Wednesday, February 18, 2015

Press Release - Letter to Senator Alexander - ESEA


This press release was sent out last week. We thought it well worth publishing here because of the importance of the issues involved with the reauthorization of ESEA.


Anita Hoge
FOR IMMEDIATE RELEASE.
Pennsylvanians Restoring Education
Pennsylvanians Against Common Core

Contacts:
Anita B Hoge 724-263-0474
Cheryl Boise 412-389-6896
Ryan Bannister 717-919-2122
Gen Yvette Sutton 610-507-9113
Rich Felice 484-678-2236

February 9, 2015, Pennsylvanians Restoring Education, Pennsylvania Against Common Core, Citizens of Pennsylvania, parents and students are asking Senator Lamar Alexander to stop the REAUTHORIZATION of ESEA: Every Child Ready for College or Career Act of 2015 which will amend No Child Left Behind. This legislation violates federal law, the privacy of our children and families, our civil rights, and states' rights.

Senator Alexander,
  • Parents were not invited to testify.
  • Parents demand new hearings and an investigation on the impact of this legislation.
  • The public deserves to know that ESEA eliminates true choice [i.e., not taxpayer funded].
  • The reauthorization of ESEA must be stopped until further study.

The Reauthorization of ESEA must be stopped because the provisions inherent in this legislation will NATIONALIZE EDUCATION. 2 years of the ESEA Flexibility Waiver have proven to the states that have accepted this waiver, exactly what the Reauthorization will mean -- total federal control of education; no state authority, and no local school board autonomy.

No one at the ESEA public hearings addressed the IES, Institute for Educational Sciences of the National Center for Education Statistics, both of which have the contracts for each state to initiate a personally identifiable longitudinal data system. The grants in each state create a national ID for every child. This data collection will be used to monitor EVERY CHILD IN THE UNITED STATES under Title I. In Pennsylvania's NCES grant, this personally identifiable longitudinal system is called a "womb to workplace" data system monitoring all children, adolescents, and adults. The grant also includes wages, human capital, a person's worth or worthlessness to society. The grant also includes babies with data collection of behaviors and dispositions beginning at birth. References to the IES and the data collection is in the ESEA bill. (Source)

Senator Alexander, why has this not been discussed?

Why hasn't anyone testified to the fact that in effect the poverty guidelines, as now allowed, are being manipulated to include ALL children in the ESEA Flexibility Waiver, 2013, under the Title I blanket that mandates Common Core to EVERY CHILD. (Source) 

" (5.) The requirement in ESEA section 1114(a)(1) that a school have a poverty percentage of 40 percent or more in order to operate a school wide program. The SEA requests this waiver so that an LEA may implement interventions consistent with the turnaround principles or interventions that are based on the needs of the students in the school and designed to enhance the entire educational program in a school in any of its priority and focus schools that meet the definitions of “priority schools” and “focus schools,” respectively, set forth in the document titled ESEA Flexibility, as appropriate, even if those schools do not have a poverty percentage of 40 percent or more." (emphasis mine)

Title I now has the authority to move and switch funds from one account to another. Funds authorized for different fiscal areas, can now be transferred into Title I. Every child being designated as Title I will necessitate that these funds be funneled toward the states' budgets. And so Title I expands by quantum leaps, making states liable for increased Medicaid expenditures for every child to have mental health wrap-around services as explained below.

Senator Alexander, why has this not been discussed?

NAEP has made a claim that this data collection, which includes attitudes, values, beliefs, and dispositions, is to become the census. Why does your legislation say specifically that the IES, national center for education statistics will monitor all title I programs, that is every child in the United States? Every individual, including teachers, principals, and superintendents, will have a unique national id monitored under title I that was implemented under these NCES longitudinal grants to the states.

Senator Alexander, why has this not been discussed?

No one at the public hearings explained INTERVENTIONS FOR "AT RISK" CHILDREN and how that definition would apply under IDEA, Individuals With Disabilities Education Act, to IDENTIFY ALL CHILDREN AS "AT RISK" UNDER TITLE I WITH A MENTAL HEALTH DISORDER.

Senator Alexander, why has this not been discussed?

The social, emotional, and behavioral dispositions were added to the COMMON CORE, now called College and Career Ready Standards by the Chief State School Officers, CCSSO, under the cover of "CITIZENSHIP." What is the definition for NAEP CITIZENSHIP? Taken from Pennsylvania "Getting Inside the EQA Inventory," (Source: ED 103 488, Russell, Nolan; 1974)

A review of literature revealed that the National Assessment of Educational Progress developed nine general citizenship objectives. The criterion for inclusion of any one objective was its relative importance to society as agreed upon by a committee of scholars and lay people.

"These national objectives were used to provide a frame of reference for what was to be measured. Objectives in the factual domain such as (a) knowing structure of government and (b) understanding problems of international relations were not considered in developing the scale. "To assess citizenship, a behavior-referenced model incorporating elements related to the psychological notion of threshold is used. In reference to citizenship, threshold refers to that set of conditions necessary to bring about the desired responses. Thus by introducing conditions of reward and punishment we are able to determine the cutoff levels at which the student will display positive behavior. In this way it is possible to assess not only the students' predisposition to behave in a manner consistent with responsible citizenship but also to provide some measure of the intensity of that predisposition across a wide spectrum of situations." (emphasis mine)

These standards were scored toward "group goals," "group actions," and "group efforts as followers" (pp 19-21) (emphasis mine), even though that particular "positive" goal or action might very well be morally wrong.

The definition for adapting to change was explained as, "methods of coping with freedom."  (Source: Getting Inside the EQA Inventory, Cover; ED 103 488, Russell, Nolan; 1974) (emphasis mine) "The inventory provided information on… (3) Proportion of the student body who demonstrated "minimum positive attitudes." (Source: Getting Inside the EQA Inventory: Grade 11. Russell, Nolan; 1975, Document Resume; ED 109 199)

NAEP HAS CALLED FOR MEASURING THESE NON-COGNITIVE, 21ST CENTURY SKILLS. (Source: May, 2013) THIS IS COMMON CORE! (It doesn't matter which name is being used.) The individual mandate filters down to the individual child to force conformity to these standards. This is a power shift away from local control. These non-academic standards were added in the ESEA Waivers. Is the testing of attitudes, values, beliefs, and dispositions through the NAEP in the 12th grade, the pivotal criteria for graduation? Is this the government diploma for college and career readiness for students "without the need for remediation?" Has the government defined that no child will move forward without this re-education? How does the federal government SCORE ETHICAL JUDGEMENT? HONESTY? INTERPERSONAL SKILLS? American parents refuse to have their children used as guinea pigs with this type of research and maltreatment.

PENNSYLVANIA VIOLATED FEDERAL LAW, THE PROTECTION OF PUPIL RIGHTS AMENDMENT, PPRA, IN THE PAST STATE ASSESSMENT, EQA, Educational Quality Assessment, FOR MEASURING ATTITUDES, VALUES, BELIEFS, AND DISPOSITIONS. ON October 22, 2014, former Governor Corbett withdrew these non­academic controversial Interpersonal Skills Standards that had re-surfaced, because the Pennsylvania Department of Education was violating federal law that was enacted to protect our children. This is the expansion of mental health into the schools through ESEA. The ESEA Flexibility Waivers mandate that states implement these non-academic social and emotional standards. The interventions in the ESEA legislation mandate that mental health "disabilities" must be identified and remediated in every child to the NAEP group "minimum positive attitude."

We must point out that it is illegal to re-educate and assess students in these sensitive areas, and your legislation must provide informed written parental consent for EVERY child in the United States. Otherwise, every state department of education would be violating federal law, and in Pennsylvania, state policy. This non-academic mental health agenda is blatant in ESEA legislation and therefore, in fact, it may very well be considered child endangerment for parents to knowingly opt their children into this maltreatment and illegal activity. Does a helmet even yet exist that would protect our children from "mind concussion?" ESEA legislation violates federal law.

But yet, no one testified about the expansion of mental health standards and Medicaid to fund these interventions within our neighborhood schools. State budgets will be crushed under this debt when SCHOOLS are able to bill Medicaid for ALL THESE TITLE I "AT RISK CHILDREN." Remember now, that EVERY CHILD will be identified as "at risk." No one testified about the impact of mental health wrap- around services at school by billing Medicaid, although these services are mandated in the ESEA bill. Senator Alexander, why has this not been discussed?

The entire affective domain, testing and remediating values and dispositions, will be codified under this ESEA federal legislation. This is a direct violation of the Protection of Pupils Rights Amendment, PPRA. The resolution of the Hoge complaint, 1990, filed against the Pennsylvania Department of Education, EQA, determined that testing and scoring the attitudes, values, beliefs, and dispositions of the children in Pennsylvania was in violation of the PPRA. The use of the test broke the law. It must be noted that this illegal activity was underhandedly DIRECTED BY THE NAEP. THE NAEP WANTS THE PSYCHOMETRIC AND DEMOGRAPHIC DATA ON OUR CHILDREN IN THE UNITED STATES. This NAEP CENSUS will include all data (psychological and demographic) on our children, and their families, their teachers, principals, and superintendents. This is a blatant violation of privacy and Civil Rights.

Senator Alexander, why has this not been discussed?

The parents in Pennsylvania can prove that these mental health interventions are being implemented through federal ESEA Title I and IDEA, Individuals with Disabilities in Education Act guidelines. These behavioral interventions and the data system to identify and monitor our children were exposed in our Press Release to Governor Corbett last December. (Source) Parents will not let this child maltreatment stand. We demand that the tracking and trafficking of personally identifiable psychological data on our children's attitudes, values, beliefs, and dispositions STOP! The exact same wording for interventions and identifying children through anecdotal screenings throughout your bill, are the exact words in our Press Release.

These Title I funds "following" a CHOICE, TITLE I CHILD will impact the intrusion into private and religious schools, which will be forced into all of the mandates that come with Common Core implementation and EVERY CHILD identified and funded through Title I. This has been done behind closed doors and accomplished very deceptively in the way ESEA has been fast tracked. THIS ESEA REAUTHORIZATION will NATIONALIZE EDUCATION BYPASSING LOCAL CONTROL AND STATE CONTROL ELIMINATING LOCAL REPRESENTATIVE GOVERNMENT, THE HALLMARK OF A FREE SOCIETY.

Correspondence dated December 29, 2014 from former Governor Corbett's General Counsel, says, in effect: we (the Governor's office and the Pennsylvania Department of Education) are collecting the personally identifiable information on Pennsylvania children and sharing it with others, as permitted by the recent changes in FERPA, Family Education Rights in Privacy Act and IDEA, Individuals with Disabilities Education Act as follows: "Please be assured that individual student data managed by PDE is in accordance with state and federal laws, including The Family Educational Rights and Privacy Act of 1974 (FERPA), 20 U.S.C. 1232g, and it's implementing regulations found at 34 CFR 300.123 and 300.622, and Pennsylvania statutes, regulations, and policies governing the confidentiality of, and access to, students' educational records." (emphasis mine)

Now, Senator Alexander, YOU want to CODIFY this data collection and these psychological interventions into federal law, exactly as had been foreshadowed under the ESEA Flexibility Waiver and President Obama's Executive Order, EO 12866, that neutered FERPA, REMOVING ALL PROTECTIONS OF PRIVACY. Your bill advocates the collection of this personally identifiable information and allows the re-disclosure of this personal data to 3rd party contractors -- data which continues on to be tracked and trafficked into the National Center of Education Statistics, IES, data collection.

Senator Alexander, why has this not been discussed?

Has anyone explained this list of items below in the ESEA LEGISLATION or, perhaps someone can answer, why these interventions are there? Please refer to the hundreds of pages of "at risk interventions" which expand the definitions of a disability. Why does ESEA legislation mandate the re-education and remediation of our children's, including babies', attitudes, values, beliefs, and dispositions in line with the NAEP "trait identifications" as described in the Gordon Commission? (Source) SENATOR ALEXANDER, you are creating financial incentives for children, even babies, to be labeled with these definitions for a mental health disorder -- THROUGH THE FEEDBACK CONTROL LOOP  ACCORDING TO THE RESPONSIVE/NON-RESPONSIVE intervention methods and  manipulations. This data is entered on their permanent electronic education file that can take on a life of its own on the Internet. (Source) Note: HIPAA protections do not cover any educational records.

  • Positive Behavioral Interventions and Supports, PBIS
  • Functional Behavioral Assessments
  • Response to Interventions, RTI
  • Multi-Tiered System of Supports, MTSS
  • Specialized Student Support, SSS
  • Student Assistance Programs, SAP
  • Individuals With Disabilities Education Act, IDEA
  • Section 504 of the Rehabilitation Act
  • Behavioral Health Rehabilitation Services
  • Mental Health Wrap Around Services
  • 21st Century Community Hub Schools contracted with outside mental health providers
  • Promise Neighborhoods, Promise Schools, same as 21st Century Hubs
  • NCES Exposure of the National ID- Alignment of ALL 50 states
  • NAEP/NCES data collection creating the census- National ID identifying ALL CHILDREN as Title I
  • Exposure of FERPA, allowing data trafficking our personally identifiable information
  • Title I funds "following the child"
  • Choice funds (Title I) for all private and religious schools
  • Expansion of charter schools with no elected boards
  • Destruction of local neighborhood schools and Representative government usurping our vote, our voice through an un-elected board, and removing our taxes from the local level to a regional investment workforce board, or to the state.

Senator Alexander, the states' rights issue has not been discussed at the hearings. Title I funds "follow the child" going directly to every child, bypassing state government. No one at the public hearings explained that CHOICE, TITLE I FUNDS "FOLLOWING THE CHILD" would be used to destroy the financial base of public schools which have elected school boards and are funded by local tax dollars.Furthermore, Senator Alexander, there are 60 pages in your ESEA legislation that would expand CHARTER SCHOOLS OPERATING WITHOUT BOARDS ELECTED BY THE TAXPAYERS AS THEIR REPRESENTATIVES. THIS IS A SET UP FOR CHARTER SCHOOL TAKEOVER OF ALL EDUCATION. Yet, no one explained HOW.

Senator Alexander, there has been no discussion of these issues at your hearings.
The truth of this legislation must be revealed. Stop this Re-authorization of ESEA.

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