standards & eliminate the time it takes for All students to meet the standards. With “conventional instruction”, there is recognition of individual differences & intelligence. The individualized computerized concept of mastery learning “uses conditioning,” (reward & punishment) manipulating students to master the below standard, standards in this unnatural process. Only the standards will be taught & tested. Traditional education is opportunity, mastery learning is a controlled environment.

Mastery learning has little to do with specific content, but rather is a description of the process of mastering particular learning objectives. This approach is based on Benjamin Bloom’s Mastery for Learning model, with refinements made by Block. Mastery learning may be implemented as teacher-paced group instruction, one-to-one tutoring, or self-paced learning with programmed materials using direct teacher instruction or computerized models. It requires well-defined learning objectives organized into smaller, sequentially organized units, otherwise known lately as Common Core Standards. Individualized, computerized instruction is a perfect partner used with mastery learning. The computer is a perfect programmed teacher to reach a perfect controlled goal.

Block discussing “redistribution of brains” in an article published in Educational Leadership (November 1979) entitled “Mastery Learning: The Current State of the Craft.” Block explained that:
“One of the striking personal features of mastery learning, for example, is the degree to which it encourages cooperative individualism in student learning as opposed to selfish competition. Just how much room is there left in the world for individualists who are more concerned with their own performance than the performance of others? One of the striking, societal features of mastery learning is the degree to which it presses for a society based on the excellence of all participants rather than one based on the excellence of a few. Can any society afford universal excellence, or must all societies make most people incompetent so that a few can be competent?”

The concept of mastery learning can be attributed to the behaviorism principles of Skinner’s operant conditioning. According to operant conditioning theory, learning occurs when an association is formed between a stimulus and response (Skinner, 1984). In line with the behavior theory, mastery learning focuses on overt behaviors that can be observed and measured (Baum, 2005). The material that will be taught to mastery is broken down into small discrete lessons that follow a logical progression. In order to demonstrate mastery over each lesson, students must be able to show evidence of learning the material before moving to the next lesson (Anderson, 2000). Just think of constant reinforcements like bells, pop-ups, & errors made by students on computers. This is operant conditioning.

The Race to the Top model does away with the-knowledge based model, seat time, the calendar year, grade groupings, & competition. A personalized, student education plan or career pathway uses mastery learning & is the system to be taught for the Common Core Standards.The reason Obama unlocked data under FERPA, Family Education Rights & Privacy Act, is to develop & research these programs & monitor individuals for compliance toward those standards.

A computerized, personalized student plan or career pathway is called a ‘learning genome.’ The child’s learning style, background, & dispositions will be monitored & assessed through the entire process. The “process” that is used to teach the dumbed down Common Core Standards is Mastery Learning. Operant conditioning takes away the normal process of thinking so that the transfer of knowledge in normal human thinking activity is stunned. This is a dumbing down technique purposely being used on American children. Mastery Learning, Master Teachers, Common Core Standards, NAEP, National Assessment of Educational Progress, & data-trafficking is the foundation for a national curriculum, national testing, national teacher certification, & a national data bank to monitor & force compliance. This is the footprint of nationalizing & redesigning education in America.
This is what is being called accountability toward a New World Order School.

The graph on the previous page & photo pictured on this page were taken from “Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century,” February, 2013, U.S. Department of Education Office of Educational Technology

This entire excerpt that follows is Kentucky’s ‘Race to the Top’ Model State Using Mastery Learning called STEAM Academy in Fayette County, Kentucky

“DIG DEEPER:
Fayette County Public Schools and the University of Kentucky imagine a 21st-century school that is flexible and adaptable, technology rich, responsive to student and teacher needs, and recognizes and extends learning beyond the traditional school day and classroom. The STEAM Academy, an urban public school opening in fall 2013, will incorporate mastery learning, personalized instruction, internships, and dual/college credit opportunities. The goal: to ensure that students will graduate college and career ready, and experienced. Low-income, first-generation college, and traditionally underserved students will have enrollment preference.

The STEAM Academy will use an innovative, hybrid instructional program based in student‐paced, mastery- and problem‐based experiential learning. Technology will help deliver content and real-time assessment to provide students with greater autonomy, help instructors better diagnose and address each student’s needs, and engage parents more effectively.

Student voice and student agency are central to the school model. Students will take ownership of their learning by choosing their instructional delivery, schedule, and learning style and engaging in real-world problem-solving projects that interest them. At the classroom level students will work to mastery with time as a variable. Some students may move thorough the coursework in two years and matriculate into classes at the University of Kentucky while others will need four years to be ready for college or career. Demonstration of mastery will be determined by summative assessments and evidence collected in an e-portfolio.

Upon entering the school, students will be assigned an adviser who will remain with the student until graduation. Advisory groups will meet bi‐weekly throughout the year to provide guidance in college and career readiness skills, personal goal setting and monitoring, and problem identification and solution finding.

The district is taking advantage of an environment ripe for innovation. Innovation waivers provide unprecedented flexibility in seat time, enabling a true competency-based approach. The University of Kentucky P20 Innovation Lab (part of CCSSO’s Partnership for Next Generation Learning) is helping create the innovative infrastructure and instructional model. In addition, teachers will work with Innovation Lab faculty members and other UK faculty who will provide training across a range of instructional innovations including project‐based learning, performance assessment, and technology integration. Preparation of these teachers will also include a mentoring component with master teachers, teacher leaders, and content specialists with Fayette County Schools. Ultimately, the STEAM Academy will serve as an incubator – where pre-service and master teachers gain experience in a mastery-based blended learning environment, and a lab – where UK faculty can research and pilot new innovations.”
http://www.nextgenlearning.org/grantee/fayette-county-public-schools

Kohlberg on Skinnarian Techniques.

“Skinner may dispense with ideas of freedom & dignity to arrive at a theory valid for explaining studies of reward in animals & children. A theory that ignores freedom & dignity in the learning process leads to the practice of constructing “teacher proof” materials. It also leads to kits designed to be “student proof,” that is, to modify the student’s behavior without his understanding or assent to the theory and methods applied to him.” Lawrence Kohlberg in the Foreword to “Promoting Moral Growth from Piaget to Kohlberg,” Hershey, Paolitto, Reimer 1979, about Skinnarian techniques.

Standards Based Basketball-Otherwise known as doing away with competition.

STANDARD: All players will make 10 baskets at the game tonight & feel good about it.
(The basket is lowered 6′)
All players did make all 10 baskets at the game last night & both teams won.
All players received mastery of the goal. They are all treated to candy bars. They are rock stars.

NOTES:
Historical documentation on Mastery Learning, “Deliberate Dumbing Down of America,” Charlotte Iserbyt

Richard I. Evans, 1968, “B.F. Skinner: The Man and His Ideas.” Skinner, “I could make a pigeon a high achiever by reinforcing it on a proper schedule.” (p. 10)

“Our Children: The Drones,” Ann Herzer

Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century,” February, 2013, U.S. Department of Education Office of Educational Technology, http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf

http://www.whitehouse.gov/sites/default/files/microsites/ostp/ed_data_commitments_1-19-12.pdf

Kentucky Race to the Top, STEAM, http://www.nextgenlearning.org/grantee/fayette-county-public-schools

Race to the Top model presentation: http://www.oecd.org/edu/ceri/46399963.ppt

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