About Alice

Alice Linahan is a Politically-Active Texas Mom who has worked hard in the trenches of the Grassroots Movement. As an established leader in New Media with Voices Empower and as Vice President of Women on the Wall, Alice brings audiences a servant’s voice with a heartfelt, funny tone and when the truth needs to be told in a bold, fresh manner Alice can deliver. She brings alive the stories from the trenches of the movement of parents asking… #CANiSEE what you are teaching my child that is taking America by storm. Alice is a radio talk show host of the Women On the Wall Radio Show in addition to being the Author of the upcoming “A parents journey from #CANiSEE™© to I Can SEE” study on the Common Core. Alice Linahan is a winner of the 2014 UPTON SINCLAIR AWARD with EducationViews.org for her work as an Advocate for Securing the Best of Education Policies for the next generation of American children. Alice has been described as “Passionate in everything she does and she is proof that one person can make a difference.

“Education Is Serious Business: Green, Yellow, and Red People”

Posted on April 12, 2013 by Alice

By Donna Garner

GREEN, YELLOW, AND RED PEOPLE: CATEGORIES IN EDUCATION

Generally, I believe there are two different types of philosophies of education; and nearly all educators, curriculum, vendors, organizations, and advocacy groups fall into one of these two categories. (3.3.13 — “Traditional vs Progressive— Two Completely Different Philosophies of Education”

Green Yellow and Red CSCOPE People

Next, there are also three different types of individuals involved; and we can see this all across America.

The “green” people are those who go-along to get-along; they go with the status quo and are content to follow whatever teaching fad is in vogue at the present time. These people are not bad people but are easily deceived by those who have ulterior motives (e.g., drive-by media, national educator organizations, left-leaning politicians, CSCOPE, Common Core Standards).

The “yellow” people are those who are driven by greed, money, power, and fame. Many of these people are vendors, lobbyists, or school employees who look past the egregious content of their products so long as they themselves are benefitting. Into this group fall some CSCOPE/TESCCC/ESC employees, Thomas Ratliff, Mike Moses, Pat Jacoby, TASA, TASB, etc.

The “red” people know exactly what they are doing. They have long-term goals to change America, and they realize that the best way to do this is to indoctrinate this and succeeding generations of school children in their classrooms. Into this group fall such people as Obama, Arne Duncan, Linda Darling-Hammond, Bill Ayers, the National Education Organization, and many other left-leaners.

Politicians can come in all different colors – green, yellow, and red. Those who blindly follow are green. Those who seek fame, fortune, and/or control for themselves are yellow. Those whose aim is to change America from a capitalist, free-market Republic into a Socialist, Communist, Marxist country are red.

I do not believe that very many of our Texas Legislators fall into the “red” category, but I do believe many of them do fall into the “green” or “yellow” categories.

TEXAS’ NEW TYPE #1 CURRICULUM STANDARDS (TEKS)

Here are the links to the TEKS as posted on the official Texas Education Agency website for the four core courses adopted by the SBOE starting in May 2008 through May 2012:

ELAR TEKS –http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html

SCIENCE TEKS –http://ritter.tea.state.tx.us/rules/tac/chapter112/index.html

SOCIAL STUDIES TEKS –http://ritter.tea.state.tx.us/rules/tac/chapter113/index.html

MATH TEKS –http://ritter.tea.state.tx.us/rules/tac/chapter111/index.html

The TEKS (curriculum standards – not curriculum) tell school districts/educators WHAT to teach. It is left up to the local teachers to decide HOW to teach them.

As you look over the TEKS, you will find that most of them are knowledge-based, academic, grade-level-specific for each grade level or each course; and the standards (i.e., elements) are largely measurable. Those were the parameters set by the elected SBOE back in 2005-2006 before they started adopting the new set of TEKS. These specific parameters were set so that the writing teams would be forced into Type #1.

As you scan through the various subjects and grade levels in the new TEKS, please notice the verbs used at the beginning of the standards. The verbs have deliberately been chosen to bring measurability to the standards such as identify, create, interpret, locate, examine, describe, explain, compare, summarize, master, demonstrate, follow, communicate, incorporate, use, apply, evaluate, organize, etc.

This is the Type #1 philosophy of education – no subjectivity, feelings, opinions, etc. The new Type #1 TEKS emphasize academic knowledge – the right answer – instead of the “process.” This is why school districts that have become totally fixated on constructivist, project-based learning (e.g., CSCOPE districts) are not in alignment with the Type #1 TEKS because the constructivist/project-based activities glorify the process rather than the right answer.

Can you find any of the new TEKS that say discover, give your opinion, what do you think, etc.? These are Type #2 verbiage.

(One of our SBOE members made it a habit each time he visited a school district and viewed a technology demonstration or a science experiment of some kind to go up to a student afterwards and ask him to verbally explain what he just proved. The SBOE member said he hardly ever found a student who could actually explain the concepts underlying the demonstration/experiment.)

Because of the parameters set by the SBOE for the new TEKS before the writing teams even met, the new Type #1 TEKS elements can be measured on the STAAR/End-of-Course tests largely through objective questions and answers. Because of these parameters, the constructivist, project-based philosophy of education as seen in CSCOPE does not align well with these new TEKS and explains why the CSCOPE schools did worse on their STAAR/EOC’s than did the non-CSCOPE schools. This also should help us to understand why we must not lose the “measuring stick” – the STAAR/EOC’s.

If the truth were known, I imagine Pearson really enjoyed producing and then setting up the “answer keys” for the STAAR/EOC tests for Texas because our standards are clear, precise, and measurable. Producing a test for a “road map” (Type #1) is much easier than producing a test for a “wish list” (Type #2).

RESULTS OF TYPE #1

If we want our public school children to learn to read well, we must have Type #1.

If we want them to be able to speak and write English well, then we must have Type #1.

If we want them to be patriotic citizens who revere the Founding Fathers and know and honor the Constitution, then we must have Type #1.

If we want our graduates to be knowledgeable voters who know history and can analyze current events based upon the past and the present, then we must have Type #1.

If we want our public school children to recognize that they and the whole world were created by a Higher Being, then we must have Type #1.

If we want our public school children to know their math facts to automaticity, then we must have Type #1.

If we want our public school children to be able to do well in foreign languages, then we must have Type #1 that teaches the phonetic sound system and grammar/usage in English so that they can apply that to their foreign language learning.

If we want our public school children to read the great pieces of literature that have connected our country to past generations, then we must have Type #1.

If we want our public school children to have the skills and knowledge they need for college and/or the workplace, then we must have Type #1.

If we want to turn out scientists who are well read, logical, analytical, and who can write down their scientific conclusions, then we must have Type #1.

If we want our graduates to be able to write compositions built upon facts and persuasive techniques, then we must have Type #1.

If we want our high-school students to know how to research a topic and then put that information into well-written text, we must have Type #1.

If we want legislators who are well read and who have a deep understanding of world history/American history/U. S. legal system and how those apply to current events, then we must have Type #1.

________________________________________________

Click the photo to sign the Petition and Join the movement to#StopCSCOPE

Women On the Wall takes on the issues that matter. Sharing information and updates on our weekly radio show on Monday mornings at 10 am CST. You will not want to miss this show. We will have up to date information on CSCOPE and guests who are the experts on education and other issues that are effecting our children and grandchildren.

Knowledge is Power and together we can make the difference!!

The SBOE (State Board of Education) CSCOPE Review Process needs YOU!

Posted on April 11, 2013 by Alice

I need a hero to stop CSCOPE!!

This is a call for Texas Citizens who care about what our children are learning- be on the CSCOPE review teams across Texas.

Interested citizens may submit a nomination form through April 29. The CSCOPE Ad Hoc Committee expects to make committee assignments in May. The review panels would then work June 3-16 to review the material.

Click here to see the CSCOPE review timeline.

State Board of Education – CSCOPE

The State Board of Education has launched its review of CSCOPE, a curriculum which has been a lightning rod for controversy for content that is alleged to erode fundamental American values, devalue Christianity and favor Islam. The State Board of Education will be seeking public participation in the review process, beginning with review team member nominations which open this week.

“We are committed to a vigorous, thorough, transparent and fair review process,” says District 10 SBOE Member Tom Maynard (R-Florence) who is a member of the ad hoc committee appointed by SBOE chair Barbara Cargill to coordinate the CSCOPE review process. Maynard also chairs the board’s Committee on Instruction.

The board will use the same criteria to evaluate CSCOPE content as it does traditional textbooks.

CSCOPE is an online program that assists districts in aligning curriculum with state standards. In question are the more than 1,600 model lesson plans called “exemplar lessons” and the accompanying tests.

The review process will begin with social studies.

“We anticipate the appointment of 14 review teams to tackle the 431 social studies lessons and assessments, which range from kindergarten to 12th grade government,” Maynard says.

“We want a broad cross-section of parents, teachers, content experts and other stakeholders involved in the process, which will begin in early June and finish in late July,” he says.

The Texas Education Agency will open the nomination system for reviewers on Tuesday, April 9. Interested parties can access the nomination form from the State Board of Education page of the Texas Education Agency website. The application deadline is April 29.

Steps in the Nomination and Review Process

Step 1: The public will be notified about the nomination process. Nominees must fill out an application document and submit a current resume. The administrator sends the nominees’ applications and resumes to the SBOE member that represents their district.

Step 2: SBOE members may submit nominations for the review panels to include parents, classroom teachers, curriculum specialists, school administrators, and other stakeholders in Texas education. SBOE members should ensure that nominations represent at least 4 different grade levels. SBOE members should list nominations in priority order. The Ad Hoc committee will make every effort to see that there is fair representation for all board members who submit nominations.

Step 3: The Ad Hoc committee reviews the applications and recommends to the SBOE Chair nominees to each review panel. Each review panel will have 3-9 members based upon the recommendations of the Ad Hoc committee.

Step 4: From each Panel, one Facilitator is selected by the Chair of the Ad Hoc committee. This person serves as the coordinator of the meetings of that particular panel, reports to the Committee as needed and facilitates the report coming from that panel.

Step 5: The Ad Hoc committee charges the review panels to review the instructional content in CSCOPE in accordance with the guidelines set by the SBOE Chair with input from the Ad Hoc committee.

Step 6: Individual reviews, once they are complete, will be sent to the review panel facilitator by a date determined by the Ad Hoc committee. The facilitators will compile a review panel report and send the review panel documents to the administrator.

Step 7: The Ad Hoc committee will receive the reports from the administrator; the reports will also be sent to the SBOE and the CSCOPE governing body. The review panel reports will be posted on line for the public.

Step 8: The CSCOPE governing body will consider the feedback of the review panel members and determine how to use those comments to improve the lesson content offered by CSCOPE.

Step 9: The CSCOPE governing body will report back to the Ad Hoc committee

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There are two different types of philosophies of education; and nearly all educators, curriculum, vendors, organizations, and advocacy groups fall into one of these two categories. (3.3.13 — “Type #1 and Type #2 — Two Completely Different Philosophies of Education” by Donna Garner

Protect Type 1 Traditional Education in Texas! Get involved.

If we want our public school children to learn to read well, we must have Type #1.

If we want them to be able to speak and write English well, then we must have Type #1.

If we want them to be patriotic citizens who revere the Founding Fathers and know and honor the Constitution, then we must have Type #1.

If we want our graduates to be knowledgeable voters who know history and can analyze current events based upon the past and the present, then we must have Type #1.

If we want our public school children to recognize that they and the whole world were created by a Higher Being, then we must have Type #1.

If we want our public school children to know their math facts to automaticity, then we must have Type #1.

If we want our public school children to be able to do well in foreign languages, then we must have Type #1 that teaches the phonetic sound system and grammar/usage in English so that they can apply that to their foreign language learning.

If we want our public school children to read the great pieces of literature that have connected our country to past generations, then we must have Type #1.

If we want our public school children to have the skills and knowledge they need for college and/or the workplace, then we must have Type #1.

If we want to turn out scientists who are well read, logical, analytical, and who can write down their scientific conclusions, then we must have Type #1.

If we want our graduates to be able to write compositions built upon facts and persuasive techniques, then we must have Type #1.

If we want our high-school students to know how to research a topic and then put that information into well-written text, we must have Type #1.If we want legislators who are well read and who have a deep understanding of world history/American history/U. S. legal system and how those apply to current events, then we must have Type #1.

===================================

Click the photo to sign the Petition and Join the movement to#StopCSCOPE

Knowledge is Power and together we can make the difference!!

“Hogwash Alert to National Review Online”

Posted on April 4, 2013 by Alice

[4.4.13 – I have never read a more thorough and well-documented discrediting of Common Core Standards than what Christel has presented below. This article is a keeper because she has undoubtedly spent hours gathering and inputting the links to her sources so that all who read this article can verify its accuracy. Our sincere thanks goes out to Christel for providing this elucidating rebuttal to the National Review’s “hogwash.” – Donna Garner]

“Hogwash Alert to National Review Online”

By Christel Swasey

I’m calling for a hogwash alert on today’s National Review article about Common Core.

The ironically titled The Truth About Common Core article cannot be taken seriously. It’s written without any links or references for its Common Core-promoting claims, and it’s written by two authors whose employers are largely funded by the main funder of all things Common Core.

Can anyone take seriously those who praise Common Core while being paid to do so?

The article makes “truth” claims that include the notion that Common Core is “more rigorous,” (where’s the proof?) and that the standards allow policymaking to happen locally. How can that be? The standards are written behind closed doors in D.C. The standards are copyrighted and are unamendable by locals. There is a 15% cap on adding to them, written into the ESEA Flexibility Waiver Request. And there is no amendment process; thus, no local control.

For anyone who has been living under an education reform rock, know this: Gates is the single biggest promoter and funder of Common Core, bar none.) So, Fordham’s and Manhattan Institute’s writers should not be expected to be objective about Common Core.

If it seems like practically everyone supports Common Core, Gates’ money is why. Bill Gates has said he’s spent $5 BILLION pushing (his version of) education reform. He’s bribed the national PTA to advocate for Common Core to parents; he’s paid the CCSSO to develop Common Core; and he owns opinion maker Education Weekmagazine. There’s a near-endless list of Gates’ attempts (very successful, I might add) to foist his vision of education without voter input.

The National Review writes that it is a “right-of-center” organization, as if that claim is a “trust-me” pass. This is meaningless in Common Core land because, as Emmett McGroarty of the American Principles Project, has said, “Opposition to Common Core cuts across the left-right spectrum. It gets back to who should control our children’s education — people in Indiana or people in Washington?”

But we should clarify that oodles of Democrats and Republicans sell or benefit from Common Core implementation. That is the top reason for the gold rush anxiety to promote the national standards. A secondary reason is lemminghood (misplaced and unproven trust).

Republican Jeb Bush is behind the Foundation for Excellence in Education, a nongovernmental group which pushes Common Core and is, of course, funded by Gates. Republican Rupert Murdoch owns not only Fox News, but also the common core implementation company Wireless Generation that’s creating common core testing technology. Republican Senator Todd Huston of Indiana got his largestcampaign donation from David Coleman, common core ELA architect; then, after Huston was elected to the Indiana Senate and placed on its education committee, Coleman hired Huston to be on the College Board. They are profiting from the alignment of the SAT to Common Core. And of course, Huston is on Jeb Bush’s Foundation for Excellence in Education, too. Even my own Republican Governor Herbert of Utah serves on the elite executive committee of NGA, the Common Core founding group. He doesn’t make money this way, but he does make lots of corporations happy.

I could go on and on about the Common Core gold-and-glory rush. I haven’t even touched on all the Democrats who promote Common Core for gain. But I don’t want to be up all night.

So, on to the liberals and/or not-right wing radicals who oppose Common Core:

California Democrat/author Rosa Koire and respected educator like Diane Ravitchoppose Common Core as an untested academic and political experiment that increases the high-stakes of standardized testing. They see that Common Core is promoting unrepresentative formations of public-private-partnerships, and promotes teacher-micromanagement. Chicago history teacher Paul Horton says Common Core turns teacher-artisans into teacher-widgets; he also sees it as a Pearson anti-trust issue. Teacher Kris Nielsen has written “Children of the Core” and teacher Paul Bogush calls teaching Common Core sleeping with the enemy. Math teacher Stephanie Sawyer predicts that with Common Core, there will be an increase in remedial math instruction and an increase in the clientele of tutoring centers. Writing teacher Laura Gibbs calls the writing standards an inspid brew of gobbledygook. Anonymously, many teachers have published other concerns in a survey produced by Utahns Against Common Core.

Still, political funders of the standards and corporations selling its implementation try to get away with marginalizing the opposition. But it can’t be done honestly. Because it’s not a fight between left and right.

This battle is between the collusion of corporate greed and political muscle versus the individual voter.

It’s a battle between the individual student, teacher, or parent– versus hugepublic/private partnerships. That’s the David and Goliath here.

The Common Core movement is not about what’s best for children. It’s about greed and political control. A simple test: if Common Core was about helping students achieve legitimate classical education, wouldn’t the Common Core experiment have been based on empirical study and solid educator backing?

Did the authors of the Hogwash article really not know that Common Core wasn’t based on anything like empirical data but simply fluffed up on empty promises and rhetoric, from the beginning.

Where’s the basis for what proponents call “rigorous,” “internationally competitive,” and “research-based?” Why won’t the proponents point to proof of “increased rigor” the way the opponents point to proof of increased dumbing down? We know they are fibbing because we know there is no empirical evidence for imposing this experiment on students in America. The emperor of Common Core is wearing no clothes.

Many educators are crying out –even testifying to legislatures— that Common Core is an academic disaster. I’m thinking of Professors Christopher Tienken, Sandra Stotsky, Thomas Newkirk, Ze’ev Wurman, James Milgram, William Mathis, Susan Ohanian, Charlotte Iserbyt, Alan Manning, and others.

The National Review authors insist that Common Core is not a stealth “leftist indoctrination” plot by the Obama administration. But that’s what it looks like when you study the reformers and what they create.

First, let’s look at the Common Core textbooks. Virtually every textbook company in America is aligning now with Common Core. (So even the states who rejected Common Core, and even private schools and home schools are in trouble; how will they find new textbooks that reflect Massachusetts-high standards?)

Pearson’s latest textbooks show extreme environmentalism and a global citizen creating agenda that marginalizes national constitutions and individual rights in favor of global collectivism. The biggest education sales company of all the Common Core textbook and technology sales monsters on the planet is Pearson, which is led by mad “Deliverology” globalist Sir Michael Barber. Watch his speeches.

He doesn’t just lead Pearson, the company that is so huge it’s becoming an anti-trust issue. Sir Michael Barber also speaks glowingly of public private partnerships, of political “revolution,” “global citizenship” and a need for having global datacollection and one set of educational standards for the entire planet. He’s a political machine. Under his global common core, diversity, freedom and local control of education need not apply.

Along with some of the gold-rushing colluders chasing Common Core-alignment product sales, there are political individuals calling educational shots, and these are without exception on the far, far left. And of these, the National Review is correct in saying that their goal to nationalize U.S. education has been happening since long before Obama came to power.

But they are wrong in saying that Common Core isn’t a road map to indoctrinating students into far left philosophy. Power players like Linda Darling-Hammond and Congressman Chaka Fattah ram socialism and redistribution down America’s throat in education policy, while Pearson pushes it in the curriculum.

It’s safe to say that Linda Darling-Hammond has as much say as anyone in this country when it comes to education policy. She focuses on “equity” and “social justice” –that is, redistribution of wealth using schools. Reread that last sentence.

Darling-Hammond has worked for CCSSO (Common Core developer) since long before the standards were even written. She served on the standards validation committee. She now works for SBAC (the Common Core test writer); she also consults with AIR (Utah’s Common Core test producer) and advises Obama’s administration; she promotes the secretive CSCOPE curriculum and more.

Study her further here to learn the groups she works for, what’s in the books she writes, how many times she quoted herself in her report for the U.S. equity commission, and what she said in last summer’s speech to UNESCO about the need to take swimming pools away from students.

So yes, there is an undeniable socialism push in Common Core textbooks and in the Department of Education.

Next.

The National Review’s authors claim Common Core won’t “eliminate American children’s core knowledge base in English, language arts and history.” By cutting classic literature by 70% for high school seniors, they are absolutely doing exactly that. The article says that Common Core doesn’t mandate the slashing of literature. Maybe not. But the tests sure will.

What teacher, constricted by the knowledge that her job is on the line, will risk lowering the high stakes student scores by teaching beyond what is recommended in the model curriculum of the national test writers?

And that’s the tragic part for me as an English teacher.

Classic literature is sacred. Its removal from American schools is an affront to our humanity.

Common Core doesn’t mandate which books to cut; the National Review is correct on that point; but it does pressure English teachers to cut out large selections of great literature, somewhere. And not just a little bit. Tons.

Informational text belongs in other classes, not in English. To read boring, non-literary articles even if they are not all required to be Executive Orders, insulation manuals, or environmental studies (as the major portion of the English language curriculum) is to kill the love of reading.

What will the slashing do to the students’ appreciation for the beauty of the language, to the acquisition of rich vocabulary, to the appreciation for the battle between good and evil?

We become compassionate humans by receiving and passing on classic stories. Souls are enlarged by exposure to the characters, the imagery, the rich vocabulary, the poetic language and the endless forms of the battle between good and evil, that live in classic literature.

Classic stories create a love for books that cannot be acquired in any other way. Dickens, Shakespeare, Hugo, Orwell, Dostoevsky, Rand, Marquez, Cisneros, Faulkner, Fitzgerald– where would we be without the gifts of these great writers and their writings? Which ones will English teachers cut away first to make room for informational text?

The sly and subtle change will have the same effect on our children as if Common Core had mandated the destruction of a certain percentage of all classic literature.

How does it differ from book burning in its ultimate effects?

Cutting out basic math skills, such as being able to convert fractions to decimals, is criminal. Proponents call this learning “fewer but deeper” concepts. I call it a sin. Common Core also delays the age at which students should be able to work with certain algorithms, putting students years behind our mathematical competitors in Asia.

For specific curricular reviews of Common Core standards, read Dr. Sandra Stotsky’s and Dr. Ze’ev Wurman’s math and literature reviews in the appendix of the white paper by Pioneer Institute. (See exhibit A and exhibit B, page 24.)

Next.

The National Review claims that the standards “simply delineate what children should know at each grade level and describe the skills that they must acquire to stay on course toward college or career readiness” and claim they are not a ceiling but a floor. This is a lie. The standards are bound by a 15% rule; there’s no adding to them beyond 15%. That’s not a ceiling?

The article claims that “college and career readiness” doesn’t necessarily mean Common Core. Well, it does, actually. The phrase has been defined on the ed. gov website as meaning sameness of standards to a significant number of states. I would give you a link but this week, so oddly, the Department of Education has removed most of its previous pages. You can see it reposted here:

The article insists that Common Core is not a curriculum; it’s up to school districts to choose curricula that comply with the standards. Sure. But as previously noted: 1) all the big textbook companies have aligned to Common Core. Where are the options? 2) Common core tests and the new accountability measures put on teachers who will lose their jobs if students don’t score well on Common Core tests will ensure that teachers will only teach Common Core standards. 3) Test writers are making model curriculum and it’s going to be for sale, for sure.

The article falsely claims that “curriculum experts began to devise” the standards. Not so: the architect of Common Core ELA standards (and current College Board president) is not, nor ever has been, an educator. In fact, that architect made the list of Top Ten Scariest People in Education Reform. A top curriculum professor has pointed out that the developers of Common Core never consulted with top curricular universities at all.

The article claims that states who have adopted Common Core could opt out, “and they shouldn’t lose a dime if they do” –but Title I monies have been threatened, and the No Child Left Behind waiver is temporary on conditions of following Common Core, and for those states who did get Race to the Top money (not my state, thank goodness) the money would have to be returned. Additionally, every state got ARRA stimulus money to build a federally interoperable State Longitudinal Database System. Do we want to give back millions and millions to ensure that we aren’t part of the de facto national database of children’s longitudinal school-collected, personally identifiable information?

The article states that the goal is to have children read challenging texts that will build their vocabulary and background knowledge. So then why not read more –not less– actual literature?

The article also leaves out any analysis of the illegality of Common Core. The arrangement appears to be illegal. Under the Constitution and under the General Educational Provisions Act (GEPA) the federal government is restricted from even supervising education.

GEPA states: “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system…”

And for those still believing the federal government isn’t “exercising direction, supervision or control” of the school system, look at two things.

1. The federal technical review of tests being mandated by the Department of Education.

2. The federal mandate that testing consoria must synchronize “across consortia,” that status updates and phone conferences must be made available to the Dept. of Education regularly, and that data collected must be shared with the federal government “on an ongoing basis”

3. The recent federal alteration of privacy laws that have taken away parental consent over student data collection.

Finally: the “most annoying manipulation tactic” award for the National Review Article is a tie between the last two sentences of the National Review article, which, combined, say, “Conservatives used to be in favor of holding students to high standards… aren’t they still?” Please.

Let’s rephrase it:

Americans used to be in favor of legitimate, nonexperimental standards for children that were unattached to corporate greed and that were constitutionally legal… Aren’t we still?

“Texans Must Be Patient: Help Is on the Way”

Posted on April 3, 2013 by Alice

By Donna Garner 4.3.13

I listened to the Senate Education Committee’s public hearing on various bills yesterday morning. One of the first people to testify was Texas Commissioner of Education Michael Williams, and various responses between him and Sen. Dan Patrick occurred as they discussed the present high-school graduation requirements vs. Sen. Patrick’s SB 3 and SB 1724.

HB 5, SB 3, SB 1724 – DUMBING DOWN BILLS

Sen. Patrick tried to justify SB 3 by saying it increases academic requirements. However, Tex. Ed. Comm. Michael Williams explained that presently only 20% of our high-school students elect to go into the least rigorous Minimum graduation plan because the default plan (the norm) is the more rigorous Recommended 4 x 4 plan (4 years each of English, Math, Science, and Social Studies).

Under Sen. Patrick’s SB 3, the Foundation plan would become the default plan (the norm). This would undoubtedly result in a much larger percentage of students choosing to take only the Foundation courses instead of taking the more rigorous Recommended or Advanced (i.e., Distinguished) courses.

Sen. Patrick’s Foundation plan is only slightly more rigorous than the present Minimum plan. By allowing a large swath of our Texas high-school students to graduate under the Foundation plan rather than the more rigorous plans, we can expect the largest percentage of graduates under SB 3 to walk across the stage at graduation having a lower level of foundational knowledge and skills.

WHY WE MUST NOT LET OUR STANDARDS DOWN NOW

Right now, 80% of Texas students are in the Recommended degree plan; none have walked across the stage yet because they are presently high-school sophomores and freshmen.

Out of those students who have graduated under the “old” plan, only 48% have gone on to higher education in Texas. Sadly, 30% of those have required college remediation.

It is for this reason that the SBOE working with the Texas Education Agency decided to implement the 15 STAAR/End-of-Course tests in English/Math/Science/Social Studies – to measure, show, and push toward better teaching and learning in these courses.

Like it or not, the fact is that high-stakes STAAR/End-of-Course tests motivate both teachers and students to strive for a higher standard.

If the legislature decides to gut these EOC’s in the four core courses (Grades 9 – 11), then how can we possibly believe that the educational level of students graduating from our Texas high schools will improve over what is occurring right now? Presently less than half of our high school graduates go on to college (48%), and 30% of those require remediation before they can even get started receiving college credit.

THE WRONG DEBATE

A debate over Algebra II occurred at the hearing. Sen. Patrick said he had heard that colleges/universities no longer consider Algebra II to be an indicator of college readiness. Comm. Williams said he had heard that rumor but had not seen anything definitive. Sen. Patrick asked Comm. Williams to gather data on this issue.

What the public and legislators need to understand is that the reason colleges/universities may have lost confidence in the Algebra II course is that the “old” dumbed-down TEKS (curriculum standards) have been in our schools since 1997. The majority of students graduating under those standards (today’s juniors and seniors) most likely do not have the college-ready skills that they need.

The requirement for students to take Algebra II is not the problem; the problem is that the rigor in math all the way through school under the old Math TEKS (passed in 1997) simply has not been there.

TOO SOON TO BACK OFF

The new more rigorous TEKS (adopted starting in May 2008) and the more rigorous STAAR/EOC’s have not even produced any high-school graduates yet. Only sophomores on down have been exposed to the more rigorous TEKS and STAAR/EOC’s.

If the legislature will just take their hands off the present New Plan (15 EOC’s, 4 x 4 course requirements) and allow it to go forward, the graduates who emerge from this year’s sophomores will prove that taking Algebra II, the other 4 x 4 courses, and the15 End-of-Course tests have indeed elevated their college-ready/workforce status.

SAYING THE OBVIOUS

At yesterday morning’s Senate hearing, another discussion ensued over Pearson(the largest publishing company in the world and the producer of the STAAR/EOC’s). Sen. Patrick asked Comm. Williams to produce data to show how many tests each year Pearson scores nationally and how much time each evaluator spends on each subjectively scored question.

Exactly! That is why Type #1 TEKS are so important and why we fought to get Type #1 TEKS adopted by the Texas State Board of Education (SBOE) starting in May 2008. The old Type #2 TEKS and TAKS tests were very subjective, and that is why teachers had to teach their students “to play the TAKS game” in order to help them pass those subjectively graded TAKS tests.

The Type #1 STAAR/EOC tests are a “different animal.” These new tests contain a majority of objectively scored questions with right-or-wrong answers. Subjectivity is a bad thing on high-stakes tests given at the state (or national) level because the value system of whoever evaluates the questions is an all-important and subjective factor.

On the new Type #1 ELAR-STAAR/EOC alone there are some 40 right-or-wrong grammar/usage objectively scored questions. This was not the case on the old TAKS tests in which much more subjectivity was the norm. The new, fact-based, academic, Type #1 TEKS have made it much easier for Pearson to create right-or-wrong, objectively scored questions; and this has cut down on the subjectivity in grading the STAAR/EOC’s.

PATIENCE NEEDED

Comm. Williams explained that the STAAR/EOC’s have only been given for one year (School Year 2011-12) and that over time, the teachers will adjust by increasing their own content knowledge so that they are able to raise the level of instruction in their classrooms.

The key word here is “patience.”

Parents need to be patient while the New Plan begins to take hold in their children’s classrooms.

Students need to be patient while they move steadily into learning more content knowledge at each grade level. This in turn will eventually raise their academic levels so that the STAAR/EOC’s will not frighten them anymore.

Administrators need to be patient also. After this year’s juniors have taken the TAKS tests, high schools will not have to worry about giving both the TAKS and the STAAR/EOC’s. By this time next year when this year’s sophomores and freshmen pass to the next grade levels, the New Plan will largely be in place except for the seniors IF only the legislature will back away from gutting what we who care about children and their future have worked ten years to accomplish – authentic education reform in Texas.

Legislators need to be patient and give the New Plan time to work. At this point only the high school sophomores on down have experienced the rigor and depth of instruction in the new Type #1 TEKS.

It would be a terrible shame for this group of Texas Legislators to go down in history as the ones who prevented Texas from leading the country in education reform.

Even worse yet, it would be a blot on these legislators’ heads if the colleges, universities, and the workforce in years to come were able to lay the blame for the downfall of the Texas economy on the 83^rd Legislative Session.

P. S. In listening to the Senate Education Committee public hearing yesterday morning, I heard Sen. Dan Patrick say that Sen. Van de Putte is going to come forth with an amendment to SB 3 that would make it a requirement for all high-schoolstudents to get an endorsement. Perhaps the legislators have begun to hear us on this one point… (Please see “The Toxic Trio of Bad Bills: HB 5, SB 3, SB 1724” – 4.1.13 — http://educationviews.org/the-toxic-trio-of-bad-bills/ )

*If CSCOPE had not slithered into our Texas public schools as an outgrowth of SB 6 (passed in the last legislative session), the education reform begun in Texas in May 2008 would have already elevated the academic achievement in our Texas classrooms. However, because CSCOPE is Type #2, it has impeded the progress that was meant to be seen in our Texas classrooms by now. According to the test results posted on the Texas Tribune website, CSCOPE schools did worse than non-CSCOPE schools on the STAAR/End-of-Course tests (2011-12 School Year)

“CSCOPE HEARING: Two Sides of the Coin”

Posted on April 2, 2013 by Alice

by Donna Garner

4.2.13 *I took notes of this meeting as fast as I could, and I trust that the information presented is accurate.

Same story, second verse — Back on Jan. 31, 2013, the Texas Senate Education Committee held a public hearing on CSCOPE. Today, April 2, 2013, another public hearing on CSCOPE was held by the same Sen. Education Committee; but this time the hearing was tied to a piece of legislation — SB 1406.

SB 1406 seeks to give the elected members of the Texas State Board of Education (SBOE) oversight and direction over CSCOPE.

Photo by Scott Butner

TWO SIDES OF THE COIN

Basically two groups of people testified today. One group was made up of the school administrators and school boards who think they cannot live without CSCOPE. They claim CSCOPE is a much-needed management tool and that their districts cannot possibly afford the expense of writing their own curriculum. Hence, CSCOPE is the answer to all their problems! Never mind that qualified teachers have always been able to write their own excellent lesson plans for eons.

The other group was made up of the parents and the citizens of Texas who are concerned with the many very troubling aspects of CSCOPE and who either want the Texas State Board of Education to be given oversight and direction over CSCOPE or else want to put CSCOPE completely out of business.

The first group seemed more concerned about CSCOPE giving them a system to micromanage classroom teachers while the latter group talked about their concerns over what their children and other Texas children are actually learning in the CSCOPE lessons.

In other words, the first group was concerned about control; while the latter group was focused on students’ learning and the damage done to children’s

vulnerable minds from being taught erroneous and sometimes biased CSCOPE lessons.

It is important to point out that all of the many school administrators who came to testify were getting paid for their mileage, meals, time away from school, and overnight accommodations.

The parents and the public who came to testify did so on their own dime. They took off work or else left their families to drive all the way down to Austin. If I were a Texas Senator, I would take much more seriously the concerns of those people with no vested interests.

The school administrators all talked from the same playbook (as usual). Most of them had been misinformed about the bill and thought it was a bill to take local control away from their districts.

As Senator Dan Patrick stated, “Wouldn’t it make you sleep better in the future if you knew that the SBOE had looked over the lesson plans so that you won’t have to worry about what’s in them?”

Senator Campbell explained to the school administrators that legislators appropriate dollars for education and are accountable constitutionally (1) to make sure those funds are spent efficiently and (2) to see that an adequate education is provided for Texas’ public school students.

The Senator said that since CSCOPE is flawed with errors and had been shrouded in secrecy that a light needed to be shined on it. She emphasized that SB 1406 does not take away local control. It makes sure that legislators are held accountable for the funds that are entrusted to them by the taxpayers.

SBOE CHAIR REVEALED CSCOPE EVALUATION PLANS FOR SOCIAL STUDIES

Barbara Cargill, chair of the Texas State Board of Education (SBOE), described how she had been asked by Senator Patrick to appoint an ad-hoc committee. It met on Friday, March 29, in Dallas, Texas. The ad-hoc committee is made up of four SBOE members and three CSCOPE directors including the state TESCCC director.

Cargill explained that on April 22 – April 29, the public can start applying to be on the review panels. May 13 is the hard deadline for SBOE members to submit their panel nominations. Three to nine people will be chosen for each panel based upon the number of CSCOPE lessons assigned to them. Selected panel members will be notified by May 20, and passwords will be assigned. All of the reviews will be done virtually.

The end goal is to review all of the 400 lessons and tests in the Social Studies component of CSCOPE. (The total of CSCOPE lessons in all four subject areas is close to 1,600).

The panels are to finish going through the first two six weeks of lessons between June 3 – 16. If the panel members need to meet, they can go to their nearest Education Service Centers and participate through videoconferencing. This will keep the costs down and will keep the panel members from having to travel and be gone from home.

The SBOE approved operating board rules in its January 2013 meeting; and taking the objectives for instructional materials approved by the Board, Cargill hopes to combine these to form an easy-to-use, objective checklist that the panels can utilize in their evaluations.

SB 1406 does not require TESCCC/CSCOPE to implement the recommendations of the review panels, but it is hoped that TESCCC/CSCOPE will choose to do so rather than experience the public’s animosity if the SBOE’s good faith gesture is ignored. Cargill pointed out that the SBOE is doing this review without any cost to TESCCC/CSCOPE and that they should be glad to utilize the panels’ findings.

TROUBLESOME EXAMPLES PRESENTED FROM CSCOPE LESSONS

Barbara Cargill came prepared with a large packet made up of copies of CSCOPE lessons that contained factual errors, grammar/spelling mistakes, and questionably left-leaning examples from CSCOPE lessons. These included such examples as:

Readability problems with Grades 1 – 5 lessons written above grade level and Grades 6 – 12 written below grade level
Many sentences with no periods, improper punctuation, incorrect usage such as “affects” instead of “effects”
Two diagrams (triangles) in an Algebra I lesson that math teachers say is an impossible problem to solve
A Grade 5 science unit on forces that contains incorrect examples of a hypothesis vs. observations
A diagram of a circuit without the wires being wrapped around the ends of the bulb
A lesson on law and motion using a hammer but pictured with an incorrect angle
A lesson using a spinner to graft the data of a student’s blood sugar level but that indicates incorrect medical information that could put a person’s life in danger
Incorrect medical information about running a fever or vomiting
A lesson which puts the U. S. under a questionable label that should say “free enterprise and capitalism”
A lesson with a very tiny picture of the U. S. Capitol under a label that could lead children to disrespect America
A derogatory term used to describe a family member
A deliberately prejudicial reference to the SBOE and its authority over instructional materials (i.e., textbooks)
A diagram of a man climbing a staircase that shows Communism as superior

Throughout the five-hour hearing on SB 1406, it did not seem to matter how many mistakes, flaws, misspellings, grammatical errors, factual errors, inappropriate, and biased statements were documented. The school administrators sang CSCOPE’s praises as if they had not even heard any of the negatives that were presented. Hardly any of the administrators seemed bothered about CSCOPE’s secrecy, lack of transparency, the teacher “gag” order, and the highly unethical (or illegal) incorporation of TESCCC operating as a shell company after using taxpayers’ dollars to create its product — all done without permission from the Texas Legislature.

Under questioning by the Senators, an ESC/TESCCC director indicated that a list of about 200 CSCOPE writers had been provided to the Senators and that some of these wrote entire lessons and some wrote only parts of lessons. He also admitted that insufficient oversight and review of the CSCOPE lessons had occurred

Sen. Patrick asked one of the ESC directors to provide the Senators with a breakdown of how the $15 to $16 Million paid to CSCOPE last year was utilized (e.g., how much was paid to the writers, etc.) The director stated that the people at the ESC’s who work on CSCOPE draw their salaries from the ESC’s and that their jobs are dependent upon CSCOPE’s success.

Since the Jan. 2013 public hearing, TESCCC has agreed to dissolve itself; but Sen. Patrick said that if CSCOPE continues to stay in the lesson plan business, it may be necessary to create a statute that will make sure no backtracking occurs.

TESTIMONY OF VARIOUS CSCOPE CRITICS

Witness Colleen Vera presented documents she was finally able to get from TESCCC’s released board minutes that showed the directors had talked about selling CSCOPE to other states. She also found a statement from a 2011 meeting in which the directors were discussing whether CSCOPE’s primary goal should be just making money or serving the children of Texas.

John Griffing provided testimony that proved that CSCOPE schools did worse than non-CSCOPE schools on the STAAR/End-of-Course tests (2011-12 School Year). He stated, “CSCOPE does not work on STAAR/EOC. Why remake the wheel? Why not emulate the schools that are succeeding? Why trust something that has shown us only failure?”

Testifier Peggy Venable who travels widely around the state of Texas said she has heard CSCOPE complaints everywhere she has gone. She said she has yet to meet any citizens and/or parents who like CSCOPE.

Jeanine MacGregor presented the Senators with actual examples of CSCOPE lessons that have been plagiarized. She also showed the Senators a slide (Slide #8) from a CSCOPE/TESCCC power point that vilified by name some of the people who had come to the Jan. 31, 2013 Senate Education Committee hearing and had testified against CSCOPE.

Sen. Patrick was visibly upset that such a list had been circulated and said the Texas Attorney General would be notified so that he could track down who (ESC, TESCCC, local school district, individual) had initiated Slide #8.

Neal Fry offered a replacement bill for SB 1406 that would take care of the glaring double standard that exists in SB 6 regarding textbooks vs. online curriculum.

Deborah Parrish presented her concerns about the lack of phonics instruction in CSCOPE. She said that research from Johns Hopkins shows phonics is a major tool especially with low-income students. She stated that the 60% of Texas children who come from low-economic homes are the ones who are being hurt by CSCOPE the most because of the lack of phonics instruction.

FURTHER COMMENTS FROM SENATORS

Senator Campbell voiced her concern about the questionable CSCOPE lessons that have been removed by TESCCC once located but that have misinformed students for many years.

Sen. Patrick indicated his concern with the large number of curriculum standards that are found in the TEKS and wants the next legislative session to consider reducing the number of TEKS elements.

A number of people chose to register their positions rather than to testify, and the total number of people for and against SB 1406 appeared to be about equal.

============

Click the photo to sign the Petition and Join the movement to#StopCSCOPE

Knowledge is Power and together we can make the difference!!

Follow @AliceLinahan on twitter and Facebook

Join Alice Linahan Tues. night in Lewisville~ Allowing Education Jihad in the name of School Choice

Posted on March 29, 2013 by Alice

Are we creating a National Security Threat here in Texas by transforming our Charter Schools?

Come Tuesday night, listen and you decide.

DENTON COUNTY REPUBLICAN ASSEMBLY MEETING

Texas Harmony Science Centers Hurst, Texas

Learn about Gulen Charter Schools

When: TUESDAY APRIL 2^nd

6:30pm Meet and Greet 7:00pm Program

Where: Lewisville Chamber of Commerce building

551 N. Valley Parkway Lewisville

Because we are taking on the public schools via #StopCSCOPE efforts parents are looking for other avenues to educate their children. Many who can’t afford private schools (even though private schools use CommonCore and CSCOPE) run to charter schools. Who by the way target the lower income hispanic and black community.

Just to be clear, I am not against all Charter Schools. Although I firmly believe we must have major safe guards in place to protect our citizens from organizations who seek access to our children to harm our nation. I also believe we should hold elected officials accountable for the legislation they put forward which may pose a National Security threat to our nation.

By promoting Charter School legislation some elected officials see a way to get votes and stay in their positions of power giving them the opportunity to move to higher office. It opens the door to raise huge campaign donations from charter school lobbies. An example of such organizations giving free all expense paid trips to legislators in Texas and across the country and whose consultant was former executive director of the Republican Party and trusted advisor to President George W. Bush, Karen Hughes Hughes.

If you are reading this an asking what are the Harmony Charter Schools? Below is a great video by Frank Gaffney founder of the (Center for Security Policy) as he works within his own community to stop the Gulen movment in Loudoun Virginia. Harmony is the name for the Gulen/Cosmos Foundation schools in Texas. In other states they go by different names. “

List of Gulen Charter Schools in the United States“

Below is a breakdown of Texas Senate Bill 2 currently working its way through the Texas Legislature. Some of the heroes on exposing CSCOPE are now pushing a bill that completely opens the door for the Gulen Charter Schools to come into Texas in mass numbers.

Senate bill 2 is a comprehensive overhaul of the laws that govern charter schools. Changes are made on the authorizing, governing, and establishing of charter schools in Texas.

Looking at the bill, there were a lot of areas of concern, given the recent experience on CScope in Texas.

The current laws cap the number of charter schools in Texas at 215. The cap is entirely removed.

A new governing board of 7 appointees will be the only oversight of these schools. The State Board of Education will have no authority to grant or revoke charter school privileges in this state. This puts us back in the position of non-elected officials in charge of the education.

If there are any vacant or underutilized facilities in a school district, the ISD “shall” lease that taxpayer funded facility to any approved charter school that wants it. Note the word in the bill is shall (a mandate) rather than the word “may” (which is a choice).

First time charter schools will be granted a license to operate for a term of 5 years. It will automatically renew at that point for 20 years. Most of the Harmony/ Gulen charter schools (currently under question) will fall in the 20 year category.

The TEA will be required to post all vacant or underutilized facilities for all to see. For organized charter efforts underway, it will be easy to snap up these facilities all over the state.

No new charter will have to pay rent or purchase the facility. They pay $1.

The license of a charter school can be revoked by the newly formed commission only under the following circumstance:

a. The school performs badly in 3 out of 5 years
b. The school is not fiscally satisfactory on multiple reviews

Questions to ask…..

1. Why are non- elected officials being put in charge without public accountability?
2. Why a 20 year renewal?
3. Shouldn’t we worry about enormous expansion of schools of any type without input?
4. What if the curriculum is found to be offensive?
5. Why is our state funding for-profit enterprises?

The Education Committee on SB 2 (Senator Dan Patrick) concerning Charter Schools is considering what to do. They must hear from you. ASAP The committee members are:

Chair:	Sen. Dan Patrick 512) 463-0107
Vice Chair:	Sen. Eddie Lucio, Jr. (512) 463-0127
Members:	Sen. Donna Campbell 512) 463-0125
	Sen. Robert Duncan (512) 463-0128
	Sen. Kel Seliger (512) 463-0131
	Sen. Larry Taylor (512) 463-0111
	Sen. Leticia Van de Putte (512) 463-0126
	Sen. Royce West (512) 463-0123

Below are charter school safeguards that have been proposed by various experts.

1. That a financial audit conducted under generally accepted accounting practices by an independent, reputable auditor be required – and publicly available – from any charter school operator applying for bond guarantees or other financial incentives;

2. That the name, address, and citizenship of all board members and key administrators applying for said guarantee(s) or other financial incentives issued by the state be recorded and made available to the public;

3. That the funds in the underlying bonds or other financial incentives to privately owned, publicly financed schools are to be used solely for schools within Texas;

4. Severe criminal penalties for fraudulent activities involving bond guarantees or other financial incentives issued by states – such as a Class 2 Felony for criminal or securities fraud violations.

===================

Below Safeguards proposed in the 82^nd Legislative Session in Texas but that the Texas Legislature did not pass:

1. Proof of U. S. citizenship for all charter school operator board members and top five highest-paid administrators. (Public ISD trustees must be U. S. citizens.)

2. Names, titles, and biographies posted online for all charter operator board members and top five highest-paid administrators.

3. Check registers posted online. (It is estimated that over 70 % of local ISD dollars are online.)

Why did these safeguards not pass? I believe some elected officials were beholden to the lobby groups in Austin vs the people who elected them as their Representatives.

Women On the Wall will be taking on this issue and sharing information and updates on our weekly radio show on Monday mornings at 10 am CST. You will not want to miss this show. We will have up to date information on CSCOPE and guests who are the experts on education and other issues that are effecting our children and grandchildren.

Knowledge is Power and together we can make the difference!!

Follow @AliceLinahan on twitter and Facebook

Statement from Attorney General Greg Abbott on CSCOPE

Posted on March 27, 2013 by Alice

“The Attorney General’s Office has been working with Sen. Dan Patrick to scrutinize the CSCOPE program for several months. We are deeply disturbed by the CSCOPE content and have significant legal concerns about the program’s operations. Inexplicably, CSCOPE’s officials still have not taken any real steps to address the very concerns that have been raised thus far. It is time for the veil of secrecy to be eliminated and we will continue working collaboratively with the Legislature until CSCOPE is held accountable for any potential improprieties.”

Are we Desensitizing our Daughters? More Texas High School Girls wearing Islamic Attire

Posted on March 26, 2013 by Alice

While in Washington last week Women On The Wall asked the question…..

With the CSCOPE and Common Core Curriculum are we creating a National Security problem. Please take the time to listen to the answer and listen to Pamela Gellar’s solution.

Hint it is YOU-

Now today we have reports of Texas Cscope School in Rockwall ISD has students adorn Hijabs in a High School Geography Class. From Ginger Russell More Texas Students in Islam Attire

The students photographed themselves and posted the photos on the popular social media site, Istagram.

Presently in the Islamic tourist region of the Maldives a young 15 year old girl is sentenced to flogging of a 100 whippings. Her crime was ruled “SEX OUTSIDE OF MARRIAGE” due to the fact that her step dad raped her continually over a period of years and murdered her ba

Let’s step back and look as what in fact is happening in other parts of the world where in the name of “Political Correctness” have allowed in Islamic Sharia law. From Pat

NewMediaJournal-Islamic extremists are stepping up the creation of “no-go” areas in European cities that are off-limits to non-Muslims.

Many of the “no-go” zones function as microstates governed by Islamic Sharia law. Host-country authorities effectively have lost control in these areas and in many instances are unable to provide even basic public aid such as police, fire fighting and ambulance services.

The “no-go” areas are the by-product of decades of multicultural policies that have encouraged Muslim immigrants to create parallel societies and remain segregated rather than become integrated into their European host nations.

Related update – France set to deport radical Imams from the country

Now I ask you again…..Are we desensitizing our Daughters and creating a National Security Threat.

Please keep in mind that because we are taking on the public schools parents are looking for other avenues to educate their children. Many who can’t afford private schools (even though private schools use CommonCore and CSCOPE) run to charter schools. Who by the way target the lower income hispanic and black community.

By promoting Charter School legislation some elected officials see a way to get votes and stay in their positions of power. Which gives them the opportunity to move to higher office. In addition it opens the door to raise huge campaign donations from charter school lobbies. An example of such groups is the Cosmos Foundation/Harmony/Gulen Science Centers who have given free all expense paid trips to legislators in Texas and across the country and whose consultant was former executive director of the Republican Party and trusted advisor to President George W. Bush, Karen Hughes Hughes.

List of Gulen Charter Schools in the United States“

An example of what results is Texas Senate Bill 2 currently working its way through the Texas Legislature. Some of the heroes on exposing CSCOPE are now pushing a bill that completely opens the door for the Gulen Charter Schools to come into Texas in mass numbers.

Below is a breakdown of Senate Bill 2.

Senate bill 2 is a comprehensive overhaul of the laws that govern charter schools. Changes are made on the authorizing, governing, and establishing of charter schools in Texas.

Looking at the bill, there were a lot of areas of concern, given the recent experience on CScope in Texas.

The current laws cap the number of charter schools in Texas at 215. The cap is entirely removed.

A new governing board of 7 appointees will be the only oversight of these schools. The State Board of Education will have no authority to grant or revoke charter school privileges in this state. This puts us back in the position of non-elected officials in charge of the education.

If there are any vacant or underutilized facilities in a school district, the ISD “shall” lease that taxpayer funded facility to any approved charter school that wants it. Note the word in the bill is shall (a mandate) rather than the word “may” (which is a choice).

First time charter schools will be granted a license to operate for a term of 5 years. It will automatically renew at that point for 20 years. Most of the Harmony/ Gulen charter schools (currently under question) will fall in the 20 year category.

The TEA will be required to post all vacant or underutilized facilities for all to see. For organized charter efforts underway, it will be easy to snap up these facilities all over the state.

No new charter will have to pay rent or purchase the facility. They pay $1.

The license of a charter school can be revoked by the newly formed commission only under the following circumstance:

a. The school performs badly in 3 out of 5 years
b. The school is not fiscally satisfactory on multiple reviews

Questions to ask…..

The Education Committee on SB 2 (Senator Dan Patrick) concerning Charter Schools is considering what to do. They must hear from you. ASAP The committee members are:

Chair:	Sen. Dan Patrick 512) 463-0107
Vice Chair:	Sen. Eddie Lucio, Jr. (512) 463-0127
Members:	Sen. Donna Campbell 512) 463-0125
	Sen. Robert Duncan (512) 463-0128
	Sen. Kel Seliger (512) 463-0131
	Sen. Larry Taylor (512) 463-0111
	Sen. Leticia Van de Putte (512) 463-0126
	Sen. Royce West (512) 463-0123

Below are charter school safeguards that have been proposed by various experts.

3. That the funds in the underlying bonds or other financial incentives to privately owned, publicly financed schools are to be used solely for schools within Texas;

===================

Below Safeguards proposed in the 82^nd Legislative Session in Texas but that the Texas Legislature did not pass:

1. Proof of U. S. citizenship for all charter school operator board members and top five highest-paid administrators. (Public ISD trustees must be U. S. citizens.)

2. Names, titles, and biographies posted online for all charter operator board members and top five highest-paid administrators.

3. Check registers posted online. (It is estimated that over 70 % of local ISD dollars are online.)

Why did these safeguards not pass? Because the elected officials were beholden to the lobby groups in Austin vs the people who elected them as their Representatives.

Click the photo to sign the Petition and Join the movement to#StopCSCOPE

Knowledge is Power and together we can make the difference!!

Follow @AliceLinahan on twitter and Facebook

GULEN SCHOOL ALERT ~ A HEARING IS SCHEDULED TODAY FOR CHARTER SCHOOL SB2

Posted on March 21, 2013 by Alice

Charter school bill (SB 2) should be reviewed. The Cosmos Foundation run by a Turkish man named Fethullah Gulen is running 38 charter schools in Texas which sell themselves as Math and Science centers but in fact teach turkish ways and culture and are numbing Americans to the islamic threat we face inside our country.

A Public Hearing in the Education Committee on SB 2 (Senator Dan Patrick) concerning Charter Schools is pending and will probably be held Today. It would create an appointed “Authorizing Authority” taking that responsibility from the elected State Board of Education. The committee members are:

Chair:	Sen. Dan Patrick 512) 463-0107
Vice Chair:	Sen. Eddie Lucio, Jr. (512) 463-0127
Members:	Sen. Donna Campbell 512) 463-0125
	Sen. Robert Duncan (512) 463-0128
	Sen. Kel Seliger (512) 463-0131
	Sen. Larry Taylor (512) 463-0111
	Sen. Leticia Van de Putte (512) 463-0126
	Sen. Royce West (512) 463-0123

Ask Education Committee members to add amendments to the bill to:

#1 require charter school owners to be American citizens.

#2 require charter school checkbooks to be online for taxpayer review. This would reveal how much money goes to Turkish educators and elsewhere.

Photo By New YorK Times Click Photo to linked article.

Because we are taking on the public schools parents are looking for other avenues to educate their children. Many who can’t afford private schools (even though private schools use CommonCore and CSCOPE) run to charter schools. Who by the way target the lower income hispanic and black community.

By promoting Charter School legislation some elected officials see a way to get votes and stay in their positions of power. Which gives them the opportunity to move to higher office. In addition it opens the door to raise huge campaign donations from charter school lobbies such as the Cosmos Foundation/Harmony/Gulen Science Centers who are giving free all expense paid trips to legislators in Texas and across the country and whose consultant was former executive director of the Republican Party and trusted advisor to President George W. Bush, Karen Hughes Hughes.

Just to be clear, I am not against all Charter Schools. Although I firmly believe we must hold elected officials accountable for the legislation they put forward which may pose a National Security threat to our nation.

List of Gulen Charter Schools in the United States“

Below is a breakdown of Senate Bill 2.

Senate bill 2 is a comprehensive overhaul of the laws that govern charter schools. Changes are made on the authorizing, governing, and establishing of charter schools in Texas.

Looking at the bill, there were a lot of areas of concern, given the recent experience on CScope in Texas.

The current laws cap the number of charter schools in Texas at 215. The cap is entirely removed.

A new governing board of 7 appointees will be the only oversight of these schools. The State Board of Education will have no authority to grant or revoke charter school privileges in this state. This puts us back in the position of non-elected officials in charge of the education.

If there are any vacant or underutilized facilities in a school district, the ISD “shall” lease that taxpayer funded facility to any approved charter school that wants it. Note the word in the bill is shall (a mandate) rather than the word “may” (which is a choice).

First time charter schools will be granted a license to operate for a term of 5 years. It will automatically renew at that point for 20 years. Most of the Harmony/ Gulen charter schools (currently under question) will fall in the 20 year category.

The TEA will be required to post all vacant or underutilized facilities for all to see. For organized charter efforts underway, it will be easy to snap up these facilities all over the state.

No new charter will have to pay rent or purchase the facility. They pay $1.

The license of a charter school can be revoked by the newly formed commission only under the following circumstance:

a. The school performs badly in 3 out of 5 years
b. The school is not fiscally satisfactory on multiple reviews

Questions to ask…..

Action Needed Now~ Contact your Texas Senators immediately and ask them to vote against SB 1724.

Posted on March 20, 2013 by Alice

Our History is what they are trying to rewrite!

“What Gets Measured Gets Treasured: SB 1724 Would Harm Our Students”

by Donna Garner

Photo courtesy of the Texas Tribune

“What gets measured gets treasured.” This is an oft-quoted statement among teachers. In other words, what gets tested gets taught. It is for this reason that I am absolutely mystified about Texas SB 1724 which is authored by some of our most insightful Texas Senators – Patrick, Birdwell, Campbell, Hegar, Lucio, Paxton, and Taylor.

Under SB 1724, Texas high-school students would not be required to pass STAAR/End-of-Course tests in World History andWorld Geography. (Please refer to chart on SB 1724 posted below.)

It was over the curriculum standards (TEKS) for World History and World Geography that the Texas State Board of Education members waged some of their most ferocious battles back on 5.23.10.

The end result is that Texas’ World History and World Geography standards (along with the other Social Studies standards) are the most fact-based and patriotic curriculum standards (TEKS) in the entire country. They are indeed “Type #1.”

[To learn the definitions of Type #1 and Type #2, please go to: http://nocompromisepac.ning.com/profiles/blogs/type-1-and-type-2-two-completely-different-philosophies-of?xg_source=activity ]

Below, I have excerpted a few of the elements found in the World History and World Geography TEKS (as posted on the Texas Education Agency website). Please take the time to scan over them.

As you ponder them, remember this: Unless teachers and their students are held accountable on the World History and World Geography STAAR/End-of-Course tests to teach/learn the new Type #1 TEKS, many Texas teachers most likely will continue teaching their “old” Type #2 curriculum units — revisionist history.

Also, please notice that it is in the World History and World Geography TEKS that the world’s religions are to be taught. If we lose the STAAR/EOC “measuring stick” in these two courses, how will parents and the public know whether Texas students have been taught Type #1 or Type #2 curriculum?

Some of the most troubling lessons in CSCOPE (and in other curriculum materials) are those that cover World History and World Geography (e.g., students designing Communist/Marxist flags, Islamic fundamentalism, burqas, Christianity as a cult, The Middle East, Christopher Columbus as an eco-warrior, 9/11 terrorists as “freedom fighters,” portrayal of Communism as superior to Capitalism, etc.).

Have we grassroots citizens worked so hard to disclose these egregious Type #2 World History and World Geography revisionist history lessons only to lose the “battle” by removing the accountability of the STAAR/EOC’s that will force teachers to teach Type #1? Yet, SB 1724, if passed, would remove that accountability for both teachers and students.

If the Texas Legislature does away with the World History and World Geography STAAR/EOC’s (SB 1724), how will parents and the public ever know whether TASA iCLOUD, regular public schools, charter schools, CSCOPE, Turkish Gulen Harmony Charter Schools, dual-credit courses, Texas Virtual Academy, online learning, Advanced Placement courses, International Baccalaureate programs, Web 2.0 Tools, and Safari Montage are actually moving our school children into Type #1?

Please read: 3.19.13 — “Some Texas Legislators Being Duped” written by Donna Garner — http://educationviews.org/some-texas-legislators-being-duped-2/

===============

Link to SB 1724 – Legislation on STAAR/End-of-Course Tests http://www.capitol.state.tx.us/BillLookup/Text.aspx?LegSess=83R&Bill=SB1724

TYPE OF TEXAS HIGH SCHOOL DEGREE PROGRAM	STAAR/END-OF-COURSE GRADUATION REQUIREMENTS
FOUNDATION
English I English II Algebra I Biology U. S. History	Take 5 tests and must pass a minimum of 4

BUSINESS & INDUSTRY
English I English III Algebra I Biology U. S. History	Take 5 tests and must pass a minimum of 4

ARTS & HUMANITIES/STEM
English I English III Algebra I Algebra II Biology U. S. History	Take 6 tests and must pass minimum of 5

English I — diagnostic only — does not count toward graduation State will pay costs for students to take SAT or ACT

=============

Please scan over the following excellent World History and World Geography curriculum standards (excerpts taken from TEKS). We as Texans want all Texas public school graduates to know these and much more so that they will become knowledgeable, patriotic American citizens and voters.

=============

WORLD HISTORY – NEW TEKS STARTING IN SCHOOL YEAR 2011 – 2012

http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html#113.42

§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012.

(c) Knowledge and skills.

(3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:

(A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity;

(4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to:

(A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire;

(B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy;

(E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa;

(F) describe the interactions between Muslim and Hindu societies in South Asia;

(I) explain the development of the slave trade;

(K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world.

(5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to:

(A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and

(B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation.

(6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to:

(A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and

(B) explain how the Inca and Aztec empires were impacted by European exploration/colonization.

(7) History. The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to:

((C) explain the impact of the Atlantic slave trade on West Africa and the Americas;

(D) explain the impact of the Ottoman Empire on Eastern Europe and global trade;

(8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to:

(C) identify the major political, economic, and social motivations that influenced European imperialism;

(D) explain the major characteristics and impact of European imperialism; and

(E) explain the effects of free enterprise in the Industrial Revolution.

(9) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to:

(A) compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion;

(D) identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.

(10) History. The student understands the causes and impact of World War I. The student is expected to:

(A) identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I;

(D) identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics.

(12) History. The student understands the causes and impact of World War II. The student is expected to:

(A) describe the emergence and characteristics of totalitarianism;

(B) explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and

(C) explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.

(13) History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to:

(A) summarize how the outcome of World War II contributed to the development of the Cold War;

(B) summarize the factors that contributed to communism in China, including Mao Zedong’s role in its rise, and how it differed from Soviet communism;

(C) identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race;

(D) explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union;

(E) summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts; and

(F) explain how Arab rejection of the State of Israel has led to ongoing conflict.

(14) History. The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to:

(A) summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda; and

(B) explain the U.S. response to terrorism from September 11, 2001, to the present.

((18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to:

(A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations;

(B) identify the historical origins and characteristics of communism, including the influences of Karl Marx;

(C) identify the historical origins and characteristics of socialism;

(D) identify the historical origins and characteristics of fascism;

(E) explain why communist command economies collapsed in competition with free market economies at the end of the 20th century; and

(F) formulate generalizations on how economic freedom improved the human condition, based on students’ knowledge of the benefits of free enterprise in Europe’s Commercial Revolution, the Industrial Revolution, and 20th-century free market economies, compared to communist command communities.

(19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to:

(A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and

(B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.

(20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to:

(A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment;

(B) identify the impact of political and legal ideas contained in the following documents: Hammurabi’s Code, the Jewish Ten Commandments, Justinian’s Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen;

(C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and

(D) explain the significance of the League of Nations and the United Nations.

(21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to:

(C) identify examples of key persons who were successful in shifting political thought, including William Wilberforce.

(22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to:

(A) summarize the development of the rule of law from ancient to modern times;

(B) identify the influence of ideas regarding the right to a “trial by a jury of your peers” and the concepts of “innocent until proven guilty” and “equality before the law” that originated from the Judeo-Christian legal tradition and in Greece and Rome;

(C) identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia;

(D) identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur;

(E) identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square; and

(F) assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world.

(23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:

(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and

(B) identify examples of religious influence on various events referenced in the major eras of world history.

(24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to:

(A) describe the changing roles of women, children, and families during major eras of world history; and

(B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history.

(25) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to:

(C) explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments; and

(D) explain how Islam influences law and government in the Muslim world.

Source: The provisions of this §113.42 adopted to be effective August 23, 2010, 35 TexReg 7232.

§113.43. World Geography Studies (One Credit), Beginning with School Year 2011-2012.

(b) Introduction.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.

(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women’s suffrage movement.

(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: “We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness–That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed.”

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

(c) Knowledge and skills.

(14) Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:

(B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; and

(15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to:

(B) explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

(16) Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:

(B) describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies;

(17) Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:

(B) describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution;

(18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to:

(B) assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism;

(19) Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. The student is expected to:

Source: The provisions of this §113.43 adopted to be effective August 23, 2010, 35 TexReg 7232.

Call for Community Conversation Information Pushers

Posted on March 4, 2013 by Alice

The Power of Compounding Activists
Join the Movement
Join us Tomorrow night at 7:30 pm CST for a Community Conversation Town Hall on Education in America!

Have you read Michelle Malkin’s series on the Rot ten to the Core, Part III: Lessons from Texas and the Growing Grassroots Revolt? We highly recommend you read these articles and then join us on the Community Conversation presented by Women On The Wall tomorrow night at 7:30 pm CST.

The call in number is (714) 242-5220

Or click below to listen online. Community Conversation by Women On the Wall

We are excited to have Mary Bowen a “30 yr. Texas school teacher who has thrown off her cloak of anonymity and is speaking openly about CSCOPE because she is afraid its curriculum will be whitewashed and recycled instead of kicked out of Texas schools. We will also have on the call Janice VanCleave a retired Science teacher who has been traveling across the state with her daughter Ginger Russell exposing what is actually in CSCOPE. In addition, at 7:30 just prior to Mary and Janice we will have JoAnn Fleming on the call to discuss how CSCOPE has negatively effected her area locally especially within the Black and Hispanic community.

Last Thursday we had a situation in Lake Dallas, Texas where CSCOPE apologists showed up in mass numbers all wearing Green ready to defend CSCOPE and take on Women On The Wall. They accomplished their goal as typically is done in the community organizing world of education. They actually reserved the room right after our program was scheduled so they could present their power point program to anyone who came. We have to give them credit, as usual they brought in people from out of town to show they had numbers behind them and over ran the meeting. But now we are taking the issue step by step and breaking it down on the Community Conversation call tomorrow night at 7:30 pm CST. You don’t want to miss it. In preparation for the call tomorrow night watch the short video below of the Senate hearing in Austin on Jan. 31.

This was going to be shown at the Lake Dallas meeting and we were not able to show it.

You can also listen to the audio below of the CSCOPE apologist presentation. On the community call tomorrow we will be taking on the issue point by point and go through the Lake Dallas audio addressing each one of their talking points. We believe this will be invaluable information as you take on this issue locally. In addition it will be a wealth of information for those of you in other states who are taking on Common Core as they are closely aligned via Linda Darling Hammond. Find out here the connecting dots of Common Core, CSCOPE and the Gulen Charter Schools.

We know that in Texas we can not depend on the Legislature to take care of the CSCOPE issue even though many are working hard to do just that. This battle must be fought and won at the local level. Just like Common Core. In order to do this time is of the essence.Many districts are in the process of deciding if they are going to renew their CSCOPE contracts for the next school year. Now is the time for you to get educated on the issue, go to your school board meetings and demand that CSCOPE be removed from your district.

Get on the Community Conversation Conference call tomorrow night and get the talking points to take to your local school board.

Check out what Bill Hussey from Llano, Texas put out!!
CSCOPE REVEALED

CSCOPE, the controversial Texas school curriculum in over 70% of Texas school districts, was never field tested, reviewed or approved by the Texas State Board of Education. We now know through independent research, that these lessons and the CSCOPE process are based on the ideology of Marxism (Lev Vygotsky), Humanism (Linda-Darling Hammond) and Socialism (Learning through Social Constructivism). These were a few of the people who helped develop CSCOPE. Lessons with anti-American and anti-Christian slants have been discovered.
This is how CSCOPE is hurting your children:

Through Social Constructivism (Group sharing of work and grades)
1.      It removes the importance of individual merit and responsibility
2.      It downplays the importance of authority (parents and professionals) and experts
3.      It removes the security of well-defined expectations
4.      It redefines truth and facts (any answer is acceptable)
5.      It emphasizes education equity (outcome the same for all) instead of opportunity equity

Through the implementation of tests not aligned with required lessons:
1.      It provides a high stressful atmosphere in anticipation of failure
2.      When tests are repeated and answers given prior to test it promotes delayed responsibility and acceptance of cheating
3.      It promotes acceptance of substandard performances when failure is the norm.

Through the implementation of multiple classroom observances (3 minute walk-throughs ) by administrators
1.      It promotes the atmosphere that administrators do not trust the child’s teacher; so something is wrong to the child/student-models disrespect to the teacher
2.      It Interrupts the learning atmosphere of the classroom (highly distracting to ADHD children)
3.      When teachers quickly shift from what works to the rigid ineffective CSCOPE stance expecting a walkthrough, the students can sense an air of deception.

Through the implementation of substandard CSCOPE lessons
1. It “LEAVES OUT geography, vocabulary development, cursive, spelling, grammar, systemic reading instruction, memorization of multiplication facts, and the skill practice needed for students to gain confidence.” (Source: Teacher’s statement before the State Board of Education, emphasis added)
2. It downplays the importance of vetted textbooks and homework

CALL YOUR LOCAL SCHOOL BOARD REPRESENTATIVE AND ASK THESE QUESTIONS:
1.      Were you fully informed about the radical ideology and methodology of CSCOPE before you voted to implement it?
2.      Were you shown field-tested results of CSCOPE before you voted to implement it?
3.      Are you going to request a local review before the next vote to renew it?
4.      What steps must I do to opt out of CSCOPE and put my child in a direct-learning environment?

Call your state representatives and demand that CSCOPE receive a total review of ideology, methodology, financial impropriety, possible plagiarism, and misrepresentation to local school boards.
Your children, grandchildren and community need your action.

Bill Hussey, Llano, Texas

Click the photo to sign the Petition and Join the movement to #StopCSCOPE

Meet the Women On the Wall……

Click photo to hear Radio shows with both Lisa Benson and Donna Garner.

Alice Linahan is an intrepid activist, politically-active Texas Mom who has worked hard in the trenches of the Tea Party movement. She is a board member of WomenOnTheWall.org and TXAlliance4EthicalGovernment.Alice launched Voices Empower in 2011 in response to identifying an urgent need to engage the passive majority of voters at the National and State level during the primary process. Voices Empower has quickly risen as an organization playing an integral part in holding politicians and the progressive/liberal media accountable by getting real stories out to Americans across the country. She is on track to re-define the meaning of “boots on the ground.” Specifically, she is implementing a communication team strategy that gives activists the tools to “ENGAGE” and change hearts and minds vs. just a CLICK “LIKE” mentality on social media sites; therefore, the new paradigm created by Alice Linahan takes “boots on the ground” to social media platforms strategically and effectively. Citizen journalists are driving the narrative and Alice Linahan is playing a national role in its impact on the electorate. Currently Alice is working on projects at both the state and national level to save our Country from attacks within our own borders. Alice has been published in such publications as Focus on the Family’s Citizen Magazine and Regions Magazine.Alice Linahan speaks publicly throughout the country to educate the public on how to Seek the truth ~ Share the Truth and how to Stand for the Truth taking on the media and exposing the dangers that threaten the safety and prosperity of our children and grandchildren. Rebecca Forest is a co-founding member of WomenOnTheWall.Org (founded in May 2008) and serves as President of the organization.

Prior to 2001, Rebecca was an active advocate for nursing home reform and served as a Texas Ambassador for Operation Interdependence, a non-profit organization which provides an effective means for American’s to support U. S. armed forces deployed throughout the world.

The tragic events of 9/11/01 moved Rebecca further towards political grassroots activism and she helped to organize Austin Townhall Conservatives (“ATC”) in December of 2003. Immigration related issues became the primary focus of her involvement with ATC as it became apparent to her that the out-of-control immigration crisis would negatively affect the futures of her two sons.

In November 2005, Rebecca co-founded the Immigration Reform Coalition of Texas (“IRCOT’) which represented the first organized network of the three (3) key immigration groups in Texas. During the 2007, 2009, and 2011 Texas sessions the organization brought in national expert witnesses from as far away as Washington, D. C. to testify on behalf of IRCOT at various public hearings on key immigration legislation supported by the organization and helped to coordinate citizen lobbying efforts.

After five (5) years in the leadership role of IRCOT, she left to form the Texas Alliance for America Legal Defense & Education Fund (“TAALDEF”) a 501(c)(3) Texas tax deductible non-profit which was designed to help counter the large grant-funded open-border groups such as MAALDEF and La Raza.

Rebecca speaks publicly throughout Texas to educate the public on the truth about the many dangers that threaten the safety and prosperity of America and its children.

Connecting the Dots… Common Core Curriculum ~ CSCOPE and the Gulen/Charter Public Schools

Posted on March 2, 2013 by Alice

Below is a series of short videos that will explain what the Common Core Curriculum is, who owns it and the threat it is to the United States. Notice Common Core is referenced in Michelle Malkin’s lastest article which I highly recommend that you take the time to read. Rotten to the Core, Part III: Lessons from Texas and the Growing Grassroots Revolt

You have to also understand the connection between Common Core and the Texas CSCOPE online technology curriculum that is getting national attention. In the video linked above Jane Robins with the American Principles Project explains who Linda Darling Hammond is.

One of the key influencers on the developers of Common Core is Linda Darling Hammond.

The developers of CSCOPE reference Linda Darling Hammond as professional developer in their materials.

Below will explain why the Common Core/CSCOPE opens the door for the Gulen Charter School and brings forward a major National Security Threat.

Photo By New YorK Times Click Photo to linked article.

By promoting Charter School legislation some elected officials see a way to get votes and stay in their positions of power. Which gives them the opportunity to move to higher office. In addition it opens the door to raise huge campaign donations from charter school lobbies such as the Cosmos Foundation/Harmony/Gulen Science Centers who are giving free all expense paid trips to legislators in Texas and across the country and whose consultant was former executive director of the Republican Party and trusted advisor to President George W. Bush, Karen Hughes Hughes.

Just to be clear, I am not against all Charter Schools. I firmly believe we must put in safe guards first before passing comprehensive Charter School legislation and hold elected officials accountable for the legislation they put forward which may pose a true National Security threat to our nation.

If you are reading this and asking what are the Harmony Charter Schools? Below is a great video by Frank Gaffney founder of the (Center for Security Policy) as he works within his own community to stop the Gulen movment in Loudoun Virginia. Harmony is the name for the Gulen/Cosmos Foundation schools in Texas. In other states they go by different names. “

List of Gulen Charter Schools in the United States“

Below is a breakdown of Texas Senate Bill 2.

Senate bill 2 is a comprehensive overhaul of the laws that govern charter schools. Changes are made on the authorizing, governing, and establishing of charter schools in Texas.

Looking at the bill, there were a lot of areas of concern, given the recent experience with CScope in Texas.

The current laws cap the number of charter schools in Texas at 215. The cap is entirely removed.

A new governing board of 7 appointees will be the only oversight of these schools. The State Board of Education will have no authority to grant or revoke charter school privileges in this state. This puts us back in the position of non-elected officials in charge of the education.

If there are any vacant or underutilized facilities in a school district, the ISD “shall” lease that taxpayer funded facility to any approved charter school that wants it. Note the word in the bill is shall (a mandate) rather than the word “may” (which is a choice).

First time charter schools will be granted a license to operate for a term of 5 years. It will automatically renew at that point for 20 years. Most of the Harmony/ Gulen charter schools (currently under question) will fall in the 20 year category.

The TEA will be required to post all vacant or underutilized facilities for all to see. For organized charter efforts underway, it will be easy to snap up these facilities all over the state.

No new charter will have to pay rent or purchase the facility. They pay $1.

The license of a charter school can be revoked by the newly formed commission only under the following circumstance:

a. The school performs badly in 3 out of 5 years
b. The school is not fiscally satisfactory on multiple reviews

Questions to ask…..

Knowledge is Power and together we can make the difference!!

Call for Information Pushers ~ Help spread the word about another CSCOPE scandal.

Posted on February 26, 2013 by Alice

Call for Information Pushers ~ Help spread the word about this CSCOPE scandal.

Here are links to articles written on the Texas CSCOPE Burqas Scandal.

STUDENTS MADE TO WEAR BURQAS – IN TEXAS

Muslim garb taught as alternative dress – not oppressive to women

School Makes Female Students Wear Burqas

TOM MAYNARD ADMITTED “SELLING” HIS VOTE TO RATLIFF — TEMPLE, TEXAS CSCOPE MEETING TONIGHT

Posted on February 25, 2013 by Alice

Breaking News from the Temple, TX CSCOPE Meeting Monday February 25, 2013

XXXXX, thank you so much for the details about the Temple, Texas, CSCOPE meeting tonight. The fact that Tom Maynard, new member of the Texas State Board of Education, “sold” his vote to become the chair of the Committee on Instruction is a stunning admission. In other words, rather than do the right thing and cast his vote for a conservative patriot such as Ken Mercer, Tom decided to “sell” his vote to Ratliff, thereby “anointing” Ratliff and his power play. This is so disgusting. What a fool Maynard is to have allowed himself to be bought and paid for by Thomas Ratliff. Maynard will regret that decision as he sees what an unethical person Ratliff really is.

For those who are unaware of who Thomas Ratliff is…..

Who is Thomas Ratliff?

Ratliff is the son of former moderate Lt. Governor Bill Ratliff and brother of Freshman House of Representative Bennett Ratliff who it just so happens was named by moderate Speaker of the House Joe Straus to the 2013 Public Education Committee.

Oh by the way….

Thomas Ratliff was ruled to be an illegal member of the SBOE – registered lobbyist with conflict of interest

Ratliff is a registered lobbyist for Microsoft who sells to clients who do business with the Texas State Board of Education and with the Texas Education Agency, and was ruled by Attorney General Greg Abbott to be ineligible to serve on the SBOE.The AG went even further and stated that because Ratliff is ineligible even to be on the SBOE, then Ratliff’s argument in which he says he can recuse himself from certain votes involving his clients is actually mute and void because Ratliff should not be on the SBOE in the first place.

So now the question becomes…. is it about educating Texas children or is it about a ruling class of special interest groups who are making millions of dollars off of our Tax dollars and taking money that should be going to hire good teachers who actually know how to educate children with solid Type 1 education and who know how to write a scope and sequence instead of depending on an ineffective curriculum like CSCOPE.

Here is a little financial information you may be interested in.

“CSCOPE: How Much Have Taxpayers Paid?”

Statement from Tom Fabry:These two areas alone — $13 Million for CSCOPE and $30 Million for TASA/TASB — add up to more than $43 Million tax dollars – all going [each year] to unelected organizations outside the control of the SBOE. Many of these are the same Texas school districts that have filed a lawsuit to force the Texas Legislature to give them more of our tax dollars.

Community Conversation Conference Call presented by WOW~ TAKE 2 ~ Education in Texas and America

Posted on February 23, 2013 by Alice

[emailpetition id=”3″]

CSCOPE ~ Controversy in the Media ~ Critics include…..

Posted on February 20, 2013 by Alice

I DEMAND MY NAME BE ADDED TO THIS LIST OF CRITICS OF CSCOPE

I join with Colleen Vera who commented on Ginger Russell’s post Cscope tries to Intimidate Private Citizens which links to a power point presentation to be given at the CSCOPE conference in San Antonio on Aug. 8th-9th.

Following is their power-point presentation for this upcoming Summer Cscope Conference. CSCOPE Intimidating Citizens?

Therefore I join Colleen Vera when she says……

I have a complaint against the person(s) responsible for this Power Point. My name was NOT listed as a critic of CSCOPE on slide #8. Also, no descriptions of criticisms are given. To be accurate, mine should read as follows:

“Colleen Vera – Retired Texas Teacher; critical of the fact that no one at CSCOPE, ESC 13, or TESCCC has yet to be charged with a crime for stealing property from the citizens of Texas by transferring ownership of CSCOPE to a private corporation under their own control, holding secret meetings against the Texas Open Meetings Act, and/or misuse of public funds by using public employees to staff a private corporation.”

Wade Labay promised the Texas Senate Education Committee that CSCOPE was now transparent. So people need the whole truth, not just what you want them to hear. Please have my name and the description of my criticism added to the presentation ASAP

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“Border Folly” – A National Security Threat

Posted on February 19, 2013 by Alice

Written by: Lisa E. BensonFebruary 18, 2013

Phoenix, Arizona…

As I reported this past Saturday on KKNT 960 AM – Salem Communications – local ranchers are seeing an increase in illegal border crossings and not a decrease as stated by President Obama in last week’s State of the Union Address to the nation.

Specifically, a local rancher residing south of Sierra Vista, Arizona, claims that through local citizen surveillance, as well as via monitoring the broadcast frequencies of US Border Patrol agents, it is estimated that there are more than 1,000 illegal crossings a night. The most obtrusive illegal crossings are happening west of Nogales, Arizona.

Moreover, there is a steady influx of Chinese crossing the border illegally. As recently as six nights ago, a group of Chinese were picked up, per the ranchers interception of border patrol communications. Without the interception, we would have never known.

With a 2,000 stretch of mutual border with Mexico, the ranchers assert that more than 75% of the border is porous — as evidenced in the picture above, unless a border agent is standing over every square mile of the mutual border, it is impossible to monitor solely with border agents.

Per Judicial Watch…

…U.S. Border Patrol estimates that three out of four illegal crossings EVADE apprehension.

Mr. President, We Demand A Secure Border:

As the hot potato issue of immigration reform heats up on Congress, we must

DEMAND CONGRESS DEFINE WHAT IS BORDER SECURITY

and tackle border security before comprehensive immigration reform

Difficult to ask when our elected officials want the votes of those they give amnesty to and that includes both political parties.

As I wrote in my newsletter, “Houston, We Have A Problem,” there is evidence that there is Iran influence in South America. Specifically, there is a manned missile base inside of Venezuela. Security analysts contend that Venezuela may use biological/chemical warheads before they have the full potential to use nuclear. Hence, US cities are in the direct trajectory.

In addition…

As outlined in “A Line In the Sand: Confronting the Threat at the Southwest Border”

….and prepared by the Majority Staff of the House Committee on Homeland Security, Michael T. McCaul, Chairman,

“Venezuela is providing support — including identity documents — that could prove useful to radical Islamic groups. The Venezuelan government has issued thousands of cedulas, the equivalent of Social Security cards, to people from places such as Cuba, Columbia, and Middle Eastern nations that host foreign terrorist organizations. The U.S. officials believe that the Venezuelan government is issuing the documents to people who should not be getting them and that some of these cedulas could be subsequently used to obtain Venezuelan passports and even American visas, which could allow the holder to elude immigration checks and enter the United States.”

Further:

“Hugo Chavez, President of Venezuela, has been clearly talking to Iran about uranium,” said a senior administration official. Chavez has made several trips to Iran to foster his solidarity with Iran’s hard-line mullahs.

Taking this one step further:

In my radio interview linked below, I point out that Iran’s Asian strategy centers on China. Over the past decade, China’s tremendous economic growth (averaging 8% a year) has generated a voracious appetite for energy. According to informed estimates, in the coming decade, China could surpass the United States as the world’s largest oil consumer. Iran plays a key role in China’s energy fortunes; supplying 12% of China’s total imports.

Moving this right along…

Iranian and Chinese collaboration extends beyond energy resources. China has long assisted Iran in the defense arena, serving as an early supplier to Iran’s nuclear program and more recently as a contributor to the regime’s military modernization efforts during the early 2000′s. Between the cozy relationship Iran has with North Korea and China, nuclear proliferation is impossible to stop — certainly sanctions are too weak to cripple this aggressive axis of evil.

So, what does this have to do with South America and Chinese Crossing the Border

Trains from Central America and Mexico en route to the U.S. border

Frankly, it is unclear who and why the Chinese are crossing into the U.S. illegally. Maybe they are doing so because they can …or maybe…they cannot come legally because they are unable to obtain visas due to criminal activity and/or they are on a U.S. terrorist watch list. It is obvious by the aerial photos of trains of illegals making their way to the US border that a few Islamists or Chinese would blend in with the overall population crossing illegally.

Please click on the link above to hear this week’s radio spot

Topic: America Needs To Demand A Closed Border

Before Comprehensive Immigration Reform

A Threat to National Security

WBTM – Dallas –
Alice Linahan and Rebecca Forest/Hosts for Women on the Wall

Activist Moms Working to Protect America

Listen to my weekly radio spot on KKNT 960 AM

Saturday evenings

In the future, look for this on Sunday afternoon KKNT

Please watch for more information on the Chinese crossings. I am going to be traveling to the border with a security detail — along with a journalist colleague and my video camera. I will have more to report in the coming weeks. ….
I also ask that you please sign up to receive the action alerts from Secure America Now – SAN is central to the efforts to stop the confirmations of Chuck Hagel and John Brennan for CIA Chief. They are the best resource for information you will need as you continue to call and/or write your Senators to BLOCK these nominations next week post Congress recess.

www.secureamericanow.org

DISCLAIMER:

The information above, and opinions hereto, are that of Lisa Benson and not of any organization or entity.

Meet Lisa Benson… Lisa Benson is an engaging public speaker, activist, writer, fundraiser,and Mideast Policy Hawk analyst. She gained her experience over a 25-year career in the Pro-Israel movement as a public relations, marketing and fundraising consultant to policy centers (both in Israel and the United States), universities, political candidates, national security organizations, and 9-11 Families.Days following the 9-11 terrorist attack, Lisa was contacted by the esteemed Steven Emerson, Founder of the Investigative Project, and asked to serve as a consultant on projects seeking private financial support for initiatives exposing terrorist cells in the United States. Following, Lisa has worked for many of the high-profile leaders in the national security field including, Steven Emerson, Brigitte Gabriel (ACT for America), Pamela Geller, Robert Spencer, Tom Trento (The United West), Sarah Stern (Endowment for Middle East Truth), Gerald Steinberg (The Begin-Sadat Center for Strategic Studies at Bar-Ilan University). She is currently consulting for Secure America Now, Lighthouse PAC and Women on the Wall while traveling the nation with national security organizations, as well as for her own lecture series.

Lisa is quick to say that she didn’t seek out a career in national security; her journey in the Anti-Jihad movement was born out of necessity and a need for her expertise in the post 9-11 world.

She is a trained nonprofit development professional having served more than 200 organizations worldwide on more than three continents raising in excess of $350 million in her career. Her experience in strategic planning, fundraising, marketing, communications, and public relations has served a myriad of humanitarian, scientific, higher-education and national security entities.

Lisa Benson’s education includes Masters of Public Administration coursework at the Rockefeller Graduate School of Public Policy, State University of New York and a Bachelor of Arts, Cum Laude, from the State University of New York at Albany.

The mother of two sons, Lisa is often referred to as a “rainmaker.” Her clients credit her success to a winning combination of talent, tenacity and sense of humor!

To book Lisa for a speaking engagement

Call 602-790-6418 lbenson@lisabensonconsulting.com

Please watch for the new website, www.nationalsecurityspeaker.com which is coming soon.

Knowledge is Power and together we can make the difference!!

Follow @AliceLinahan on twitter and Facebook

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Calling on Texas Patriots to Help #StopGulen in Loudoun, Virginia

Posted on February 18, 2013 by Alice

Tomorrow night, Tues. Feb. 19th is a big meeting and we need all hands on deck to help parents in Loudoun, Virginia Stop the Gulen Network from infiltrating. Why would we help folks in Virginia – because we know and understand the threat of a slow creeping jihad in America, we have fought back against the Race to the Top in Texas and we must stand together with fellow Americans to fight back.

So here is your call to Action: Read the Background and be ready tomorrow night online in Texas and across the country by reading the call to action below the Background.

Loudoun County (VA) Gulen school meeting

Parents for Educational Accountability

Invites you to a Critical Briefing:

“Will LMITA Repeat the History of Other Gulen-Related Charter Schools ?”

Remarks by Mary Addi, A Former Gulen Charter School Teacher  Featuring Information that County Residents and their Elected

Representatives Must Know About  The Applicants, Their Associations and Other Reasons Why the Loudoun Math and IT Academy (LMITA) Application Should be Rejected

When: Tuesday, February 19, 2013

following the end of the public comment portion of the School Board’s Final Public Hearing on the LMITA Application (which starts at 6:30 p.m.)

Where: Room 100 A, Loudoun County Schools Administration Building

21000 Education Ct., Ashburn, VA

Follow @AliceLinahan on twitter and Facebook

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Women On The Wall.org

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Message to the entire United States: The Grassroots is Powerful, We have Proof ~ CSCOPE

Posted on February 9, 2013 by Alice

“Message to the entire United States: It was grassroots citizens in Texas who got involved and uncovered CSCOPE. We can make a difference when we do our “homework” and then contact our elected officials. Our successful efforts in Texas to bring about change in CSCOPE can be replicated throughout this country to uncover the Common Core Standards which are the Obama administration’s takeover of the public schools right under the noses of the unsuspecting public” – Donna Garner

PRESS RELEASE – FROM TEX. SEN. DAN PATRICK, DISTRICT 7

FOR IMMEDIATE RELEASE

February 8, 2013

SEN. PATRICK AND CSCOPE ANNOUNCE SWEEPING CHANGES

AUSTIN- Senator Dan Patrick, in coordination with the Texas Education Service Center Curriculum Collaborative (TESCCC), announces significant changes to the CSCOPE curriculum management system.

The TESCCC has worked with Senator Patrick, chairman of the Senate Education Committee, and the State Board of Education (SBOE), to address concerns raised at a recent committee hearing on the CSCOPE system. The two parties have agreed to several immediate as well as forthcoming changes.

The changes that take effect immediately include:

· All future meetings of the TESCCC Governing Board, beginning with the February meeting, will be public with all the respective notice requirements being met.

· The TESCCC will begin a joint review process of all CSCOPE lessons with the SBOE beginning with Social Studies.

· Amendment of all Terms of Use Agreements, signed by both teachers and districts, removing civil or criminal penalties associated with the release of CSCOPE content.

· Clarifying that all teachers and districts may post any and all CSCOPE lessons that they deem necessary.

Photo Courtesy of Times Record News

In addition to these immediate transparency and quality control changes, CSCOPE will also undergo structural, governance, and other changes, including:

· Ending the non-profit 501(c)3 arrangement that incorporates CSCOPE.

· Initiating the posting of CSCOPE lesson content to their public website.

· Creating a standing curriculum review panel, comprised of: parents, teachers, school administrators, members of the SBOE, and TESCCC board members.

Finally, CSCOPE is notifying all participating school districts that lessons are not intended to be taught verbatim, and the Governing Board generally recommends that local districts utilize CSCOPE lessons solely as a resource.

Until CSCOPE lessons can be reviewed through a collaborative process with the SBOE and TESCCC, districts are strongly encouraged to review all lessons at the local level, to ensure that lessons are appropriate for their students.

State Board of Education chair Barbara Cargill is encouraged by the changes, saying, “I appreciate CSCOPE’s willingness to address concerns brought to light recently. The State Board of Education looks forward to working with them to resolve these issues, so CSCOPE can remain a useful tool for participating school districts.”

Anne Poplin, chair of the TESCCC Governing Board agreed, stating, “We have heard the concerns raised and are working hard to maintain the public’s trust in CSCOPE. We appreciate Chair Cargill and Senator Patrick’s desire to assist us in ensuring that CSCOPE remains a valuable district resource in the future.”

Photo by Sandy Kelly

Senator Dan Patrick agreed, “I’m glad the CSCOPE Board realizes that immediate and long term changes must be made to address the serious issues raised by our committee, parents, and teachers. Our committee will be monitoring the situation closely to ensure they follow through with their commitments. We will also be looking at legislation to ensure these changes cannot be reversed in the future and that the SBOE continues in their role of oversight of CSCOPE content. The future of the program will depend on CSCOPE keeping the commitments they have made and gaining the trust of the legislature, teachers, and parents.

This is a battle won and key in shining a light on the true challenges and work ahead!!

Knowledge is Power and together we can make the difference!!

Women On The Wall.org

Seek the Truth~
Share The Truth~
Stand for the Truth~
Protect Our Nation for Future Generations

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Posted on February 5, 2013 by Alice

Listen to internet radio with WBTM Internet Radio on Blog Talk Radio

Feb. 4th 2013 Show Guests/Issue:

Join in the conversation with us Monday morning at 10 am CST. Call in number 714-242-5220

Women On the Wall Radio with hosts Alice Linahan and Rebecca Forest has a mission to Seek the Truth, Share the Truth and Stand For The Truth. Tomorrow we take on the issues that matter to the safety and security of our children and we don’t hold back!!

We believe that the women of America play a central role in the protection and security of our sovereign nation. The grandmothers, mothers, daughters, and sisters of American women of all political persuasions, age and race are the stewards of the home and hearth and will stop at nothing to defend and protect their families and their country.

We are the daughters and granddaughters of the women of America’s GREATEST generation. They answered the call to save America and the world from Hitler’s horrific plan for humanity. Once again, America was awakened. Since 9/11, our nation’s women have been vigilantly standing watch, calling attention to the dangers facing our children and our homeland.

We are so excited to have Donna Garner Education advocate and writer for 33+ yrs. We will take on CSCOPE and specifically the TESCCC/CSCOPE who has contracted with Resources for Learning (RFL) to do an independent review of CSCOPE. Who is RFL? Are they connected with Common Core Curriculum? Donna Garner has the answers.

Here is a link to our last show on CSCOPE with Donna Garner.

The issue of CSCOPE is very important and Donna Garner does an exceptional job of explaining the history of CSCOPE and why it is so important that we push back against it.

We are delighted to have national security policy hawk Lisa Benson is back to up-to-date us on the important issues that effect the safety and security of our children and grandchildren. Lisa’s segment is titled- “The Subtle and Effective Jihad: The Infiltration into Community By the Muslim Brotherhood.”

Of course Rebecca and Alice will take on the latest issues of the day.

Knowledge is Power and together we can make the difference!!

Follow @AliceLinahan on twitter and Facebook

Join the movement expose corruption in Texas Politics go to Tea Party 911 for a daily briefing.

Be sure and listen to all the great shows on WBTM Radio!

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