How Did the Gates Foundation Allocate $150 Million to Common Core?

by Henry W. Burke

Stop Common Core in Texas ~ Stop CSCOPEThe Washington Post published the following article on 5.12.13 by Valerie Strauss about the Gates Foundation Grants – “Gates Gives $150 Million in Grants for Common Core Standards”

Excerpts from this article:

For an initiative billed as being publicly driven, the Common Core States Initiative has benefited enormously from the generosity of the private philanthropy of Bill and Melinda Gates. How much? About $150 million worth.

Take a look at this list of grants, obtained from their foundation’s Web site. Note not only the amounts but the wide range of organizations receiving money. Universities. Unions. State education departments. Nonprofits. Think tanks. The grants were given for a range of reasons, including developing materials aligned to the standards and building support for the standards.

You can see how invested the Gates Foundation is in the success of the Common Core.  What kind of Core support do these grants buy from the organizations that receive them?

[The Washington Post article includes a detailed listing of the Gates Foundation grants directed to the Common Core.]

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In Donna Garner’s 5.13.13 article on this subject, she wisely stated:  As you read through these grants that Bill Gates gave to “Universities. Unions. State education departments. Nonprofits. Think tanks,” remember which corporation stands to gain the most financially if Common Core Standards (CCS) are implemented throughout the United States – Microsoft Corporation. 

In other words, a corporation that stands to gain billions from CCS is owned by the private philanthropist who has been driving education policy.  This is called “a direct conflict of interest” by a vendor who is working alongside the Obama administration to create education policy to federalize standards, curriculum, assessments, teacher evaluations, and a national database of intrusive personal information.

 The end result would be billions for Microsoft and the indoctrination of our nation’s school children into Obama’s social justice agenda.  

As someone who has followed the grim progression of Common Core Standards which is the Obama administration’s takeover of the public schools by the federal government, I thought it would be interesting to provide a breakdown of the roughly $150 million ($146.6 million) in grants for the Common Core Standards.  The Bill and Melinda Gates Foundation (Gates Foundation) is clearly the major sponsor of the Common Core Standards Initiative (CCSI).

The largest category by far is “Think Tanks,” which garnered about $67 million or 46 % of the $147 million total.  State Departments of Education received $22 million or 15 % of the total.  The other categories obtained 3 – 12 % of the total.

 

Summary of Gates Foundation Grants

(All Amounts in Millions of Dollars)

Category

Grant

Amount

($ Millions)

Percentage

of

Total

Think Tanks     66.758     46 %
State Departments of Education     22.288     15 %
National Associations     17.629     12 %
Universities     12.293       8 %
Common Core “Project Leaders”     11.500       8 %
Institutes     11.193       8 %
Local School Districts       4.946       3 %
    Total   146.607   100 %

 

The lion’s share of the Gates Foundation Common Core grants were directed to Think Tanks.  The Gates Foundation spent major dollars on Think Tank organizations that are advocating CCS and developing Common Core materials.  As a group, Think Tanks obtained about $67 million (46 % of the Gates Common Core $146.6 million total).  Clearly, the Bill and Melinda Gates Foundation is utilizing Think Tanks to promote the Common Core agenda.

Because the Think Tanks played a huge role in shaping education policy, it should not surprise us that they received much of the Gates Foundation funding.  By driving education policy, the Gates Foundation will control what happens in the local classrooms.

 

 

Grants to Think Tanks

Organization Year

Grant

Amount

($ Millions)

WestEd 2013     0.030
LearnZillion, Inc. 2013     0.966
National Paideia Center, Inc. 2013     0.660
The Achievement Network 2012     3.002
BetterLesson, Inc. 2012     3.527
JUMP Math 2012     0.699
Center for Curriculum Redesign, Inc. 2012     0.198
State Education Technology 2012     0.500
Student Achievement Partners, Inc. 2012     4.043
The College-Ready Promise 2011     0.300
Scholastic, Inc. 2011     4.464
New Venture Fund 2011     0.378
Learning Forward 2011     1.000
Americas Promise-Alliance for Youth 2011     0.500
Rockefeller Philanthropy Advisors, Inc. 2011     4.619
Khan Academy, Inc. 2010     1.465
Khan Academy, Inc. 2011     4.079
National Writing Project 2011     3.096
Creative Commons Corp. 2011     0.813
Reasoning Mind, Inc. 2011     0.743
MetaMetrics, Inc. 2010     3.468
New Visions for Public Schools, Inc. 2010     8.150
Center for Teaching Quality, Inc. 2010     0.396
Alliance for Excellent Education, Inc. 2009     0.551
Alliance for Excellent Education, Inc. 2010     3.200
Cristo Rey Network 2010     0.556
Research for Action, Inc. 2010     1.309
Common Core, Inc. 2009     0.551
Colorado Legacy Foundation  2011     9.707
Colorado Legacy Foundation  2012     1.748
The Education Trust 2009     2.040
  Subtotal — Think Tanks     66.758

The Gates Foundation issued about $22 million in grants to the State Departments of Education.  Gates singled out the Kentucky DOE for $12.028 million (54 % of the State DOE total).  The Louisiana DOE received around $7 million (33 % of the State DOE total).

 

 

Grants to State Departments of Education

Organization Year

Grant

Amount

($ Millions)

Delaware 2013     0.400
Georgia 2010     1.981
Kentucky 2010     1.000
Kentucky 2011     9.125
Kentucky 2012     1.903
Louisiana 2011     7.352
Pennsylvania 2010     0.527
  Subtotal — State DOEs     22.288

An assortment of National Associations obtained mostly small grants from the Gates Foundation.  Together, they received $17.6 million (12 % of the total).  The two major teachers’ unions (NEA and AFT) grabbed 31 % of the National Association total.

 

 

Grants to National Associations

Organization Year

Grant

Amount

($ Millions)

National Education Assoc. Found. (NEA) 2012     0.100
American Federation of Teachers (AFT) 2011     1.000
American Federation of Teachers (AFT) 2012     4.400
National Indian Education Assoc. 2011     0.500
Office of Supt. of Public Instr. (Tribal) 2011     0.075
Council of State Governments 2010     0.400
Council of State Governments 2011     0.370
National Association of SBOEs 2009     0.451
National Association of SBOEs 2011     1.078
Council of Great City Schools 2010     0.100
Council of Great City Schools 2011     4.911
Education Commission of the States 2010     0.799
Military Child Education Coalition 2009     0.270
Military Child Education Coalition 2011     0.150
Assoc. for Supervision and Curr. Develop. 2011     3.025
  Subtotal — National Associations     17.629

Seven universities obtained grants totaling $12 million from the Gates Foundation.  The largest recipient was the University of Arizona at $3.4 million.

 

 

Grants to Universities

Organization Year

Grant

Amount

($ Millions)

University of Kentucky 2013     1.000
University of Arizona 2012     3.417
University of Michigan 2012     2.000
Massachusetts Inst. of Technology (MIT) 2011     2.889
University of State of New York 2010     0.893
University of State of New York 2011     0.600
Purdue University 2010     1.454
New York University 2010     0.040
  Subtotal — Universities     12.293

The Common Core Standards Initiative has been led by the Council of Chief State School Officers and the National Governors Association.  Not surprisingly, the Gates Foundation provided $11.5 million in funding to these organizations.

 

 

Grants to Common Core “Project Leaders”

Organization Year

Grant

Amount

($ Millions)

Council of Chief State School Officers 2011     9.389
Council of Chief State School Officers 2012     0.475
National Governors Association 2011     1.598
National Governors Association 2012     0.038
  Subtotal — CCS  “Project Leaders”     11.500

Gates gave grants to four Institutes, with the largest amount ($5.5 million) going to the James B. Hunt Institute; $3.6 million went to the Aspen Institute.  Common Core supporter Thomas B. Fordham Institute received almost $1 million.

 

 

Grants to Institutes

Organization Year

Grant

Amount

($ Millions)

The Aspen Institute 2013     3.616
American Enterprise Institute 2012     1.069
James B. Hunt Institute 2009     5.549
Thomas B. Fordham Institute 2009     0.959
  Subtotal — Institutes     11.193

The Gates Foundation sent about $5 million in funds to local school districts and local/state organizations.

 

 

Grants to Local School Districts

Organization Year

Grant

Amount

($ Millions)

Albuquerque Public Schools  (NM) 2010     0.500
School District of Philadelphia  (PA) 2010     0.500
Cleveland Metro School District  (OH) 2010     0.498
Forsyth County Schools  (GA) 2010     0.151
Fund for Public Schools  (NY) 2012     1.816
Baton Rouge Area Foundation  (LA) 2012     0.500
Nellie Mae Educ. Fdn.  (New England) 2011     0.350
Pennsylvania Business Roundtable  (PA) 2012     0.257
Hillsborough County Council  (FL) 2011     0.025
Massachusetts Business Alliance  (MA) 2010     0.151
Pritchard Committee for Acad. Exc.  (KY) 2011     0.198
  Subtotal — Local School Districts       4.946

 

CONCLUSION

What did $150 million in grants to the Common Core do for Bill Gates?  For one thing, these grants bought a great deal of control over education policy in this country.  This means that a man who owns a private corporation is directing public policy that will control what is taught to millions of students in their local classrooms.

Gates believes in the ideology enshrined in Common Core, and he knows money talks.  With many organizations clamoring for Bill Gates’ grant funds, they are more than willing to promote whatever he wants; and he likes the Common Core agenda.

The Common Core Standards will require huge commitments to technology.  According to the Pioneer Institute, the 46 CCS states will need to spend $6.9 billion for Technology to implement CCS.  Of course, not all of that money will be for computer hardware and software, but the computer portion will be substantial.

As the co-founder of Microsoft Corporation, William “Bill” Gates has strong ties to the corporation.  He is the former CEO and is its current Chairman.  Bill Gates is the largest individual shareholder of Microsoft, with 6.4 % of the common shares.  Under the Common Core computer demands, Microsoft stands to gain immensely.

It seems obvious that Bill Gates is involved in a classic conflict of interest situation.  Through the Gates Foundation, Bill Gates is actively supporting and promoting the Common Core.  Microsoft will greatly benefit from the huge increase in technology spending required by the Common Core.  Do we need to say more?

Henry W. Burke

E-mail: hwburke@cox.net  

“Common Core Standards with Henry W. Burke on Dr. Laurie Roth Show” – gives state-specific costs for implementation of Common Core Standards — audio clip – listen to interview —

 

CSCOPE-Texas Teachers’ Concerns & $100 Million into Bottomless Pit

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Women On the Wall ~ Communication Team Conference Call hosted by Alice Linahan– audio clip (easy listening on iPhone, iPad, computers) –5.22.13

SPECIAL GUESTS:

Anita Moncrief  former Leftist but now a committed conservative, exposed ACORN at national level, reveals Leftist agenda behind Common Core Standards

John Griffing investigative journalist for World Net Daily with well-researched articles on CSCOPE, Common Core Standards, burqa incident at Texas public school, dangers of lack of accountability/no paper trail with online learning

Bill Ames Social Studies expert who served on the Texas curriculum standards writing team, describes 4thgrade Texas classroom in which look-alike Common Core Standards are being taught

Various Texas teachers, Marie Frazier, Donna Garner  – speaking out on CSCOPE, Common Core Standards, indoctrination of public school students

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5.24.13 – From Ginger Russell

 A “THANK YOU” FROM GRATEFUL TEXAS TEACHER THAT CSCOPE LESSONS ARE GONE

Thank you, thank you, thank you! I do not know what control this thing has over superintendents, but it’s a scary thing! Prior to the hiring of our supt., we had district curriculum consultants who with teachers’ assistance, developed curriculum calendars for all subjects. Our ELA scores were amazing!

And then the current supt rolls in. Cscope is the Bible, Cscope is the National Archives, Cscope is everything a teacher needs….if you listen to the supt. Countless meetings have been held with the assistant supt. to share concerns but to no avail.

I have gone from a teacher having the confidence that I could accomplish anything in the classroom to a teacher that hasn’t known which end is up. Metaphors are our mantra…a ship without a rudder, a kite without a string, a compass without a needle.

How sad that education in our district wears the mask of deceit. I just wish that sanity could return to our classrooms.

Thank you so much for your continued work in exposing Cscope for what it is. Isn’t it interesting that this conflict has never been experienced over a textbook adoption?

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[Below is a link to a letter sent by Janice VanCleave to Dr. Duron, Deputy Commissioner for Finance and Administration at the Texas Education Agency.  Janice is inquiring about the $100 Million in Rider 42 funds that were given to the Texas Education Service Centers to train teachers adequately on the new curriculum standards (TEKS).  Instead, the ESC’s were so busy throwing all their efforts into their money-maker CSCOPE that they did a terrible job of providing teachers with the proper training.  Janice wants to know what happened to all that $100 Million, and why it was not spent appropriately.  — Donna Garner]

5.26.13 – “What Happened to the $100 Million Sent to the Education Service Centers To Train Teachers on the New Curriculum Standards – the TEKS?” – by Janice VanCleave — 

Petition to Remove CSCOPE from Texas Schools

THe Children are our Future

“ACTION ALERT: Texas Schools on Cusp of Failure”

From the Communication Team Conference call last night we learned about an underhanded maneuver  in the Texas Legislature.

HB 2836 a bill which is dumbing down Texas students is MADE EVEN WORSE BY SECT. 39.0236. 

Along with the other “dumbing down” sections of HB 2836, Sen. Dan Patrick added Sect. 39.0236 to the Senate bill. This section would create an interim study committee made up of 12 appointed members with only 2 elected members of the Texas State Board of Education. This committee would have the majority voting power (12) to change the TEKS in the foundational grade levels of 3 through 8 and change them right back into Type #2.  

Please read:  5.17.13 – “SUPER TEXAS ALERT: The Education Bureaucracy at Its Worst” http://educationviews.org/super-texas-alert-ed-bureaucracy-at-its-worst/

CURRENT STATUS

HB 2836 was passed by the House on 4.30.13 and by the Senate yesterday, 5.22.13. Because no engrossed version from the Senate is posted online yet, I called Sen. Dan Patrick’s office since he authored Sect. 39.0236.  I talked to three different people to find out whether Sect. 39.0236 is still in the final version of HB 2836.  No one seems to know even though I have waited hours for a response.  His office staffers also do not know whether HB 2836 will be sent to a House/Senate conference committee because of differences between the House and Senate versions. 

If the bill goes to conference committee, then we must first WRITE and then CALL our Texas Legislators to tell them that we do not want HB 2836 to be passed at all and we certainly do not want Sect. 39.0236 to be a part of it.  

If HB 2836 should make it to the Governor’s desk, we will need to contact Gov. Perry and plead with him to veto this bill.  

Unfortunately, another bad bill, HB 866, is already on Gov. Perry’s desk and would work in conjunction with HB 2836 to dumb down our Texas students.  Both HB 866 and HB 2836 must be vetoed if Gov. Perry wants our Texas schools to lead the nation in academic excellence.   

THE IRONY ALMOST TOO MUCH TO BEAR

The irony is that parents around the nation are beginning to look to Texas as the bellwether state in authentic education reform as they realize that their own children are trapped in the Type #2 Common Core Standards.

Our state has done it right with Type #1 standards, Type #1 STAAR/End-of-Course tests, and challenging graduation requirements of 4 years each of English, Math, Science, and Social Studies.  

Thank you Steve TothMany Texas Legislators have worked effectively with grassroots citizens to debunk CSCOPE.  Now if Texas Legislators and Gov. Perry would allow Texas’ already-well-thought-out New Plan to move forward, this year’s 10th graders on down would be the beneficiaries of a quality education.  If not, then the responsibility for allowing our public school children to continue to be immersed in Type #2 will be on the heads of the 83rd Legislative Session.

Request for Public Information (PIR) Templete for TASA and TASB 

The Battle continues~ Common Core is seeping in the back door.#StopCommonCore in Texas. TASA, TASB and the TESCCC must be stopped completely.

Stop Common Core Presser

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

The Latest News on CSCOPE

If you are in Dallas on 5/16/2013 we highly encourage you to attend the AD HOC CSCOPE Meeting. Here is a link to the information TEA Adhoc CSCOPE Meeting 

From Donna Garner: 

Donna-Garner1Sen. Dan Patrick has taken the CSCOPE issue very seriously (please see his Facebook link posted further on down the page), and I appreciate his efforts on that education issue.

Unfortunately, while Sen. Patrick has been doing some effective investigation of CSCOPE, he and the other Legislators are doing irreparable harm to the high education standards set in place by those of us who have battled for well over 10 years to increase the knowledge-based, academic rigor of our Texas public school students:

5.14.13 – “Texas Legislators: Determining Students’ Fate” — http://educationviews.org/texas-legislators-determining-students-fate/

5.8.13 — “Duped Through Ignorance or Intent: Texas Legislators”  — http://educationviews.org/duped-through-ignorance-or-intent-texas-legislators/

To be totally honest, it is SB 6 that was passed during the last legislative session and supported by Sen. Patrick and other legislators which opened the door to the proliferation of CSCOPE and other inferior and out-of-alignment curriculum throughout our state.  Under SB 6, these materials can be purchased with taxpayers’ dollars at the local level without their having to pass through the organized and public review process of the elected members of the Texas State Board of Education.

What makes that SBOE review process so important is that it is done publicly!  First, the IM (instructional materials such as textbooks, etc.) are made public; and copies of the IM with page numbers, lesson unit numbers, and other identifiers are made available so that people who review them can designate problem passages along with the exact reference points. The hard copies of the IM make it possible for evaluators to cut/copy/paste exact passages onto a WORD document along with reference points and evaluators’ comments, expediting the ability for all concerned to be able to discuss the same passages with one another.

In contrast, CSCOPE materials are a hodge-podge of various pages; they are not consecutively paginated; the pages are erratically formatted with small and hard-to-read print, making it extremely difficult to read online. Because of the way CSCOPE is formatted, an evaluator cannot cut/copy/paste troublesome excerpts from the online site in order to put those passages into a WORD document along with proper documentation and page references for ease of transmittal to other committee members.  How can committee members discuss the problem verbiage if all of the members cannot easily locate the same passages at the same time in the CSCOPE lessons?

CSCOPE Questions, who are the wormsBefore any review can be done by anyone, including the SBOE, CSCOPE must provide their materials in print form with consistent formatting for ease of reading and with the ability for reviewers to be able to cut/copy/paste questionable passages onto a WORD document with accompanying documentation and reference points.

Until CSCOPE provides the materials in a workable format with pagination and reference points, it is useless for anyone to try to review the lesson content.  Simply putting the CSCOPE lessons online will not allow for the free-flow of discussion among the evaluators.

The good of the SBOE public review is that it will do just that – make the CSCOPE lessons public.  Then the public can testify, offer their concerns along with documentation, and discuss with the SBOE in open session the various passages.  This is the advantage of putting CSCOPE under the purview of the SBOE: transparency.

Once the problem passages are identified, they should be submitted to CSCOPE; and if the normal textbook adoption process were in place, any problem passages left in the CSCOPE lessons would accrue a sizeable penalty.  Wouldn’t it be nice if those penalties had to be paid out of the pockets of the CSCOPE directors who allowed objectionable passages to remain in the lessons?    

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5.15.13 – From Sen. Dan Patrick regarding the latest news on CSCOPE: https://www.facebook.com/dan.patrick.texas

5.6.13 – Letter from Texas Attorney General Greg Abbott to TESCCC making it clear that parents should not be charged a fee to access CSCOPE materials: https://www.oag.state.tx.us/oagNews/release.php?id=4394

 

CSCOPE NEWS TIDBITS – GOBS OF GOOD NEWS “Updated”

IMG_7666

By Donna Garner

5.10.13 – FROM TEX. SEN. DAN PATRICK:

CSCOPE FINALLY COMPLIES WITH REQUEST FOR FINANCIAL DOCUMENTS

5000 Pages of documents arrive after threat of a subpoena earlier in the week from Senator Patrick.

AUSTIN—Over the past several months, Senator Dan Patrick, Chair of Senate Education, and a vocal critic of the CSCOPE program, has asked for detailed financial information from the TESCCC and the 20 Board members who sell the CSCOPE lesson plans to nearly 900 school districts statewide. After becoming frustrated with a lack of response for the detailed financial information, Senator Patrick sent a letter earlier this week to all 20 participants in CSCOPE saying he would request a subpoena for this information if his committee did not receive it before today at 5 p.m. Late this afternoon the Senate Education Committee office received over 5000 pages of detail dating back 5 years on each CSCOPE region.

“I’ m glad that the CSCOPE board finally recognized that they must respond to our request for detailed financial information,” said Senator Patrick. “I only wish I didn’t have to threaten a subpoena before getting this information,” added Senator Patrick. “For some reason the board at CSCOPE believes they are above open disclosure and total transparency to parents and legislators.

Over the past year CSCOPE directors have fought back against requests from parents and others for information. They had used the  non-profit corporation that they set up several years ago as the reason claiming they were not a public entity. The very first question Senator Patrick asked the CSCOPE witnesses in committee in January was about the non-profit.

Senator Patrick established that the non-profit didn’t have a phone number, an address, a checking account, or an address. He then asked them to close it down which they agreed to do. “It was clear to me the non-profit was set up to hide information from someone. I’m glad the board is beginning to understand they are a public entity and the people of Texas and the legislature have a right to their records,” said Patrick

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5.12.13 — REPORT ON SCHOOL BOARD ELECTIONS IN ECTOR CO. ISD  –

From anti-CSCOPE parent in ECISD:

Good news gang! I just got off the phone with one of the NEW ECISD school board members, Doyle Woodall. He is going to be asking for a complete audit of CSCOPE spending! Last night we threw 4 incumbents out! It looks like the pro-CSCOPE “interim” Supt. might be on the way out.

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Green Yellow and Red CSCOPE People

Green Yellow and Red CSCOPE People

5.11.13 –Mary Ann Whitaker (Lufkin, Texas – Hudson ISD Superintendent and Chair of the Legislative Committee for the Texas Association of School Administrators) is a spokesperson for the “yellow people.”  (To better understand who the “green, yellow, and red people” are, please go to this link: http://womenonthewall.org/parents-say-no-to-cscope-superintendents-dig-in-their-heels

Please post your rebuttal to Whitaker’s article in the comments section at

Following are excerpts from Jason Moore’s rebuttal to Whitaker’s article:

Let’s see…The very people who run CSCOPE admitted at TX SENATE HEARINGS many of the facts that these great patriots [citizens against CSCOPE] have alerted taxpayers to many months ago!  If there were no problems with CSCOPE why have the ESC’s flown in to overdrive to pull lessons, revamp their website, redefine back & forth whether they are curriculum or not? Most normal people can only conclude that you [ESC staffers, TESCCC/CSCOPE personnel, etc.] must have a financial interest in seeing CSCOPE continue.  And you are right CSCOPE was “not a private, for-profit vendor” it was a PRIVATE non-profit corporation (TESCCC). Hmmm.  TESCCC created a multi-million dollar piece of “intellectual property” with NO expenses, NO income, NO employees, NO offices.  FACT: their own testimony is that they used ESC employees and resources to develop CSCOPE.  Taxpayers paid for the development of CSCOPE for the privilege of then paying for it again through charges to each of the school districts who BOUGHT it.  Is Bernie Madoff the Chairman of the Board of TESCCC?

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GOOD NEWS FROM IRVING ISD:

5.11.13 – “Power shift on Irving school board; council runoffs ahead” by Avi Selk, Dallas Morning News —

 Excerpts from this article:

IRVING — A huge power swing occurred on the Irving school board Saturday night…

Trustee Steven Jones backed both men and also endorsed Norma Gonzales, who was unopposed for the District 6 seat.

After Jones won his seat two years ago, he led a growing minority of trustees intent on overhauling district curriculum and reducing bilingual education in the heavily Hispanic district. He clashed often with Superintendent Dana Bedden. More senior trustees voted to censure him last month, accusing him of trying to undermine Bedden.

If Mosty, Randle and Gonzales are seated, Jones and his allies will control all but one seat on the seven-member school board.

All three candidates want to take a hard look at CSCOPE, a third party curriculum package Bedden introduced.

The district’s bilingual education program is also likely to change, with more focus on English immersion.

“There will be some changes,” Randle said last month. “In some people’s eyes, some of them may be considered major.”

While Jones and the candidates deny intending to oust Bedden, outgoing board president Ronda Huffstetler has said Jones told her he would do so after the election…

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5.11.13 – GOOD NEWS FROM STAN HARTZLER, LULING ISD SCHOOL BOARD  — Stan Hartzler, a leading critic of CSCOPE and a teacher who quit his job rather than continue to teach CSCOPE, has just been elected to the Luling ISD School Board.

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CSCOPE Poplin5.8.13 — Excerpts from Wichita Falls Times Record-News – “CSCOPE Questions Answered: Social studies will be delayed; parents can’t be charged for copies” – by Ann Work

Excerpts from this article:

She [Anne Poplin, Executive Director of ESC 9 in Wichita Falls] also announced that the Texas attorney general sent letters out to all districts Monday telling superintendents that they must not charge parents for copies of CSCOPE lessons.

Some districts had charged parents hundreds of dollars for paper documents of materials used in their children’s classrooms.

Frossard [Wichita Falls ISD Supt.] also announced that his chief academic officer, Tim Powers, who brought CSCOPE to the district, will retire in December and begin doing special projects only starting July 1. Frossard will hire Powers’ replacement to start July 1, he said.

Frossard said he seemed to be the only person asking when CSCOPE would lower its prices to districts. “Once they recoup the development costs, they should bring the price down. (The price) is a barrier to stay with CSCOPE,” he said.

Frossard was unable to answer the parent who asked, “How has CSCOPE helped not the teacher but the student?” 

Brazosport parents show up to StopCSCOPE5.13.13 – CSCOPE — More good news from an anti-CSCOPE parent in Brazosport ISD:

 BISD (Brazosport ISD) just ousted two incumbents this election as well! The Board President is especially shocked as she had stayed a staunce CSCOPE proponent since March when the community grew very concerned.  She called us misinformed and misled. I think she is in disbelief we got her out!!!! We now have two members who are against CSCOPE on the board and are already looking to replace the two up for re-election next year! Stay Strong Texas!!! 

Karli RileyElection Success: Kilgore ISD elected Karl Riley, an anti-CSCOPE candidate in the only contested race. Awesome work Kilgore Parents and Community Tax Payers!! Your voice has been heard!! You Rock!! Congratulations Karl Riley!

 

Reported from Ginger Russell over at Red Hot Conservative: 

I am happy to report that Montgomery County Independent School District has made the right decision in not renewing their CSCOPE contract, just after one year of purchasing it from Texas Education Service Center VI.

Dr. Beau Rees, superintendent of Montgomery ISD obviously is listening to teachers and the community in regard to the controversy and concerns about CSCOPE. Hats off to you Dr. Rees. Our children will benefit because of your decision.

 

Stop CSCOPE Yard Sign

CLICK Photo to StopCSCOPE!!

Parents say “NO” to CSCOPE~ Superintendents dig in their Heels……

News on the ground from Rockwall ISD ~ According to CWA’s (Concerned Women for America) Michelle Smith…..

“I have been told just this morning of 25 students who will be pulled from RISD if RISD does not pull CSCOPE..that list is growing everyday. Lets see that’s 175,000 dollars the district will lose. Text books are looking better everyday.” 

News on the ground from Carthage ISD ~ Superintendents Dig in their Heels…..

Sups dig inLast night the Friday before Women On The Wall’s Alice Linahan is scheduled to speak in Carthage, Texas an article by: Three local superintendents has been published in the Panola County Watchman. 

Glenn Hambrick, Ed.D., Superintendent, Carthage ISD

Donna Porter, Ed.D., Asst. Superintendent, Carthage ISD

Mary Ann Whitaker, M.Ed., Superintendent, Hudson ISD

Before you read their article read about the Green, Yellow and Red People and ask yourself where are they in the analogy of the Green, Yellow or Red people. 

There are three different types of individuals involved in Common Core/CSCOPE; and we can see this all across America.

Green Yellow and Red CSCOPE People

Green Yellow and Red CSCOPE People

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.

Now, here is a link to their article.

CSCOPE and Carthage ISD

“It is sometimes mindboggling how some controversies begin. Certainly, the wildfire that has swept across Texas concerning the CSCOPE curriculum has our heads spinning. Misinformation has spread rampantly and the truth backed by factual information has been difficult to get out in front of the folks that are taking small excerpts and lessons out of context. In some cases, the CSCOPE curriculum has been attacked with reckless, unsubstantiated accusations.

The shame is that CSCOPE should be a success story of how 870 public school districts, average enrollment of 2000 students, working together with the twenty Education Service Centers (ESCs) created a 21st century curriculum based on the state mandated Texas Essential Knowledge and Skills (TEKS). Prior to selecting this curriculum for CISD, an extensive investigation was conducted to assure that it was a good fit for our district.”Please read the rest of the article here……

Women On The Wall encourages parents, grandparents and community members to show up and find out the truth about CSCOPE the Common Core philosophy of education that is being forced into our Texas Schools.

As Alice Linahan said today in response to this article….. “I will be happy to give them time to defend and will encourage their participation in the meeting on Monday night in Carthage, Tx. I am not looking for a fight, I am looking for debate and solutions. I hope we have the room filled and that good will come out of a hearty debate.” 

Here are some great resources for those looking into CSCOPE in Texas.

Compare Traditional Type 1 vs Type 2 CSCOPE Methods of Teaching

Click here for a list Texas School Districts using CSCOPE.  Although this list is in the process of changing. I know school boards in districts such as Argyle ISD have voted to not fund CSCOPE. 

Women On The Wall’s Stop CSCOPE Tool Box

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Join the Movement to Stop CSCOPE

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.

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

Alice Linahan

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Voices Empower has partnered the Freedom Trailer Teams to Educate, Inspire and Motivate.

Women On The Wall.org

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Not So Fast Mike Villarreal and Dan Branch~ HB 2103 Must be Stopped!

BILL ANALYSIS ~ Texas HB2103 

Texas Representative Mike Villarreal and Rep. Dan Branch have introduced HB 2103.

Bill has been Placed on General State Calendar for 

 

 04/24/2013 

  

BACKGROUND AND PURPOSE

Interested parties assert that student data collected by the Texas Education Agency should be made more accessible to researchers so that it can be used to improve the state’s education system. C.S.H.B. 2103 aims to provide for this increased accessibility and also seeks to establish an education research center advisory board and set limits on who can request research, which would allow the Texas Higher Education Coordinating Board to sift through fewer requests and approve researchers in a more timely manner.

Jason, why

I called Cathy Adams President of Texas Eagle Forum and she said quote:

“This would deepen the impact of “school-to-work” which is the German / Prussian education system.”. Ok Moms and Dads are you really ok with this?

What is a P20 Workforce Council ~

The P20 Council is to create a State DATA Base for Education Researchers.

The P20 will among other things – collect data P = Pre-kindergarten through 20 = 20 years of age
P20 database is tasked with collecting information (data points) on Texas students from early childhood to workforce-aged youngsters.
 
FERPA (Federal Education Rights and Privacy Act) laws changed in January of 2012, allowing PII to be used in more than 11 different ways WITHOUT PERMISSION FROM PARENTS OR STUDENTS
Call your Representative Today and Say NO to HB 2103. Why would we trust a P20 Board with our children and their Teacher’s private data when things like this are happening in Texas. 

________________________________________________ 

Join the Movement to Stop CSCOPE

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.

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

Alice Linahan

Follow @AliceLinahan on twitter and Facebook 

Voices Empower has partnered the Freedom Trailer Teams to Educate, Inspire and Motivate.

Women On The Wall.org

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“Show Us The Money ~ TEA and ESC”

By Janice VanCleave TxCSCOPEReview.com 

I need a hero to stop CSCOPE in Texas

I need a hero to stop CSCOPE in Texas

TEA (Texas Education Agency) and the ESC (Education Service Centers) spent $31,900,000 from a grant to develop a training program for educators and administrators. The objective being that Texas teachers would be given specifics about the TEKS.

Teachers attending the sessions would leave with a scope of the TEKS (descriptions of the TEKS for the grades and subjects they teach).

With information about the TEKS and their school calendar, teachers would have all the tools they need to develop a sequence (yearly schedule) for each subject.

CSCOPE Senate HearingDuring the senate ed committee meeting, the superintendents didn’t say a thing about this material. In fact they gave testimony that without CSCOPE they have no specifics about the TEKS.

The ESCs had to have spent much time developing TEKS training material for K-12 in all subjects.

What is the difference in the CSCOPE scopes and sequences and the TEKS Profession Development Initiatives scopes and sequences? 

Every Texan needs to know just how their tax money is being spent. Every Texan needs to know that those in charge of the ESCs are not being governed and are free to spend our tax money as they see fit.

Every Texan needs to contact their ESC and ask for original copies of the TEKS Professional Development Initiatives paid for by a $32 million grant–their tax money provides this.

Rider42 Texas Professional Development Research Study

 

 

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Join the Movement to Stop CSCOPE

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.

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

Alice Linahan

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Voices Empower has partnered the Freedom Trailer Teams to Educate, Inspire and Motivate.

Women On The Wall.org

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Voices Empower

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Join the Movement to #StopCSCOPE ~ New Way To Fight – HB 945

Stop CSCOPE graphic
Do you want to help put a big dent in the development of CSCOPE courses in the Texas Virtual School Network?
 
The obsolete government entity (Harris County Department of Education) that I have been trying to shut down for the past two years is the developer/provider of the CSCOPE courses in the Texas Virtual School Network. Now I know why there are so many educational big shots trying to keep them open.
They are actually the Harris County School Trustees, an entity left over from the days when counties operated our public schools in Texas – before the onset of the ISD. Believe it or not, Harris County still elects County School Trustees over 50 years after our last countywide school closed! I have been fighting to shut them down because they are a duplicate of ESCs – thus a waste of our local tax dollars. I had no idea I was fighting CSCOPE too.
Fighting CSCOPE in TexasThe bill to close them down will be heard on Tuesday April 16th. If you will be in Austin (or know someone who will be) who also wants to take down CSCOPE, you can help by simply signing in at the Capital on Tuesday  morning in support of HB 945.
Hearing:  Tuesday, April 16, 2013
                  House Public Education Committee
                  Texas Capital Extension – Second Floor (E2)  –  Room E2.036
                  Upon final adjourn./recess. Before 10:00am
House Bill 945
Purpose:  Abolish Office of Harris County School Trustee / County Superintendent
Author:    Rep. Debbie Riddle
You must come in person to register your support “For” the bill to have your name in the public record. You do NOT need to speak.
·        You must register electronically using a House Witness Registration  kiosk or your own IPAD inside the Capital Building the day of the hearing – BEFORE your bill is heard  –
Ø  Select Hearing: House Public Education Committee
Ø  Select Agenda Item:  HB 945
Ø  Register Your Position:  FOR
Ø  Select  – you do NOT wish to testify
That’s all you have to do. You do not have to attend the hearing. Just a large number of people registering support FOR the bill would be very helpful.
Funny that I have been working on two bills, this one and CSCOPE and had no idea they were related until now.
Colleen Vera

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Join the Movement to Stop CSCOPE

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.

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

Alice Linahan

Follow @AliceLinahan on twitter and Facebook 

Voices Empower has partnered the Freedom Trailer Teams to Educate, Inspire and Motivate.

Women On The Wall.org

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Voices Empower

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Just Breaking: Power of the People!! Republican Win Against Common Core

The National Republican Party passed a resolution against Common Core in their platform. Yeah!

Common Core

Photo Courtesy of Left, right unite against Common Core

Hat Tip to Dawn Wildman – San Diego Tea Party organizer Southern California Tax Revolt Coalition Inc. www.socaltaxrevoltcoalition.org California Co-Coordinator Tea Party Groups www.Californiateapartygroups.org Guest Host of City on a Hill radio show http://www.blogtalkradio.com/cityonahill

and to Truth in American Education 

Here is the original draft:

RESOLUTION CONCERNING COMMON CORE EDUCATION STANDARDS

WHEREAS, the Common Core State Standards (CCSS) are a set of academic standards, promoted and supported by two private membership organizations, the National Governor’s Association (NGA) and the Council of Chief State School Officers (CCSSO) as a method for conforming American students to uniform (“one size fits all”) achievement goals to make them more competitive in a global marketplace, (1.) and

WHEREAS, the NGA and the CCSSO, received tens of millions of dollars from private third parties to advocate for and develop the CCSS strategy, subsequently created the CCSS through a process that was not subject to any freedom of information acts or other sunshine laws, and never piloted the CCSS, and

WHEREAS, even though Federal Law prohibits the federalizing of curriculum (2.), the Obama Administration accepted the CCSS plan and used 2009 Stimulus Bill money to reward the states that were most committed to the president’s CCSS agenda; but, they failed to give states, their legislatures and their citizens time to evaluate the CCSS before having to commit to them, and

WHEREAS, the NGA and CCSSO in concert with the same corporations developing the CCSS ‘assessments’ have created new textbooks, digital media and other teaching materials aligned to the standards which must be purchased and adopted by local school districts in order that students may effectively compete on CCSS ‘assessments’, and

WHEREAS, the CCSS program includes federally funded testing and the collection and sharing of massive amounts of personal student and teacher data, and

WHEREAS, the CCSS effectively removes educational choice and competition since all schools and all districts must use Common Core ‘assessments’ based on the Common Core standards to allow all students to advance in the school system and to advance to higher education pursuits; therefore be it

RESOLVED, the Republican National Committee, as stated in the 2012 Republican Party Platform, “do not believe in a one size fits all approach to education and support providing broad education choices to parents and children at the State and local level,” (p35)(3.), which is best based on a free market approach to education for students to achieve individual excellence; and, be it further

RESOLVED, the Republican National Committee recognizes the CCSS for what it is– an inappropriate overreach to standardize and control the education of our children so they will conform to a preconceived “normal,” and, be it further

RESOLVED, That the Republican National Committee rejects the collection of personal student data for any non-educational purpose without the prior written consent of an adult student or a child student’s parent and that it rejects the sharing of such personal data, without the prior written consent of an adult student or a child student’s parent, with any person or entity other than schools or education agencies within the state, and be it finally

RESOLVED, the 2012 Republican Party Platform specifically states the need to repeal the numerous federal regulations which interfere with State and local control of public schools, (p36) (3.); and therefore, the Republican National Committee rejects this CCSS plan which creates and fits the country with a nationwide straitjacket on academic freedom and achievement.

References:

1. www.corestandards.org

2.  Federal Law 20 USC 1232a-Sec. 1232a. and The Elementary and Secondary Education Act (ESEA) Pub.L. 89-10, 79 Stat. 27, 20 US.C. ch. 70.

http://us-code.vlex.com/vid/prohibition-against-federal-control-19195093

3.  http://www.gop.com/rnc_counsel/

 ________________________________________________ 

Join the Movement to Stop CSCOPE

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.

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

Alice Linahan

Follow @AliceLinahan on twitter and Facebook 

Voices Empower has partnered the Freedom Trailer Teams to Educate, Inspire and Motivate.

Women On The Wall.org

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Voices Empower

Check Out Voices Empower Articles .

  Please attribute to Alice Linahan  with Voices Empower

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

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

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.)

Measuring StickBecause 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.

________________________________________________

Join the Movement to Stop CSCOPE

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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.

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

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

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

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

CSCOPE, Dan Patrick, Women On The Wall and the 2nd Amendment.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.

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

Join the Movement to Stop CSCOPE

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.

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

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 83rd 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”

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.

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

Join the Movement to Stop CSCOPE

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.

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

Alice Linahan

Follow @AliceLinahan on twitter and Facebook 

 

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

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

Texas Harmony Science Centers Hurst, Texas

 

 

Learn about Gulen Charter Schools

When:            TUESDAY    APRIL  2nd

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 82nd 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.

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

Alice Linahan

Follow @AliceLinahan on twitter and Facebook 

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

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.

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.

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

 

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…..

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?

 

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

Our History is what they are trying to rewrite!

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

by Donna Garner 

Texas World History Standards

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

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 Rotten 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.

Lake Dallas, CSCOPE crowd shot
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.
CSCOPE Senate Hearing
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. 
Lake Dallas CSCOPE Meeting 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

Join the Movement to Stop CSCOPE

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

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

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.

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. 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

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  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…..

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?

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.

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

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

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