5 Bills that need stopped

Prosperity 2020 sent out a news alert yesterday that they need these 5 bills to pass. If you aren’t aware, P2020 is a national/state corporate effort to implement the federal reforms tied to Common Core in the federal Stimulus Package. Please read our opposition to these bills, and contact your legislators accordingly.


  • S.B. 196:  Math Competency Initiative (Senator Ann Millner and Rep. Francis Gibson):

This bill ties math competencies to “college and career ready” standards as a high school graduation requirement, ie; Common Core math, and further embeds Common Core testing in the state.

The rhetoric behind this bill states that these math competencies will prepare students for STEM careers and allow students to receive college credit. But, as has been reported widely, Common Core math does not prepare students for STEM careers. Sandra Stotsky, a member of the National Common Core Validation Committee, did a great write-up in the Wall Street Journal about how Common Core math will NOT create more engineers or scientists. Read that here.


CONTACT: Your House Representative (and all House membership) and urge them NOT to further embed Common Core’s fuzzy and weak math in the state of Utah. Emails can be found here:


  • SB. 97: Property Tax Equalization (Senator Aaron Osmond and Rep. Bradley Last):

Retired Utah Appellate Court judge, Norman Jackson said, “This bill reads more like an omnibus set of regulations than a statute. It looks difficult for attorneys, State and County officials and judges to interpret and apply. It may empower the Tax Commission to micro-manage County Commissioners & Auditors, and local School Boards and Administrators.”

Conservative Columnist Stanley Kurtz said this about Tax Equalization schemes tied to Common Core, “Under the guise of what they euphemistically refer to as “regionalism” or “regionalization,” Kruglik and Obama intend to help troubled cities seize control of the suburban tax base, as well as ending local control of education and other services.” The federal end-game is to push local tax monies away from local school districts in order to regionalize education control. This will make it possible to regionalize local governments. Read about regionalization here from the founder of Achieve, Inc. who co-created the Common Core standards.  Also, Bill Gates is going so far as to have Mayors sign “Gates Compacts” so that mayors control the Charter Schools in urban cities which further requires taxation to follow the child into areas where corporate cronies want to see taxpayer money flow. Remember, first, these same cronies bypassed the US Congress to initiate Common Core, now they will bypass local elected school boards and go straight to mayors. This is not how a Representative Republic works, and Utah taxpayers must be watchdogs if we intend to preserve the ability for the American dream to thrive. Isn’t part of the American Dream to buy a bigger house and move to a great school district in the suburbs? That dream dies under tax “equalization” schemes and centralized education planning.

Read where Salt Lake City’s mayor, Ralph Becker met with U.S Secretary of Ed Arne Duncan.

CONTACT: The House Revenue and Taxation Committee and urge them NOT TO PASS this Property Tax Equalization bill out of Committee. Members are:

Rep. Daniel McCay (R), Chair
Rep. Jeremy A. Peterson (R), Vice Chair
Rep. Joel K. Briscoe (D)
Rep. Rich Cunningham (R)
Rep. Gage Froerer (R)
Rep. Brian M. Greene (R)
Rep. Eric K. Hutchings (R)
Rep. Ken Ivory (R)
Rep. Brian S. King (D)
Rep. John Knotwell (R)
Rep. Mike K. McKell (R)
Rep. Douglas V. Sagers (R)
Rep. Jon E. Stanard (R)

Emails for these committee members so that you can send one email:,,,,,,,,,,,,


  • HB. 198: Strengthening College and Career Readiness (Rep. Patrice Arent and Senator Stephen Urquhart):

This bill further embeds Common Core into school-level training. Its stated goal is to, “Develop a certificate for school counselors that certifies that a school counselor

is highly skilled at providing college and career counseling” and to train counselors to promote “participation in college and career assessments.” It funds training for school counselors to guide students into “college and career ready” tracks. P2020 says, “This bill provides innovative training that prepares school counselors to guide students in their postsecondary choices.” This 2012 packet from the College Board (which Common Core’s architect now heads) explains how counselors will be refocused on Common Core alignment.

Corporate interests like to tell the education establishment that they will know what jobs will be available, and when, so that students don’t go down an education path where there will be no jobs. THIS IS A MANAGED ECONOMY FOR WORKERS. America was built on the idea that agency breeds entrepreneurialism. C.S. Lewis said this about job training, “Education is essentially for freemen and vocational training for slaves…If education is beaten by training, civilization dies.”

CONTACT: Your Senator (and all Utah Senators) and urge them NOT to further embed Common Core into the state of Utah through school counselor training. Emails can be found here:


  • S.B. 235: School Turnaround and Leadership Development Act (Senator Wayne Niederhauser and Rep. Bradley Last)

The 4th reform in the Federal Stimulus Package, and in states’ Waivers from No Child Left Behind, is “Turning Around the Lowest Performing Schools.”

This reform is tied into tax equalization and regionalization of local governments. Under this bill, if a public district or public charter school are deemed “failing” by test scores, they are federally mandated to be “turned around” or shut down. The Utah Association of Public Charter Schools explained it like this, “Under this process, the charter school can choose from a stable of “turnaround experts” identified by the State Board of Education to assist in changing the school’s “culture, curriculum, assessments, instructional practices, governance, finances, policies, or other areas” (see lines 176-177). This expert will work with the school to develop a plan, specific to that school, designed to increase the school’s grade. When the school and its turnaround expert complete the plan, they must submit it to the State School Board for approval.”

This bill further centralizes education control. So much for school “choice.” See the Federally-funded Center for School Turnaround for more info. Utah’s State Office of Education has a 5-year contract to run district leaders through this federal school turnaround program.

CONTACT: Your Senator (and all Utah Senators) and urge them NOT to support this bill. We do not need to put federal school turnaround mandates into state law. We should be pushing control and accountability back to the local level. Emails can be found here:


  • S.B. 222: Digital Teaching and Learning Program (Senator Howard Stephenson and Rep. Francis Gibson)

This bill sets up what it calls the “master plan” to implement technology into teaching and learning in all of Utah’s schools, and is linked to “improving test score outcomes” which will require more adherence to Common Core assessments. It sets in motion (maybe without the sponsors even knowing it) the Whitehouse’s ConnectEd Initiative to replace textbooks within 5 years. See lines 301 through 338. The ConnectEd Initiative was funded through the Federal Communications Commission (FCC). Prior to the ConnectEd Initiative, the FCC gave a grant to the Telehealth Network at the University of Utah and that explains why the Utah Education and Telehealth Network is the entity overseeing the implementation of S.B. 222. Telehealth has nothing to do with K-12 education and everything to do with gathering data to turn schools into health and community centers. Education and Health data can be further collected and centralized under this bill. It states that it will comply with Federal FERPA laws. Federal FERPA laws have been gutted by the Obama administration so that education data can be  shared for various purposes unrelated to education. This bill will foster the eventual use of stealth, embedded assessments in learning platforms.

CONTACT: Your Senator (and all Utah Senators) and urge them NOT to support this bill. We do not need to tie digital learning and teaching technology to federally funded healthcare projects. Further, we do not need a comprehensive Utah law that sees poor outcomes on Common Core assessments as a reason to mandate more technology use. Emails can be found here:

SAGE parent reviewer shares concerns

Alean Hunt is a member of the SAGE parent review committee. She is quoted by the USOE as one of the members of this committee that completely supported SAGE. In fact, the USOE uses this statement from her as evidence that none of the parent review committee saw any problems with the SAGE test. She is quoted in this USOE flier as saying, “I didn’t see any real social problems with the test or things that would be controversial. [We] all feel comfortable with the test.”

Of course we know that is inaccurate and that several of the parent review committee members have publicly expressed concerns (link 1, link 2) but that hasn’t stopped the USOE from plowing ahead and using this statement and implying that SAGE is a better mousetrap.

Well, Alean has had a change of heart about the test. This letter from her expresses her concerns.

To whom it may concern:

For the last two years I have served on the SAGE parent review panel.  I have been an outspoken, but concerned proponent of this assessment.  I do support higher standards for our students.  What I cannot and will not support are the following:

1:  High Stakes, End of Level testing being given to students in Feb, like is happening this year. The teachers and scores will be graded on this score, but the year isn’t over.

There are still three months left!

When I called the USOE last Thursday and asked what scores this years end of level writing test would be compared to, this was their response, “We don’t know. We might give the test in February again, or March or maybe October. We haven’t decided yet, it is still up for discussion..”

Okay, so you may or may not compare this years 1/2 taught end of level high stakes test to last years end of level test or to next years end of level test that could be given at 3 very different times on the instructional calendar??? Yes, thanks for clearing that up!

2:  IEP Accommodations are guaranteed by law! The USOE removes some of them during the testing of the SAGE for these students with special needs. And really why shouldn’t they? Just dealing with a disorder that qualifies you for an IEP such as autism, ADHD/ADD, anxiety, dyslexia, Aspergers, and processing disorders just to name a few are not difficult enough to navigate  every single day! Why on earth would people in charge of doing what is best for the student actually want to do just that and ensure their rights as protected by law?!

IEP’s are followed as written by the experts of those children! The psychologist, the principal, the Special Ed teacher, the Speech teacher, the other team leaders such as occupational therapists and of course, the parents.

Everyone who has ever been involved with an IEP knows we meet frequently to evaluate these accommodations and compare and contrast student performance with them and tweak as necessary to give them the best chance at success they have, what USOE is doing to this process is in direct conflict with this.

3:  I have had several opportunities to have face to face meetings with Glenna Gallow and others from USOE regarding the above mentioned items as well as the following two which are also related to special needs students. Every encounter I have had has left me with a sour taste in my mouth and the distinct feeling that these students do not matter.

First, SAGE scores will immediately appear on the screen at the end of the test with the exception of writing.  Eventually writing will be this way too.

I take issue with this because of privacy, students will look at the computer screens of others. Students will pressure others to tell them their score. Students will feel pressured to tell their score even if they don’t want to. What if a student does poorly, but he did his absolute best work? He sees his poor score and knows he has to do this again for 3 more assessments? How hard will he try?

I have absolutely no problem with administrators & teachers getting the scores immediately and releasing the scores to parents, but I do not see the benefit to the score appearing on the computer screen, visible to students.

When this problem was brought up numerous times to USOE I was told I was the only one who considered it a problem.  When my administrator/principal also expressed her frustration with it,(especially with regards to kids with special needs)she was told by a USOE staff member, “Those students are just going to have to get used to it.”

Second:  SAGE is a computer adaptive test.  This means that if a student answers a question correctly then the next question gets more difficult and vice versa also applies.  However, if the student is taking 4th grade math because of a learning disability, but is in the 5th grade that child will be tested on 5th grade math. The test will not adapt below grade level.  So this high stakes test that will impact school grading, future funding, & potentially merit pay for teachers is testing students on content they have not been taught because they are below grade level.

There is a federal statute that states we have to test kids at grade level, but it was before we had CAT testing and had the ability to actually test these special education students at their actual level.  I believe this could be fixed under our waiver but again, I cannot seem to get anyone at USOE to care to take action towards reforming this very broken system..

4: SAGE was supposed to have enough writing in it that it was figuratively going to replace the


Alean Hunt

SAGE Tests Are a Red Herring

Ed. Note: JaKell Sullivan has put together an amazing document helping connect many of the dots between the big players involved in designing a national education system. One of the most important facts below is the Gordon Commission’s report stating that Common Core and its associated assessments are helping challenge the “deeply held belief in local control” of education. Thank you JaKell.

There are three parts to this document. The first is not too long and contains a summary, the second section goes deeper into more resources, and the third are links to other resources.

Utah’s Common Core Tests Are Entering the Next Federal Phase: Stealth, Embedded Assessment

Here’s what every parent should know RIGHT NOW about why you should Opt-Out of Common Core Tests AND aligned-online learning programs!

While Opt-Out of Common Core Testing campaigns are underway all around the country (and ought to be broadly supported by parents in a free society), Common Core’s testing “pilot” is coming to a close. The Federal objective was to use the pilot period of their Race to the Top Assessments Program to gather data on children, schools and districts and to train states on new technology systems—and set them up (and, yes, it was a real set-up) for what’s to come.

Now, Utah is ready to embrace the Next Generation of Assessments. Utah’s legislature is set to pass a bill this session to create a task force to get Utah out of SAGE testing, and a resolution to move us toward the fruition of the federal end-game.

What’s the federal end-game? It’s to get all states—and most importantly, all children in PK-12—using stealth, embedded assessments. These assessments are seamlessly woven into the fabric of the learning environment and are invisible to the user. Gaming companies have been using stealth assessment for quite some time, but they are relatively new to the PK-12 arena, and are now being federally funded.

Parents might ask, “What’s wrong with getting rid of high-stakes tests and using stealth embedded assessments that won’t stress my children out?”

The problem is that the federal government has colluded with global organizations who now have the power to, not only track untold amounts of data (personal information) on your children, but to use that data to control what and how your children learn through “personalized” learning platforms. And, the Feds want to assess much more than “did Johnny know how to add 2+2.” They want to measure what they call 21st Century competencies created by major multinational information technology corporations. These competencies include things like: environmental literacy (ie; does your child have the skills to understand that humans are causing climate change and that we need to solve this “real world” problem through population control?) and global citizenship (ie; does your child have the skills necessary to embrace global citizenship?). If you think this is a stretch, you haven’t gone to the Gates Foundation website lately, or heard him saying this to Germany’s largest newspaper last month, “We need a world government.”

So, what is the Federal Government doing with Bill Gates?

On May 12, 2012, IMS Global Learning Consortium and the SIF Association (the two leading organizations that create industry standards for technology) answered the U.S. Department of Education’s call to support the federal Race to the Top Assessment Program. The two organizations issued a Press Release which announced that they had created the “First Version of the Assessment Interoperabiity Framework” to Expand U.S. Collaboration in interoperable assessments—globally.

IMS Global announced, “IMS is very pleased that the Bill and Melinda Gates Foundation is supporting acceleration of the open architecture for educational innovation that over 270 IMS member organizations around the world have made viable,” said Dr. Rob Abel, Chief Executive of IMS Global. “Achieving 1-click, data-rich connectivity of educational tools, content and apps with institutional systems is a game-changer that is now closer to reality via this grant and the anticipated ongoing collaboration with the [Gates] Foundation.”

When IMS Global says they are working with Gates to achieve “1-click, data-rich connectivity”, it means that they are about to use your child’s student ID like a social security number on steroids. As one friend who’s studied the data-gathering propensities of the federal government put it, “Imagine if anytime you used the internet you could be tracked by a number that not only was linked to your personal identity, but 100s of data points about you. And that most of that information was available to any website that agreed to use the same development standards.”

As mentioned above, 270 IMS member organizations around the world have already agreed to use the federal industry standards, and that number is quickly growing. What tech group, or nation, wants to be left out of the “new economy” being created by Bill Gates?

And, Utah wanted in on the action so much that they were part of the industry standard pilot! IMS Global announced, “To develop an industry standard for accessibility and interoperability of test items, [the] U.S. Department of Education helped fund the “Accessible Portable Item Profile” project. The Minnesota Department of Education led the effort, which included the states: New Hampshire, Vermont, Utah, Montana, Florida, South Carolina, and Maryland as participants and Michigan, Massachusetts, and North Carolina as observers.” APIP “allows for the transfer of assessment content between vendors.”

Question: Do parents have the fundamental right to know where their children’s curriculum and test questions are coming from? Do parents have the fundamental right to know that Utah is ready to help the federal government track our children into workforce tracks like socialized countries? Think the idea of workforce tracks being used in America is ludicrous?…see the Federal/Gates Learning Registries information below in the “more” section.

In May 2012, IMS Global and the SIF Association said that, as they had helped the federally funded SBAC and PARCC fulfill their federal interoperability requirements, they were helping to move states away from outmoded assessments and stood ready to “personalize instruction and leverage centralized professional development resources.”

From information I obtained, the Utah State Office of Education and other stakeholders were invited on a conference call with the Reform Support Network (a U.S. Department of Education network created to “help” states support all the reforms associated with Common Core standards) on Feb. 3, 2015 to aid Utah in the transition to stealth assessment. On the call, they were going to: “identify and eliminate assessments that are redundant or that do not contribute to teaching and learning” and to “identify the quality of assessments and move toward a better balance of question types.”

So, just three years after IMS and SIF’s said they were centralizing things, we see that our State Office of Education is coordinating with the Feds in the process of centralization. Learn more about the federal Assessment Interoperability Framework using Common Education Data Standards here.

What this means is that third parties, along with the federal government, can now control everything happening at the local school level as it pertains to learning—children’s learning and teachers’ learning. And, use that control to enforce almost any other federal reform or learning “intervention” required for children to be college and career ready.

Question: “Why do school districts, schools, teachers and parents, in a free society, willingly allow third parties to collect information about them and then tell them how to behave in order to meet federal mandates?” Doesn’t it appear that we are selling our children into a life of servitude and bondage all because we are unwilling to be self-reliant?

There is MUCH MORE to this article. For those that want to read it, see below. But, for now, suffice it to say, that the Feds have us right where they want us.

Utah parents DO NOT WANT SAGE, and we DO NOT WANT big-data-gathering-tech-companies, being funded by Bill Gates and the Feds, to replace (or morph) SAGE with real-time, adaptable assessments in learning technology. In order to preserve parental rights, parents should demand that our children’s tests be designed and controlled at the school and district level, so that tests are fully transparent to parents. After all, aren’t WE the consumers of educational services in this country? Aren’t we the sole stewards of our children? And, are we accountable to Government or to God in fulfillment of that stewardship?

STOP Utah’s legislature from creating a Task Force to further grow K-12 stealth assessments. (Contact your legislators and Task Force Sponsor Senator Howard Stephenson in DROVES and tell them “WE DO NOT WANT THIS FEDERALLY-MOTIVATED TASK FORCE IN UTAH!”

STEPHENSON’S EMAIL: / PHONE: 801-572-1038)


STOP Utah’s legislature from supporting a resolution to use K-12 stealth assessments. (Contact Utah’s House members and Resolution Sponsor Rep. Marie Poulson in DROVES and tell them “WE DO NOT WANT stealth assessments in Utah’s K-12 ed system without parental disclosure and opt-in requirements!”

POULSON’S EMAIL: / PHONE: 801-942-5390


STAND for parental rights!

STAND for our children and our children’s children!

STAND so that your posterity will know that you loved them with all your heart!


UACC Opt Out


Stealth learning platforms and assessments (platforms and assessments that operate in real-time within the technology without a child knowing it) foster an education system where parents will have very little control over what our children learn and what they are tested on. Meta-data can be tracked through every key stroke, as well as facial expressions and behaviors through computer cameras, etc. And, the data collected from our children’s learning platforms will be used to control what and how their teachers teach, as well as what federal mandates will be placed on teachers and schools in order to make individual children “college and career ready.” (I used the word “make” because that’s exactly what the Feds are trying to do….force outcomes). The federal mandates will require “Response to Intervention” as well as redistribution of taxes and resources to aid centralization of our education system—and to profit the crony capitalists in bed with big government. (American Institutes for Research (AIR) controls Utah’s SAGE tests and is also in charge of the US Department of Education’s “Response to Intervention” program. So, whether SAGE exists or not, the data AIR collects through learning and assessment platforms will control what schools and teachers have to do to comply with federal mandates.

Here’s some background:

The US Department of Education, with funding funneled through the Education Testing Service, created the Gordon Commission to develop policy guidelines to help state legislatures change their education technology policies to align with Common Core Standards Metadata Requirements’—and to push states toward using stealth assessments.

(see Graphic #1 below)

Two key members of the Gordon Commission are President Obama’s former education policy advisor Linda Darling-Hammond, who was originally responsible for creating content specs for Common Core tests, and former governor Bob Wise. Bob Wise helped found Digital Learning Now with former Governor, and GOP Presidential candidate Jeb Bush. Digital Learning Now is profiting off of federal and state tech reform policies and Utah’s legislature is leading the charge in implementing all 10 of their digital learning policies.

The Gordon Commission published a report that said, “The Common Core Standards, and the rethinking of assessments that they are fostering, provide an opportunity to challenge [the] deeply held belief in local control.” Translation: “Parental rights mean nothing to us. We want to control what your children learn through stealth assessment and we are going to use your tax dollars to do it. Local boards will operate as subsidiaries of the Federal administration and eventually be regionalized so that we can further erode your local tax systems.”

The federal government funded the ConnectEd Initiative to replace textbooks within 5 years and simultaneously, the US Department of Education joined forces with IMS Global Learning Consortium and Bill Gates to fund open-coding specs for technology and learning companies. They used the Race to the Top Assessments program to get most tech and software companies to adopt open-free license coding specs that are interoperable across platforms—some nations have already adopted the specs.

IMS Global’s goal is to “Advance Learning Impact by Enabling the Open Foundation for Seamless, Agile and Information-Rich Educational Technology Integration.” Pearson wrote a Request for Information Response for the US Department of Education regarding which assessment programs the Feds should fund via Race to the Top Assessments (RTTA) to support this “seamless integration.” Their report states, “The RTTA program and state consortia adopting the Common Core State Standards (CCSS) have identified interoperability as essential in helping to maintain the feasibility and affordability of next-generation assessments.” It should be noted that Pearson plans to take over the United Nation’s PISA tests (tests that compare nations to each other) in 2018.

It should also be noted that the groups over Utah’s testing—American Institutes for Research and Bill Gates’ MeasuredProgress—have both adopted IMS Global’s interoperability specs, see member affiliate list here. (The USOE signed a contract with Bill Gates’ MeasuredProgress in 2009.)

IMS Global talks about a single student login like this:

“Achieving single sign-on and an overall seamless experience for students and teachers is a key foundational step for interoperable assessments across formative and summative environments….The open IMS platform of standards features the Learning Information Services (LIS) standard and Learning Tools Interoperability (LTI) standard, both of which work in tandem with these federated identity solutions to enable single sign-on and reporting relative to specific individuals as required LIS and LTI focus on the data and service exchanges among cooperating learning related systems, such as assessment systems, learning management platforms, student systems, and learning tools.”

Page 37 of IMS Global’s report to the U.S. Department of Education entitled, “IMS Response to Assessment Standards RFI”, shows that they need Common Core standards to facilitate meta-data collection.



IMS Global is piloting an educational GPS system that operates just like the GPS on our phones and in our cars. It’s called EPS (yes, it’s meant to sound like GPS), or Educational Positioning System. IMS Global describes it like this, “As with a GPS system, there must be a way to compare the current position (student progress) with a starting point (past academic accomplishments) and destination (future educational goal).”

They published an online call to tech companies and encouraged them to become part of regional data clusters to begin pooling the data they collect so that it can be further centralized. In the call, they explain that “this EPS concept was put forth by President Obama released an Executive Letter from the Whitehouse which is posted on StudentAlignment or “EPS” Website. The President’s letter is entitled, “Unlocking the Power of Education Data For All Americans” and can be found here. Here is a student review of the EPS System and how it can create a student’s Learning Registry. President Obama’s letter highlights progress being made with the Learning Registry.

What’s the Learning Registry?

IMS Global’s website states, “the IMS Instructional Innovation through Interoperability Leadership Council (I3LC) of school districts and states has recently published a position paper that attempts to put some of the myriad projects and investments made in the last few years in the U.S. by the Gates Foundation into perspective. These initiatives include the Learning Registry (initially funded by the U.S. government, later by Gates), LRMI (Learning Resource Metadata Initiative) and SLC (Shared Learning Collaborative), now InBloom. These projects all share the notion that learning objects or progress can be referenced back to a common set of educational standards, and are generally complimentary, and perhaps even dependent upon success of the Common Core.” [note to reader: Although inBloom is defunct, IMS Global touts what they’ve done right and what inBloom did wrong].

So, lucky Utah, our Governor still thinks Common Core Standards have nothing to do with federal reforms, meanwhile, President Obama and internationalists are clearly using them to create Learning Registries on our children so that they will know what our children are learning and thinking at every step of the way through their education and beyond. Sounds exactly like the system needed to get our children into socialist-style workforce tracks. Ask yourselves again, “Why do Bill Gates’ kids attend a private school that does not use Common Core standards or aligned-assessments?” It seems obvious that we are creating a class system: some families will be workers and their tax dollars will be used to fund the companies of the elites who receive non-standardized educations.

Here’s a graphic from IMS Global about the US government/Gates Learning Registries. LOOK AT ALL THE DATA POINTS THAT CAN BE TIED TOGETHER FROM BIRTH TO WORKFORCE. It creates quite a profile on children and their families.


Click for full size

As mentioned above, Utah is an IMS Global APIP (e-assessment interoperability standard) Leader state:

“APIP: States & Suppliers Collaborating to Revolutionize Assessment”

“APIP has been under evaluation by both SBAC and PARCC since December 2010. The recent SBAC architectural analysis has indicated a key role for APIP. PARCC is currently performing its architectural analysis. The U.S. Department of Education performed an extensive analysis of interoperability standards for assessment in early 2011 that highlighted APIP as a good fit for the needs of RTTA.”

IMS Global lists Utah’s involvement in APIP:

“Q. What efforts have been under taken to build accessibility standards for assessment content?
 Recent technological advances and the growing importance of—and unique demands inherent in— assessment drove efforts to increase the accessibility of test content for all students, illustrated for example by the requirements for the U.S. Federal Department of Education’s (USED) Race to the Top Assessment Program. To develop an industry standard for accessibility and interoperability of test items, USED funded the Accessible Portable Item Protocol (APIP) project. The Minnesota Department of Education led the effort, which included the states: New Hampshire, Vermont, Utah, Montana, Florida, South Carolina, and Maryland as participants and Michigan, Massachusetts, and North Carolina as observers. National interoperability and accessibility experts provided technical support. In December 2010 the team released the first version of the APIP standard, intended to make assessment content portable between systems and accessible to a wide range of students.”

Page 11 and 12 of IMS Global’s Report to the US Department of Education reads:

“The conformance matrix shown at the above URL is also significant because it relates to the critical issue of supporting assessment interoperability throughout an “integrated system of instruction and assessment” which is required to support the balanced assessment requirements of the Common Core State Standards (CCSS) and achieve the potential of Race to the Top Assessments. In order to achieve use of interoperable assessments throughout formative, summative, and intervention strategies, interoperability must go beyond item and test interoperability. Diverse digital learning content and applications must provide interoperable results reporting that enables a diagnostic student record created from data that comes from a wide range of formative and summative tools. And, interventions must adapt based on the same interoperable data.

The range of interoperability requirements to support the Common Core and the Race to the Top Assessments projects are depicted in the following series of three figures.”

Here are the graphics from Page 11 and 12. It’s clear that there are a myriad of ways that embedded assessments can collect data on our children.



Everything at the local school level will be controlled by third parties and international organizations using stealth assessments to centralize and synthesize data collection (I’ll leave the reader to surmise who).


These global organizations will:

  • Track your children’s metadata through learning and assessment programs


  • Build data profiles on your children from preK-career (and into the workforce)


  • Send real-time feedback to teachers to control what learning “interventions” your child will undergo (making sure those interventions will pad the pockets of those crony companies in bed with the federal government)


  • Make it impossible for parents or local schools to understand who’s controlling the data that parents, teachers and local schools must comply with, and what kind of data is being collected


  • Potentially, and most-likely, push our children towards a globalist mindset where families, parents and individual rights are undermined so that children will support collectivist strategies for solving “real world” problems, ie; global government





Even More Resources:

Pearson admits IMS Global tied to Common Core:


IMS Global Announces Inspiring Action to Transform Education:

“Digital Assessment Transformation: Get the latest on the rapid transition to digital assessment for both summative and formative purposes and the integration of assessment systems and data with learning platforms. ”


Technical working group members of the “Learning Resource Metadata Initiative” (LRMI) include Microsoft, Gates Foundation, IMS Global, and of course, Creative Commons.


IMS Global Learning Consortium Announces Pilot Project Exploring Creative Commons Licensing of Interoperability Specification


Contributing Members, Affiliates, and Alliance Participants include: MeasuredProgress, AIR, ACT, SBAC, Pearson, etc.

MeasuredProgress, AIR, ACT



Efficient and Descriptive Learning Object Metadata: And Essential Component of K12 Instructional Reform:



2015 Leadership Opportunities in IMS Global Learning Consortium:

Here are a few quotes:


” 1-click integration of educational apps. ”


“…syncing student information between SIS systems and learning systems,”


“…better support for assistive technology and serving as an actual rendering format (versus just an interoperability format – which is what QTI is) for the range of devices supported via the web. They are calling this aQTI. Some long time contributors, such as Educational Testing Service, along with some newer IMS Global member organizations, like Dutch Exam Board, Cito, TAO, NWEA and Smarter Balanced Assessment Consortium are leading the way on all of this.” (So, Stealth assessment was the plan all along)


“…get to the next generation educational content interoperability. In less than one year we went from an exploratory meeting (hosted by Pearson) to an implementable draft specification”


“…defining and authorizing a more robust set of outcomes or achievements beyond grades”




Big Districts Demand Interoperability Standards:



IMS Global’s Learning Analytics:


Cutting the federal ties: Step 1

Reposting Wendell Ashby’s post from Facebook.

ACTION ITEM UPDATE: Contact the Executive Appropriations Committee, your Legislators, Superintendents, and School Board members today to support a one-time non-educational allocation, $30 million, to allow for the cutting of Federal ties in Utah’s education.

Members of the State School Board are asking the Legislature for one-time set aside funds, $30 million. This allows the Board to say to the Federal Department of Education, Utah does not need an ESEA Flexibility Waiver and has the money to control our Title 1, tutoring, etc. funds. This restores Utah autonomy for our standards (Do we want Common Core?), teacher and school evaluations, data privacy for students, etc… Please ask the Legislature to support this measure today. Contact the Executive Appropriations Committee, listed below, your Superintendent, and State and School Board representatives, asking them to support these one-time funds, and cut the Federal ties. The Appropriations Committee meets Tuesday the 17th & Wednesday the 18th, to determine priority of expenditures.

Here is why:
In order to get out of some of the onerous provisions of No Child Left Behind, Utah accepted an ESEA Flexibility Waiver. The Waiver required (and the previous Race To The Top grant application incentivized) adoption of Common Core State Standards and Assessments, State Longitudinal Data System, & Teacher and School Accountability measures.

These requirements significantly limit Utah’s autonomy over education, but provide flexibility in program specific funding. A new application for a three-year ESEA Flexibility Waiver is due in March to the US Department of Education. If Utah renews the waiver we are tied to the above provisions for the next three years!

If we do not renew the waiver we would have more autonomy over our standards, data collection practices, school and teacher evaluations. The concern has been without the Waiver we would face a required sudden reallocation of funds. (We would not lose Federal funding, just some directive over how portions are to be used.) Therefore members of the State School Board are asking the State Legislature to provide funds in the amount of $30 million, one-time non-educational funds, in order to be prepared and offset these requirements.

This Tuesday and Wednesday the State Executive Appropriations Committee will meet in the Legislature to determine the expenditures for this year. These $30 million non-educational funds must be added to the appropriations. These funds give assurance of Utah’s budgetary preparation to members of the State Board of Education to not renew the waiver.

Please contact today the Executive Appropriations Committee members listed below. Let’s cut some Federal ties, and get one hand out from behind our back! ;;;;;;;;;;;;;;;;;;;;

Find your other elected officials here:

Sen. Lyle W. Hillyard (R), Senate Chair
Rep. Dean Sanpei (R), House Chair
Sen. Jerry W. Stevenson (R), Senate Vice Chair
Rep. Brad L. Dee (R), House Vice Chair
Sen. J. Stuart Adams (R)
Sen. Jim Dabakis (D)
Sen. Gene Davis (D)
Sen. Luz Escamilla (D)
Sen. Peter C. Knudson (R)
Sen. Karen Mayne (D)
Sen. Wayne L. Niederhauser (R)
Sen. Ralph Okerlund (R)
Rep. Patrice M. Arent (D)
Rep. Joel K. Briscoe (D)
Rep. Rebecca Chavez-Houck (D)
Rep. James A. Dunnigan (R)
Rep. Francis D. Gibson (R)
Rep. Gregory H. Hughes (R)
Rep. Brian S. King (D)
Rep. Brad R. Wilson (R)
Greta G. Rodebush, Administrative Assistant
Steven M. Allred, Deputy Director
Jonathan Ball, Director

To Legislators and Education Leaders: Please Stop Crushing Teachers

This comment was posted on Facebook by a retired teacher. It’s public but I haven’t contacted her to ask permission to post this so I’ve withheld her name.

This is insane. Every time the legislature (federal or state) puts “controls” in place, there are always intended and unintended consequences. In this case, there are some severe consequences as teachers begin to retire in droves. A huge part of the reason is Common Core and the mandates that have come with it, and NCLB.

Here’s the story:


THE CONSEQUENCES OF BEING A TEACHER in an elementary school that received a C in the recently posted school grading system as required by the NCLB waiver:

Teachers as of two weeks ago, must submit weekly, detailed lesson plans including exactly what they will say. After the plans are submitted, the teachers must meet with the principal and two of the EBL (aka curriculum administrators) to review the plans ( actually according to my source, review translated means, “teacher and lesson plan ripped to shreds”). My source was chastised for not having the Pearson/Envision on line homework available to parents and because she wrote “same” on some of what she was going to say in her lessons.)

This must be done until these three administrators are satisfied with the content of the lesson plans. Also, a DETAILED schedule must be posted on the door or outside of the teacher’s room. If it is posted that they will be teaching spelling at 11:00 a.m., they had BETTER be teaching spelling at that exact time since there will regular monitoring. If a teachers fails to comply, they will be “written up” and labeled as insubordinate. Hmmm, the principals of these schools must have their neck on the chopping block also.

This is in addition to the requirements by the district: three detailed lesson plans and three videos of the teacher presenting a lesson to reviewed by the EBL administrators. Also two yearly IPOP evaluations ( principals or administrators can “pop” in at any time) where in a 30 minute period the teacher must show a lesson being presented to an entire class, a group working together, two children working together and one child working alone. Also they must state they they show complete fidelity to Pearson.

This is in addition to the countless hours they must spend entering data into the computer in order to document 80% mastery for each concept taught–1,872 entries required alone for 4th grade grammar concepts, etc. etc.

Four teachers at this school have said, “Enough is enough” and are leaving at the end of this school year.

Dr.Thompson has often stated that this is child abuse. This is also teacher abuse. My source, who is an outstanding and hardworking teacher, has a rash over her entire body from the stress.


One person on FB replied: “This sort of thing can produce a classic ‘death spiral.’ The government forces teachers to go through tons of red tape, which reduces the amount of time and energy that the teachers have for teaching, which reduces the quality of their students’ education, which results in more government-mandated red tape, etc.”

Exactly right.

Teachers all over the nation are retiring because they can’t take it anymore. Schools have turned into a pressure cooker in our maddening desire to “make sure our children can compete in a global environment.

This week an award winning teacher in Ohio shocked the community with her announcement that she was retiring over Common Core.

“I don’t think anyone understands that in this environment if your child cannot quickly grasp material, study like a robot and pass all of these tests, they will not survive.”

Many other teachers agree with her and the article quotes one as saying, ““We will give the last [Ohio Graduation Test] this year. I don’t know if I’m going to cry when we do, because what we are moving to is unbelievable,” he said.

As a state and within our communities, leaders have embraced the natural outcome of compulsory education. The wrong questions get asked and the answers to those questions reinforce the natural processes of the system.


If we are going to force children to school, what do we want their outcomes to be?

Hey Mr. Corporation? What are your needs? What jobs do you need filled?

How can we make sure every school is compliant and teaching exactly what they are supposed to according to national standards?

How do we make sure no child is left behind and that they are always progressing ON GRADE LEVEL?


How do we best meet the needs of each child according to their parents desires?

How can we help stimulate a love of learning in the children?

How do we help them achieve their dreams?

How can we give children more freedom to pursue their diverse interests instead of overloading them with what someone else wants for them?

How do we ensure children’s privacy and data are completely isolated from any outside interest?


I believe legislators, USOE, USBE, schools and districts, need to back off the extreme testing and curriculum mandates. We can’t keep raising the temperature on the pressure cooker. We need to vent the air before more teachers and students give up and have breakdowns. This is not a healthy environment.

Parents, you may want to seriously look into dual-enrolling your child. In fact, I strongly recommend it. I’m doing it with one of my children right now. She takes a few classes at school, and a few at home. She’s MUCH happier, she’s doing things that interest her, and she’s able to go at her own pace. It’s a great way to go.

ASD Board Member Wendy Hart on SAGE Tests

The article below is reprinted with permission from:

Wendy Hart is a school board member in Alpine School District. Wendy is an awesome board member who studies the laws and understands proper principles like schools exist to serve families. Here’s an FAQ on SAGE tests that she’s written up.


SAGE Testing 2015: What You Need to Know

SAGE testing has begun in Alpine School District this week.  It will continue off and on through May.  The subjects being tested by SAGE are: Reading, Writing, Math, and Science.  Because of concerns about SAGE testing, we have seen legislation, directives, forms, meetings, etc.  I hope to help you make sense of it all.  The most important thing to remember throughout this is that, as noted in state law, “A student’s parent or guardian is the primary person responsible for the education of the student, and the state is in a secondary and supportive role to the parent or guardian.”

First, the only thing required for opting out is written notification from you, the parent.  You don’t need a particular form to comply with the legal requirements for opting out.  Most districts, including Alpine, have a form and they will want you to sign it.  You are not legally required to sign it.  I would recommend that if you bring in your own letter, please do not have the principal sign something.  You just need to communicate your wishes to the school.  For the record, I have been opting my kids out of state testing since 2012.  If you want to know more about why, please go here. More information can be found on the SAGE FAQ page.

Second, teachers and schools will NOT be penalized for students who are opted out.  Last year, the law changed specifically stating “neither an LEA nor its employees are negatively impacted through school grading or employee evaluation due to a student not taking a test”. Prior to the passage of this law (the bill # was SB122), the State Office of Education (USOE) was penalizing teachers, schools, and students by giving students who opted out of end-of-year testing a 1 (the lowest possible score) to be used in calculating teacher and school grades.  Parents, while always having the right to opt kids out, were concerned about the consequences to teachers and to schools.  Since the legislature passed the laws that require school and teacher grading, it was their responsibility to fix the law to make sure schools and teachers were not penalized for parental actions on this level.  The law did not grant parents the right to opt out, it merely clarified that they did have the right and that schools and teachers would not be ‘negatively impacted’.  There are still many teachers who believe that they will be punished if you opt your kids out of testing.  Please make sure to let them know about the law.  The law was changed before teacher and school grades were calculated last year, so teachers have not been negatively impacted from kids opting out of SAGE testing*.

Third, the USOE has a contract with our testing vendor.  Where in this contract does it say what the testing vendor is prohibited from doing with our children’s data?  I haven’t found it.

The actual contract with American Institutes for Research (AIR), our testing vendor for SAGE, is a Purchase Order that references their original bid for services.  Essentially, the contract is the bid.  You can find a copy of the bid here.   I have asked many people to indicate where in the bid we are assured that AIR will not be using behavioral questions and what prohibitions exist on them with regard to how they may use our children’s data. Most responses are, “It’s in the contract.”  Because of parental concerns, last year, the State Board of Ed signed an addendum to our agreement with AIR, wherein, AIR specifically says they will not share personal data with any third-parties unless the USOE gives them permission.  Better, but not good enough.  The USOE also received a letter from AIR’s Executive Vice-President, indicating that they will not be using behavioral indicators or sharing of student data.  Again, nice, but why not put it in a legally-binding document?

In our August Board Meeting (52 minutes into the Board Meeting**), Board Member Brian Halladay, who has been doing extensive research on AIR, listed over 20 entities that are subsidiary organizations of AIR.  Subsidiary organizations, by definition, are not third-parties.  That means these organizations are not prohibited from receiving or using our children’s data that is obtained through SAGE testing.  In response to the concerns raised in that meeting, the Superintendent conversed with USOE Assistant Superintendent in charge of testing, Dr. Judy Park.  Dr. Park and AIR Executive VP, Jon Cohen, responded to these concerns here and here.  Dr. Park provided citations from the contract where data privacy is discussed.  Unfortunately, those citations don’t really deal with prohibitions on AIR.  Three of us on the board (Mr. Halladay, Mrs. Hill, and myself) responded to Dr. Park.  You may read our letter here.  In the letter, we raise additional concerns and also request validity and reliability information on the SAGE tests.  The sections of the contract cited by Dr. Park do not prohibit AIR’s usage of our children’s data.  The response we received was that legal counsel would be consulted.  That was in September.  We have not heard anything since.

Fourth, it is important that you know SAGE includes not just the end-of-year, or summative, testing.  SAGE also includes interim and formative testing.

The districts and schools can decide to implement interim testing, which is a similar version of the summative testing.  Like the summative tests, the questions and answers are not seen by the teachers and cannot be released to the public.  The teachers do see scores, as well as information about individual standards and/or objectives and how individual students scored in those areas.

The formative tests, on the other hand, are tests or assignments that are generated or selected by the individual teachers.  The teachers can selected items from within the SAGE test databank or they can create them, themselves.  Teachers create, select, see, and determine the scoring for the formative tests.  For more information on formative testing, this YouTube video is very helpful.  Former director of testing at the USOE, John Jesse,  indicated that they wanted to put everything into SAGE so that teachers would have no need of any additional testing program.  The upside to teachers is evident.  The upside to AIR? Lots more data.  Even though the teachers create the items, the items, the answers, and your student’s responses are collected and stored by the SAGE software on AIR-maintained servers.  So the lack of data privacy extends to not just the once-a-year tests, but to every activity that your kids participate in while logged on to the SAGE portal. It’s a goldmine for our friendly behavioral research organization, AIR.

Finally, on Feb. 2, 2015, the USOE sent a memo to all districts and charter schools stating that parents have no options for opting out of SAGE interim or formative testing.  As a board, we had been debating back and forth about the interim and formative testing, and the district form was stated as covering all interim and summative SAGE testing.  Dr. Henshaw indicated that parents should contact individual teachers to have their children excused from formative tests.  With the advent of the USOE memo, interim and formative testing have now been deemed as ‘required.’  (Since interim testing is over for this year, it will not impact students in Alpine until next year.)  The problem with this is that this wasn’t a directive from the State Board of Education.  It wasn’t a change in the law.  This was a memo from two state administrators by-passing every elected official in any capacity and indicating that parents have ‘no option’.  Parents are now subject to the state for what goes on with their children.  The state law could be interpreted as being silent on interim and formative testing.  But being silent isn’t the same as forbidding a particular action.  In a free society, the limitations are placed on government to protect individual rights.  The USOE memo places restrictions on parents.  In short, the state compels you to send your children to school.  If you choose to avail yourself of the free, public education system provided by the State of Utah, you are obligated to pay for that, not just with your taxes, but with your children’s personal data.  You have ‘no options’ to protect them.  The Wise and Powerful Oz, um I mean, State Office of Education, has spoken.

So, what do you do?  Don’t give up.  Push back.  Civil disobedience is a time-honored tradition in America.  If you don’t want your kids taking the SAGE tests, make sure your teachers and principals know.  They are caught between a rock and a hard place.  Be empathetic, kind, and firm: your child will not be participating.  If they are asked to participate, your child has been instructed to answer incorrectly and/or to call you to pick them up.  Write letters to the State Board of Education (, and to your legislators, and the governor.  Let your locally-elected board members know of your concerns.  Local boards can communicate on your behalf, but we still have to administer the tests.  Be kind, but firm.  And, at the end of the day, do what is best for your kids. As we concluded in our letter to Dr. Park, “Just because parents choose to educate their children in our public school system, it does not mean that we, as a state government, are entitled to whatever information about their children we feel is necessary.”

*There is an argument to be made that only the most involved parents are opting their kids out.  Since we know that the most involved parents usually have the kids who score the highest on standardized testing, there is a potential for a lower score due to that dynamic.  However, there are also many parents of special ed kids who are opting out because they find the tests problematic for their kids.  At the end of the day, the problem is the entire method of grading teachers and schools based on standardized tests.  Contact your legislators and ask them to remove school and teacher grading from state law.

**Board Meeting Audio:
1. Click on the link
2. Scroll Down to ‘Additional Media’ and expand
3. Click on either the Study Session or Board Meeting audio, as listed.

JaKell Sullivan’s Letter to the State Board on ESEA Waiver

Reposting from Facebook, JaKell’s letter is a fantastic writeup that gives a clear picture of what’s happening in the federal agenda.


Dear State Board members,

Have you read this change to Title 1 Regulations?…

The Federal Government is clear that they are “phasing out the authority of states” over standards and tests.

ALL they needed to accomplish their goal was:
1. States to voluntarily adopt national standards
2. States to voluntarily align their tests to the standards

We have done both.

Because you have joined in a resolution supporting state sovereignty with the Governor and legislature, I hope you will take seriously your elected responsibility to evaluate the wisdom of joining into the 3-year federal ESEA/NCLB Waiver, as well as your support for ESEA Reauthorization.

Please ask yourselves what will happen to Title 1 schools, and all schools, after the “phase out” is complete.

Why do both the NCLB Flexibility Waivers and the new ESEA Reauthorization mandate district public school closures and the expansion of Charter schools? Could it be legalized plunder? This entire saga has already played out in urban cities like Chicago where Rahm Emanuel and Arne Duncan have welcomed corporate-owned charters with open arms. The result has devastated whole cities and communities. Families are left to struggle when their neighborhood school is shut down because of “low test scores” (which is manufactured crisis, by the way) and no plan is set forth for where children are to go instead. Sure, they can try and get into a charter across town. But, then one sibling gets in and their brothers and sisters don’t. This creates fractured families and fractured communities. Please read the news stories out of Chicago.

SeattleEducation2010 said it best : “The phasing out of Dyett, one of 17 schools that the Board of Education voted to close or turn around last winter, highlights a process being played out across Chicago—the dismantling of neighborhood public schools, the ushering in of corporate-controlled charters and, in many cases, the gentrification of predominately African-American and Latino neighborhoods. Closing schools, like tearing down public housing, has proved an effective way for Chicago’s rich and powerful to push out and further segregate people of color.”

Please read Anita Hoge’s article below and evaluate if we are headed down the right path for Utah. Anita was recently shut out of testifying in Congress against the pending ESEA Reauthorization.

Best regards as you contemplate the welfare of Utah’s children.

JaKell Sullivan

Opting out of tests

Who sets state law? Well, if you work at the USOE and can get a favorable writeup from an assistant attorney general, then you just run with it and tells schools that’s the law to go by. Legislature, schmedislature.

The last few days have seen a number of crazy things happen so let me try to put things into one place as a reference for parents and legislators that you can share this with.

Parent Heather Gardner opted her children out of tests but the school apparently is relying on an opinion letter from Assistant A.G. Chris Lacombe (below) which the State Office of Education is touting, and forced her child to take a DIBELS test. Here is a quote from an interview Heather did with Libertas Institute. Emphasis mine.

“Last week our school sent us a certified letter informing us that if our children did not participate in some of the tests and computer programs we had opted out of, that we were not welcome on campus—and that if our children came to school, they would be assessed. We were informed we could homeschool and dual enroll our child for part of the day, but that our children would still be assessed, even in subject areas they were not enrolled in.

This past Friday, my 3rd grader came home and informed me that her teacher had pulled her aside, singling her out, and told her that she had to take the DIBELS reading exam. Her classmates had already taken it earlier in the week. She protested and said that her parents didn’t want her taking the test. She refused the teacher’s demand. The teacher overrode her objection, telling her that by law she had to take it.

So you have a 3rd grader—my young daughter—being forced by the school to take a test when her parents have sent in a legal opt out letter. That’s the situation we’ve been put in.”

It appears we need some criminal penalties and terminations attached to school teachers, principals, district officials, and state officials who mess with parental rights, because where there is no penalty for violating the law, there is no law. This teacher went so far over and above the spirit and letter of the law she should be terminated, and unfortunately, she’s not the only teacher. There are numerous stories from around the state of teachers who have cajoled, manipulated, and lied to students to get them to take SAGE and other tests.

SB 122 from last year lets parents opt out of SAGE and other tests. Here’s a link.

Here’s where the state is manipulating the law.

86          (9) (a) Upon the written request of a student’s parent or guardian, an LEA shall excuse
87      the student from taking a test that is administered statewide or the National Assessment of
88      Educational Progress.

Note the words “test that is administered statewide.” Judy Park and Jo Ellen Shaeffer at the Utah State Office of Education wrote up a policy paper to interpret the law and then went to Asst. A.G. Chris Lacombe for his approval. Their policy relies on the fact that some tests are optional for schools to choose to use and therefore not officially a “statewide” test.

The letter states that schools can require students to take SAGE interim tests (which are not required by state law), among other tests like DIBELS, ACCESS, UAA, and others.

Here is a copy of their policy letter.

USOE Opt Out Policy 2-2-15-2


Per SB 122, AKA, THE LAW, parents have the right to opt their child out USING A DOCUMENT OF THEIR OWN CREATION. It’s THEIR WRITTEN REQUEST, not the school’s documentation.

From what I understand, schools in Alpine school district are now taking parents’ documents and stapling them to their own without requiring the parent to sign theirs. KUDOS TO ASD!

Another unfortunate event for one family was to have the school tell them they were dropping their child from honor’s classes because their child was opted out of SAGE tests. Schools MAY NOT drop your child from honors classes into regular classes because your child has opted out. In fact, the law says:

73          (6) (a) An LEA shall reasonably accommodate a parent’s or guardian’s written request
74      to place a student in a specialized class or an advanced course.

Why on earth would opting out negate your ability to have your child in an A/P or honors class?

What’s the big deal about tests? Why is the state so hot to force kids into testing that doesn’t measure anything of value to the children?

Please remember this: Those are your children and these tests aren’t for them, they are compliance tests for the schools.

Why are SAGE tests particularly bad for Charter schools? Charters scored poorly on SAGE exams and in order to show better will have to change their more traditional approach to math instruction, to more constructivist fuzzy methods in order to raise their school grades. It’s a brilliant plan. The people who want curriculum a certain way get it by giving the school a grade and letting them follow the same dumb “I’ve got to get an A” mentality we make kids jump through. It’s taken me decades to understand some of this nonsense. Anyone who doesn’t should read John Taylor Gatto’s book:

Weapons of Mass Instruction: A Schoolteacher’s Journey Through the Dark World of Compulsory Schooling

If you don’t understand what the problem is with these tests, it covers a broad spectrum including behavior tracking (which the publisher of SAGE, A.I.R., specializes in), massive anxiety for students who see things they have never been taught, data collection and loss of privacy, and storage of personal information on computers elsewhere in the country.

This first video is a MUST watch. Mary Calamia, a licensed clinical social worker, testifies about the effects of computer adaptive tests just like SAGE that are being given all over the country to students and what it’s doing to those children.

“Standardized Testing is not Teaching” by Dr. Chris Tienken

Legislatively, Senator Aaron Osmond emailed me stating that these points will be addressed in legislation this session to help clarify the spirit and letter of of last year’s law.

1) A parent is not required to meet with district or school personnel to opt out of any state mandated testing

2) A parent is not required to sign a district or school form to opt out of any state mandated testing (only a written notice to the school from the parent is required).

3) The opt out applies to both formative and summative assessments. (and hopefully interim and anything else a parent deems right)

What to do now:

1) Opt your children out. You can use our form or write your own on a napkin. By law you just have to provide notice. (more resources and another video on this page)

2) Civil disobedience: pull your children out of school on test days. They are your kids. If the school doesn’t seem to want to honor your request, time to yank your kids out and be a parent with a spine.

3) Tell your legislators that you want penalties attached to the law that make it a criminal offense for any state worker to violate parental rights laws.


The Blast Radius of Proposed New “No Child Left Behind” Bill

By Christel Swasey. Reprinted from:


Senator “Let’s-Don’t-Talk-About-Common-Core” LaMar Alexander  has proposed a bill to amend  ESEA (No Child Left Behind Act) in order “to restore freedom”. The bill is called the “Every Child Ready for College or Career Act of 2015“.

I read the 387-pager after I learned that education experts, slated to testify against the bill, had abruptly been dismissed and were told that the bill had been “fast-tracked,” so there wouldn’t be time for them to speak.  –No time to hear testimony and debate about a historic, child-impacting bill?

I read this bill with these six facts and questions in mind:

Fact 1. There’s a  de facto federal database composed of fifty individual databases with interoperable State Longitudinal Database Systems.   These  feed on the federal school testing/data collecting system, and feed different federal databases and their powerful branches.  This clearly violates “consent of the governed” because nobody can opt out.

QUESTION 1:  Would LaMar’s bill restore “consent of the governed” to education and to student data mining?

Fact 2. There’s a federal testing system comprised of Common Core aligned, synchronized testing partnerships: PARCC, SBAC, and AIR.  This violates Constitutional separation of powers since the federal government has no business in state-directed educational affairs such as testing.

QUESTION 2: Would LaMar’s bill restore separation of powers and deny federal supervision of school tests?

Fact 3. There’s a corporate cartel of educational technology and text sellers  (Pearson Inc, partnered with Gates/Microsoft, etc) advising the federal testing system.  This violates the Constitutional principle of agency; individuals and states are coerced to use certain corporations’ products with federal approval.

QUESTION 3: Would LaMar’s bill restore a diverse exchange of academic ideas to the American textbook and technology market?

Fact 4.  The corporate cartel  finances the private groups that created and copyrighted the common education and the common data tags  programs.  Federal approval of such financing and implementation is clear by the official partnering of the U.S. Dept. of Education with the private creator-copyrighter groups.   That violates consent of the governed, too.

QUESTION 4: Would LaMar’s bill create fairness and freedom for non-Common Core aligned education providers? 

Fact 5.  Because Common Core standards are copyrighted, states (voters, teachers, you and I) don’t get to vote on them.  There’s no amendment process for any state to alter Common Core Standards nor the Common Education Data System (CEDS).  Federal promotion and partnershipping with those who copyrighted nonamendable standards, violates states’ rights and consent of the governed.

QUESTION 5: Would LaMar’s bill move us away from these chokehold national standards and restore individual agency?

Fact 6. Both Republican and Democratic politicians are hacking at the limbs of the Constitution openly, aiming to phase out the authority of the states  and of parents regarding educational authority, privacy and other issues.  Aiming to “phase out the authority of states” is blatantly unconstitutional.

QUESTION 6: Would LaMar’s bill stop the Department of Education’s agenda to “phase out state authority”?

Now, to the bill.


I knew from page one that this was going to be a big, fat two-tongued document because the bill’s purpose statement:  “to restore freedom” conflicts with its own title: “The Every Child Ready for College or Career Act of 2015“.

This bill by its title and throughout its text cements the Common Core Initiative into federal law without once using the term “Common Core”. How?

Did you know that the phrase College and Career Ready has been repeatedly, federally and corporationally defined in multiple places as only Common Core. (See College and Career Ready definition: the Dept. of Education defines college and career ready standards as “standards common to a significant number of states.”  There is one thing that meets that definition.  Anytime you see “college and career ready,” run; it equals only the Common Core.

Can a bill claim to restore freedom while it promotes the exact, synonymous term that takes freedom in education away?



screen lamar two

On page three I found red flag #2:   “Close the achievement gap between high and low performing children“.  It’s another way of saying “everyone has to be the same at any cost– even at the price of slowing or dumbing down high achievers.”  Posing as fairness, it’s precisely the opposite, as nonsensical as the Handicapper General in Harrison Bergeron.  ( The funny, tragic short story of Harrison Bergeron is online if you haven’t read it.)

The bill explains how money must be allocated to ensure that the achievement gap-closing happens.  The Harrison Bergeron-ian “fairness” will be enforced with (our) tax dollars in federally set ways.

On page 8 we learn:  States will have to create a peer review board with the purpose of promoting “effective implementation of the challenging State academic standards“.  A mandated review board will promote implementation of Common Core, the very thing so many hope to eradicate.  Note the slickness:  later on the same page, it says:  “with the goal of supporting State- and local-led innovation”.  It’s pleasant sounding, but it’s a lie; one can’t support local innovation while implementing centrally controlled, Common Core standards on a federally mandated review board.

I already don’t want to read the rest of the 379 pages.  I’m only on page 8.

Next is a section called “State Plan Determination, Demonstration and Revision” which makes me wonder: why should states demonstrate to the federal government, when education is not in federal jurisdiction?  (Calling for “accountability” without authority to make that call should always raise eyebrows. I’m envisioning Emperor Arne being fed grapes while the Constitution is being used as bird cage liner.) This gets worse when the bill says that the Secretary of Education can decline to approve a State plan  (pages 8 and 9) and that the Secretary of Education would withhold funds from states who don’t comply. (page 12)   This is clearly out of harmony with the bill’s stated purpose “to restore freedom” as well as being out of harmony with the U.S. Constitution.

Page 13:  The same standards have to be used throughout the entire state.  They have to be aligned with state college standards.  (They can’t be lower, but they can’t be any higher, either, than the worst of any state college.  They can’t align with any unusually high private university standards.) This control freakishness –and this obvious dumbing down, may succeed in closing that achievement gap but only by harming high achievers, it seems to me.

Page 16:  In complete contradiction to pages 8 and 9, this section says that the Secretary has no authority to supervise or direct state standards.

Page 17:  Here we go with the assessments.  Every state must use standardized tests aligned to the college-and-career-ready standards (Common).

Page 20:  Here we go with the data collecting:  tests must “produce individual student interpretive, descriptive, and diagnostic reports… include information regarding achievement on assessments… provided…  in an understandable and uniform format” [meaning, I am sure: Common Educational Data Standards and SIF interoperability formats, which preclude strong privacy protection].

The data collected must be disaggregated, says the bill, by state and by school using these factors:  gender, economic status, race, ethnicity, English proficiency, disability, migratory status, etc., but will not be personally identifiable.  (Hmm.  On page 20 they just said tests must report on “individual interpretive, descriptive and diagnostic reports.” How is that not personally identifiable?)

On page 34 I’m troubled by this:  “achievement gaps between each category of students described“.  So they will divide and label student achievement groups by race, by gender, by ability, by economic status, etc. to further identify groups.

On page 35 the bill identifies schools that must be “turned around”.

On page 37 the state assures the federal government that it will participate in the NAEP test for 4th and 8th graders.

On page 39 the bill mandates uniform state report cards.

On page 54 the “Local Educational Agency Plan” mandates identifying students and identifying achievement gaps.  The plan also funds HeadStart or other government preschools.

Page 66 tells states how they have to spend any unused money.

Page 89 gives priority to low achievers.

Page 92-96 discusses private schools and how Title I funds will follow the low income child.  Where funding goes, strings are attached and mandates (i.e., data mining and government tests) follow.  Title I funds  look like the way Common Core aims to infiltrate charter schools and private schools.

Page 99:  Grants for Common Tests:  The Secretary of Education will give grants to pay for tests and standards, if the states are working in partnership with other states.

Page 101:  Summative, interim and formative tests will be developed or improved.  (More Common Core testing, more frequently, and more in disguise–as practice or as assignments, rather than traditional end of the year summative tests.)

Page 111:  “At risk” students will be indentified, intervened, and reported.

Page 117:  If there is failure to reach consensus, the Secretary of Education is empowered to act on his own with the “alternative process” that “if Secretary determines that a negotiated rulemaking process is unnecessary...” he simply tells Congress (not asks, tells) –and then he does his own thing, allowing for public comment afterward, and then, finally, makes it an official regulation.   I hope people are reading this.

Page 135:  Here the states are told the conditions by which they will make subgrants to schools and to teachers.

Page 145:  This fulfils Arne Duncan’s dream of replacing family with school as the centerpiece of life and community,  “providing programs that…extend the school day, school week, or school year calendar.”   Remember what the Secretary Duncan said in his Charlie Rose interview?  This is his one minute video:

Page 153:  “Secretary may waive” requirements.  So this may be a Congressionally vetted law, but it’s more of a suggestion than a hard and fast law, always subject to the whims of the Secretary.  This is repeated on page 224:  “The Secretary may waive any statutory or regulatory requirement… with respect to charter schools.. if.. Secretary determines that granting such a waiver will promote the purposes...”

Page 163:  Grant recipients must provide data to the federal Secretary of Education.

Page 226:  On Charter Schools:  “support the opening of… replication of… charter schools… expansion of high quality charter schools”.

Page 229:  “A description of how the State will actively monitor and hold authorized public chartering agencies accountable… including… revoking the authority of an authorized chartering agency based on the performance of the charter school… in areas of student achievement… and compliance”.

Page 249:  The Secretary of Education can take money out of the charter school’s reserve account if the grant wasn’t used in “carrying out the purposes” of the Secretary.

[On and on and on the bill rambles about charter school expansion and federal controls on the charter schools.  Endless pages are devoted to charter schools.  Why the increased interest of the federal government in supporting charter schools?  Because charter schools don’t have elected school boards.  The ruling bodies of charter schools are appointed, not elected.  In some places, philanthropists and huge corporations are administering charter schools –with zero accountability to any parent or any voter.  This is education without representation!  This is why the Obama Administration is pushing to identify and “turn around” “low performing” public schools and turn them into voter-untouchable institutions of the cartels and governments who benefit from that kind of power.]  I happen to have one child who attends a charter school and I know from personal experience that the board is under no obligation to listen to any parent, and no parent can vote a board member out.  You’re just lucky if the board happens to be made of people with whom you share values and goals for children.]

Page 268 talks about using magnet schools to desegregate “students of different racial backgrounds”.  I don’t agree with redistribution by government force of anything– not money, not teachers, not not principals, not standards, and not students of different races.   But the Department of education does.

Page 276 “State Innovation and Flexibility“: think about the way that title rations liberty.  What would the founding fathers say about the federal government creating a document with a section heading titled like that?  States are allowed to have some innovation?  Some flexibility?  Those are sub-particles of a rationed freedom, not freedom at all.

Page 297: “Indian, Native Hawaiian, Alaska Native Education” – This part has me confused.  Someone please comment below if you understand it.  Why would the federal government spend pages and pages and pages outlining different rules for these specific minority groups?  Not just a few— a LOT of pages.

Page 369:  “Participation by private school children and teachers” – By definition, private school children and their teachers are to be left completely alone by the government; that’s what private means.    Why is this federal law taking the effort and time to mention them?  If, according to page 92, the Title One funds follow the private school child to his/her school, then the government will be taking reports, data mining, and putting out mandates as well.

The answer to each of my six questions, from the top,  is “no”.

The stated purpose of the bill is “to restore freedom”.  Does this happen? No.

The bill –without even using the term “Common Core” a single time, works to cement Common Core.  It supports more common tests and emboldens the collectors of both academic and nonacademic personal student data (without parental consent), will intrude on private schools; and decreases representative school decision making by replacing a large number of public schools with no-elected-board, no-vote-allowed, charter schools; all under the banner of equitably meeting student needs and “closing an achievement gap.”

Please do something positive:  tell your senators and reps to help push an actual freedom-granting bill in education.

I learned with gratitude today from Utah’s Mia Love  that she is working with Rep. Joe Wilson on a bill “to allow states to opt out of Common Core without being penalized.”  Support Mia Love.  Write to her.  Rep. Wilson, too.  Please call other Congressmen and ask them to work with her and support her.

David Vitters’ bill, too,  sounds a thousand times more honest than Alexander’s ESEA “Every Child College and Career Ready Act of 2015″.

Vitters’ bill (S73) is “A bill to prohibit the Federal Government from mandating, incentivizing, or coercing States to adopt the Common Core State Standards or any other specific academic standards, instructional content, curricula, assessments, or programs of instruction.” )

—But LaMar Alexander’s ESEA?  No.


End of Christel’s Article. Here’s an action item someone posted to Facebook.
Dr. Sandra Stotsky has been challenged to explain how Common Core is built into the re-authorization of ESEA. “Very simple,” she states.”The bill builds in Common Core in a clever way–by putting the “Plan” for academic content standards in each state in the hands of its DoE. Moreover, not only does it put control of the “Plan” into a state’s department of education, it also excludes development and review of the “Plan” by academic experts at the college level. Very clever language contributed probably by Fordham.”

The Bill states, “…peer review teams shall reflect a balanced representation of individuals who—
(I) have practical experience in the classroom, school administration, or State or local government; and
(II) have been a direct employee of a school, local educational agency, or State educational agency…”

People who care about the security and defense of this country need to contact:

Rep. John Kline
DC: (202) 225-2271
MN: (952) 808-1213)


Sen. Lamar Alexander
DC: (202) 224-4944
TN: (423) 752-5337

Let them know you don’t want any bill re-authorizing ESEA at all. We want ESEA sunsetted after extensive national public discussion of how to educate low-income children without damaging them further and all of public education K-20 at the same time.

Until Feb. 2 Alexander has an email set up for feedback:
Request repeal of ESEA/NCLB….it cannot be fixed.


Sen. Roberts’ bill won’t do a thing to get at ESEA. The problems are in the re-authorization of ESEA. Very cleverly hidden.

The next step in the federal takeover

This is the next step in the federal takeover. Even private schools are about to be nailed. Please read this article on what Lamar Alexander is doing and then take the action below.

Then read this one for a list of items from the legislation itself.

We already know the feds want to phase out the authority of the states. They’ve published it here:

ACTION: Contact Mike Lee, Orrin Hatch, and your representative and tell them NO WAY ON Lamar Alexander’s reauthorization of ESEA/NCLB (elementary and secondary education act/ No Child Left Behind). Ask them to DEAUTHORIZE and DEFUND all federal education programs and the Dept. of Education.

Ask them to support David Vitters bill (S 73): “A bill to prohibit the Federal Government from mandating, incentivizing, or coercing States to adopt the Common Core State Standards or any other specific academic standards, instructional content, curricula, assessments, or programs of instruction.” (click to track the bill)


The solution to failed government programs is always “we just need a little more control.” That’s incremental socialism and how total government comes about. Total-itarian. Total control.

Sign the Petition
Please sign the petition on the home page asking our state education officials to stop Common Core before it's too late.
Get Started
New to Common Core? Get educated and take action here: Action List

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