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What is an IFSP?

The information below comes from the Waisman Center website.

The IFSP Process starts with the initial contact with the family. This is where the family’s story starts to unfold and the provider and caregiver(s) begin to build a relationship. The IFSP document is just one part of this process.

  • The IFSP – the written product itself – is possibly the least important aspect of the entire IFSP Process. Far more important are the interaction, collaboration, and partnerships between families and professionals that are necessary to develop and implement the IFSP. (McGonigel, M.J., & Johnson, B., H. (1991). An Overview. In McGonigel, M.J., & Johnson, B., H., & Kaufmann, R. K. (Eds.), Guidelines and recommended practices for the individualized family service plan (2nd ed.). Bethesda, MD: Association for the Care of Children’s Health, p. 1)

The service coordinator, however, is responsible for compiling the written portion of the IFSP as it represents the formal agreement reached by the IFSP Team – which includes the family – and is required by HFS 90 and IDEA.  According to HFS 90, the service coordinator is responsible for convening a meeting to develop the initial IFSP within 45 days after receiving a referral for initial evaluation of a child. It not only reflects and records the process the team has gone through to identify outcomes, strategies and services, it becomes the legal basis for the provision of services. The IFSP document is the reference for any questions about the appropriateness of the services or the frequency, location, or intensity of these services and forms the legal basis for appeals and other formal decisions.

The following components must be included in the IFSP:

  • information about the child’s developmental status, including statements about the child’s present level of ability that are based on “professionally acceptable objective criteria”;
  • summaries of the evaluation and initial assessment of the child and reports of any ongoing assessment;
  • a summary of the family’s strengths, resources, concerns, and priorities related to enhancing the child’s development (with the parents’ permission);
  • a statement of the expected outcomes for the child and family, as identified by the IFSP team, and the criteria, procedures, and timelines to be used in determining progress toward those outcomes (or need for modification of outcomes);
  • the early intervention services needed to reach the outcomes. This includes the frequency, intensity, and service delivery model to be used; the setting in which the service will be provided; payment arrangements; the projected dates for initiation of services and their expected duration; and, if appropriate, medical or other services the child needs, but which will not be provided by the early intervention program, and the steps that will be taken to secure those services (see Memo on Health Info on the IFSP);
  • the name of the service coordinator;
  • steps taken to support the family through transitions;
  • provisions for ongoing review, evaluation, and, when needed, revision of the plan; and
  • justification of when early intervention cannot be achieved satisfactorily in a natural environment.

The IFSP document is meant to reflect a fluid process, responsive to the changing needs of a child and family. Service coordinators must have a method to track the changing needs and legal timelines related to the IFSP process for each family they work with. Consider reviewing the sample checklists referred to in Unit 2. There are four points in a child and family’s Birth to 3 timeline that are important for service coordinators to be aware of:

  • The primary referral source has two working days to refer the child for an evaluation from the time he/she concludes there is a developmental concern;
  • From the day the responsible agency receives the referral, it has 45 days to complete the evaluation and initial assessment and hold an IFSP meeting to develop a service plan. (In certain situations, an Interim IFSP might be used. See Interim IFSP Guidelines.)
  • After the initial IFSP has been developed, it must be reviewed every six months, or sooner, if warranted or if the parents request a review. (See Guidelines for IFSP Revisions.)
  • At least annually, the service coordinator must convene a meeting to evaluate and revise the IFSP as needed.

Resources are available on the Wisconsin Birth to 3 Training and Technical Assistance web site to assist you in understanding the legal requirements of the IFSP document. Where?

  • Left tool bar: Click on Birth to 3 Basics
  • Click on IFSP (Be sure to review the items under “The Big Picture” and consider reviewing the “Walk Through the IFSP Process Slide Show”)
  • Additional information on completing the IFSP document can be found on the Nebraska Department of Education web site, IFSPweb. Read through Developing a Great IFSP for an additional perspective and detailed guidelines on what should be included.

As mentioned earlier, it is those initial conversations with families which begin to build mutual trust and help develop an exceptional IFSP. Your discussions with families should follow an ecological perspective considering a family’s:

  • Culture
  • Environment
  • Priorities
  • Resources & supports
  • Relationships
  • Current situations

A major portion of the IFSP document will be devoted to developing and prioritizing child and family outcomes that are appropriate for intervention. These outcomes will be based on family routines as well as information learned from evaluations and assessments of the child’s current level of functioning. Multiple tools are available to assist you, the family, and additional team members to identify family routines, functional outcomes and appropriate resources for intervention.

The article, Functional Intervention Planning: The Routines-Based Interview(HTML version), from FPG Child Development Institute – Project INTEGRATE, gives practical tips on how to introduce the routines-interview, ask questions and have rich conversations with families about outcomes.

Some of the suggested questions to incorporate into a Routines-Based Interview (taken from the above article) might be:

  • How does your day start?
  • What does everyone do at this time?
  • What does the child do?
  • How does the child participate?
  • What does the child do by him or herself?
  • How does the child communicate and get along with others?
  • How satisfied is the caregiver with the routine?
  • What happens next in your day?*

Discovering Family Routines:
Other links are available on individual state websites . Many of the links point to the Family-Guided Approaches to Collaborative Early-Intervention Training and Services (FACETS) web site. Where?

Outcomes that may be listed should state an end point that can be observed (i.e. sleep through the night; eat independently; communicate using a combination of words, signs & simple devices; have mobility to explore the environment; play with brother; have knowledge and resources about…) They also include parent priorities and concerns as well as provider information gained from assessments. An IFSP provider looks for outcomes to integrate information across developmental domains (not be simply an OT or a fine motor goal) to incorporate language that the parent understands or helped to write.

Other guidelines for outcomes include:

  • Addressing both family and child needs
  • Stating why the outcome is important to the family (consider using a “so that” or “why is this important” statement)
  • Including a statement about how the outcome will be measured (ask “How will we know we accomplished this?”)
  • Revising, eliminating or adding to outcomes when agreed by the family and team
  • Enhancing the family’s optimism about the future.

More Guidance on Writing Functional Outcomes:
Planning for Interventions within Naturally Occurring Routines and Activities (Adapted by WPDP for the Wisconsin Birth to 3 Programs from FACETS materials, Lindeman & Woods), can be used to assist the IFSP team in thinking about and writing appropriate functional outcomes.

Getting to Know Your Child worksheet(HTML text-only version) (from FACETS materials, Lindeman & Woods)


The Waisman Center has the following info listed on their site for IFSP Service Providers:

Appropriate Resources for Intervention:

Application Station: Tools for Completing the IFSP
Become familiar with a new form or tool that might assist you and the team in completing an IFSP, or take the time to review your organization’s IFSP document. Complete Application Station: Tools for Completing the IFSP.

* From Project INTEGRATE (Frank Porter Graham Child Development Center) – an outreach project funded by the United States Department of Education, Office of Special Education Programs.

These modules were developed from a combination of materials, including:

  1. Pathways Service Coordination Project, Waisman Center-University of Wisconsin-Madison, funded by a number of grants from the U.S. Department of Education, Office of Special Education Programs. These materials were developed and field tested for several years within Wisconsin and several other states throughout the nation, leading to these publications: Pathways Trail Mix: A Collection of Ideas and Training Activities in Early Intervention Service Coordination (1999); Pathways in Early Intervention Service Coordination: A Video & Companion Guide (1996); and Pathways: A Training and Resource Guide for Enhancing Skills in Early Intervention Service Coordination (1996)
  2. Wisconsin Personnel Development Project/Birth to 3 RESource Training materials posted on the Birth to 3 Training and Technical Assistance Website
  3. Portage Project, CESA 5 Training Materials
  4. Materials and forms created by Wisconsin County Birth to 3 Programs
  5. Resources available on the Internet that have been developed by other programs throughout the country.


With all of the talk across the country about student privacy, it seems that parents are getting pretty much the same message, “your child’s information will be kept safe, only stakeholders will be able to access it for educational purposes.” There is a somewhat new report that has come out about what the  U.S. Dept of Education plans to do with this data.



The following is what the Dept of Ed say’s:

“The report discusses the promise of sophisticated digital learning systems for collecting and analyzing very large amounts of fine-grained data (“big data”) as users interact with the systems. It proposes that this data can be used by developers and researchers to improve these learning systems and strive to discover more about how people learn. It discusses the potential of developing more sophisticated ways of measuring what learners know and adaptive systems that can personalize learners’ experiences.” Dept of Ed


“Data at the institutional level is becoming increasingly streamlined and cross-referenced, improving the capacity to link student data within and across systems.”


Newer digital learning systems use artificial intelligence to go beyond a behavioral definition of mastery (e.g., whether a student responds correctly or incorrectly) to incorporate detailed cognitive models of the knowledge to be learned (Falmagne et al. 1990; Ritter et al. 2007). These systems base adaptations not just on whether a student responds correctly or incorrectly, but also on a model of the student’s thinking compared with a target knowledge model (the domain model) with the goal of closing the gap. These systems constantly update the model of a student’s thinking as the student works with the system.

For whatever reason, the Dept of Ed thinks that facial expression sensors and artificial intelligence being used on our children is a good thing…they also mistakenly think that parents won’t be in TOTAL OUTRAGE over it when they finally figure out what is really happening!

A team at the University of Massachusetts is combining data from sensors that detect learners’ facial expressions and physical activity with data from the intelligent tutoring system Wayang Outpost to identify in real time whether a learner is feeling excited, confident, frustrated, or bored. The team has designed software characters or agents that behave differently depending on the learner’s emotional state. This system adapts dynamically and can respond differentially to the same student at different times depending on his or her current emotional state.

If you are a parent, you NEED to get involved and be informed about what is happening. There are many Facebook groups and pages dedicated to Stopping Common Core. You can also search the hashtag #stopcommoncore for info as well.

This current administration has its eyes set on making teachers teach to standards that will eventually make them all fail unless they submit to dumbing down their students. Common Core is not about helping students or teachers, its about control.

I wonder if you look at the children in your classroom and ever think, “These children will determine my outcome in the near and far future?” Have you ever turned and looked at the administrators or Unions and thought, “These individuals will determine my outcome in the near and far future?” It has finally come through to me that you, as teachers, are being set up to fail, as part of the break down of the public education system. Under this new system, you are meant to fail. Your job is going to become a revolving career choice, with thousands of applicants that are ready to take your place. The noble “calling” of “teacher” – the unique individual with the gift to guide young minds to countless “aha” moments and deeper understanding of the world around them – is to be replaced with the ordinary job of education facilitator, a worker bee that serves its short time delivering the state’s curriculum, rapidly burns out, and is replaced by another worker bee. To this new system, you are expendable.

“More and more teachers that I have come across are confused and scared about how the futures of their careers are being tied to the children they teach. They need to know about how Common Core will be used against them, and they will need support to fight it, if we are to save the noble profession of “teacher” from being downgraded to “facilitator of corporatist education”. by Professor Lois Weiner from New Jersey City University.

What do you need to know? This is about collapsing the system, top down, inside out, and teachers are just the worker bees to do it! All in the name of helping children, too busy to fully investigate, while teaching from the provided resources that devalue the individual. Meanwhile the children are the victims and will end up being the working slaves of corporations and the government.


Sources: Lisa Cummins, Political Cummins & Goings. Please click on the name of her blog and learn more about what is facing teachers.

Parents your children are in immediate danger! Stranger danger is prevalent! Local, State, and Federal agencies are coming after your children, sighting “experts” and “studies,” to demoralize the role of a parent in a child’s life.

When you child comes home and talks about his or her day and shares what they have learned and you try to correct their thinking, and they essentially tell you that you don’t know anything, yet you know you are right, have you ever wondered to yourself who would teach your child such a thing? Why does my child think I am dumb or that I don’t know what I am talking about? Have you then passed it off as an age thing or that all kids think that?

“…the current administration believes that children are items, “human capital” if you will, for the benefit of the people. The terms “mother” and “father” are no longer valid, as the lines are being erased for gender identification. And with the eradication of those terms, so is the identity of the family, individual rights, and humanity.” by Political Cummins & Goings

Well Parents! The evidence is mounting and it’s past time that parents stand up as the leading experts and protectors of children!


I guess it depends on your child’s situation. In whole, the federal government wants to be able to send a person who does not have personal knowledge of your child or their disability out to identify your child with reasonable certainty. Using personally identifiable information, any person with access to your child’s student record will be able to locate your child.

“personally identifiable information” includes:

The term includes, but is not limited to—
(d)  A personal identifier, such as the student’s social security number, student number, or biometric record;
(f)  Other information that, alone or in combination, is linked or linkable to a specific student that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty; or 

“States must have the capacity to collect and analyze data on a variety of data elements, including but not limited to: Child and student background characteristics (e.g., race, ethnicity, limited English proficient status, gender, disability category); early intervention service setting; percentage of time in the general education classroom; student performance on statewide assessments, including the name of each assessment; personnel serving students with disabilities and their qualifications; the use of dispute resolution processes to resolve differences between parents and program providers; the incidence of disciplinary actions; and financial data.” {Federal Register /Vol. 77, No. 151 /Monday, August 6, 2012 / Proposed Rules, page 2}

IDEA require States to collect data and report that data to the U.S. Department of Education (Department) and to the public (generally, ‘‘IDEA data requirements’’). These data requirements apply to State agencies that administer the IDEA Part B program, under which the State must make a free appropriate public education available to children with disabilities ages 3 through 21, and the IDEA Part C program, under which the State must make early intervention services available to infants and toddlers with disabilities (birth to age 3) and their families.

The state longitudinal data systems are for preschool through grade 12 education and post secondary education or P-16.  In Utah it is called P-20. States are essentially collecting data on all preschool through grade 16 individuals.  For the purposes of data collection, the “P” for preschool means birth to school.  They want to collect data from the time of birth through an individual’s career.

Any parent of a special needs child knows that the amount of information that is shared either via forms, verbally or electronically is HUGE! The list is incredibly long and very private. Just to give readers an idea of the types of things that are required by the SLDS, here are some of what will be collected (there is more that is being collected, its just not listed):

Personally Identifiable Information {Elementary}

Ability Grouped Status
Absent Attendance Categories
Academic Honors Type
Activity Code Activity Curriculum Type
Activity Involvement Beginning Date
Activity Involvement Ending Date
Activity Leadership/Coordinator Participation Level
Activity Level
Activity Title
Activity Type
Additional Geographic Designation
Additional Post-school Accomplishments
Additional Special Health Needs, Information, or Instructions
Address Type
Admission Date Admission Status
Ala Carte Non-Reimbursable Purchase Price
Allergy Alert
American Indian or Alaska native
Amount of Activity Involvement
Amount of Non-school Activity Involvement
Apartment/Room/Suite Number
Assessment Reporting Method
Assignment Finish Date
Assignment Number of Attempts
Assignment Type
Assignment/Activity Points Possible
At-Risk Indicator
At-Risk Status
Attendance Description
Attendance Status Time
Awaiting Initial Evaluation for Special Education
Base Salary or Wage
Black or African American
Boarding Status
Born Outside of the U.S.
Building/Site Number
Bus Route ID
Bus Stop Arrival Time
Bus Stop Description
Bus Stop Distance
Bus Stop from School ID
Bus Stop to School Distance
Bus Stop to School ID
Career and Technical Education Completer
Career Objectives
Change in Developmental Status
Citizenship Status
City of Birth
Class Attendance Status
Class Rank
Cohort Year
Community Service Hours
Compulsory Attendance Status at Time of DiscontinuingSchool
Condition Onset Date
Corrective Equipment Prescribed
Corrective Equipment Purpose
Country Code
Country of Birth Code
Country of Citizenship Code
County FIPS (Federal Information Processing Standards) Code
County of Birth
CTE Concentrator
CTE Participant
Daily Attendance Status
Day/Evening Status
Days Truant
Death Cause
Death Date
Developmental Delay
Diagnosis of Causative Factor (Condition)
Dialect Name
Diploma/Credential Award Date
Diploma/Credential Type
Discontinuing Schooling Reason
Diseases, Illnesses, and Other Health Conditions
Displacement Status
Distance From Home to School
Dwelling Arrangement
Dwelling Ownership
Early Intervention Evaluation Process Description/Title
Economic Disadvantage Status
Education Planned
Electronic Mail Address
Electronic Mail Address Type
Eligibility Status for School Food Service Programs
Emergency Factor
Employment End Date
Employment Permit Certifying Organization
Employment Permit Description
Employment Permit Expiration Date
Employment Permit Number
Employment Permit Valid Date
Employment Recognition
Employment Start Date
End Date
End Day
End of Term Status
English Language Proficiency Progress/Attainment
English Proficiency
English Proficiency Level
Entry Date
Entry Type
Entry/Grade Level
Established IDEA Condition
Evaluated for Special Education but Not Receiving Services
Evaluation Date
Evaluation Extension Date
Evaluation Location
Evaluation Parental Consent Date
Evaluation Sequence
Exit/Withdrawal Date
Exit/Withdrawal Status
Exit/Withdrawal Type
Experience Type
Expulsion Cause
Expulsion Return Date
Extension Description
Family Income Range
Family Perceptions of the Impact of Early Intervention Services on the C…
Family Public Assistance Status
Federal Program Participant Status
Fee Amount
Fee Payment Type
Financial Assistance Amount
Financial Assistance Descriptive Title
Financial Assistance Qualifier Financial Assistance Source
Financial Assistance Type
First Entry Date into a US School
First Entry Date into State
First Entry Date into the United States
First Name
Former Legal Name
Full Academic Year Status
Full-time Equivalent (FTE) Status
Full-time/Part-time Status
Future Entry Date
Generation Code/Suffix
Gifted and Talented Status
Gifted Eligibility Criteria
GPA Weighted
Grade Earned
Grade Point Average (GPA): Cumulative (High School)
Graduation Testing Status
Head of Household
Health Care History Episode Date
Health Care Plan
Health Condition Progress Report
Highest Level of Education Completed
Hispanic or Latino Ethnicity
Homeless Primary Nighttime Residence
Homeless Unaccompanied Youth Status
Homelessness Status
Honors Description
Hospital Preference
IDEA Status Identification Code
Identification Procedure
Identification Results
Identification System
IEP Transition Plan
IFSP Goals Met
Illness Type
Immigrant Status
Immunization Date
Immunization Status
Immunization Type
Immunizations Mandated by State Law for Participation
Impact of Early Intervention Services on the Family
Individualized Program Date
Individualized Program Date Type
Individualized Program Type
Information Source
Initial Language Assessment Status
Injury Circumstances
Injury Description
In-school/Post-school Employment Status
Insurance Coverage
International Code Number
IP Address
Language Code
Language Type
Languages Other Than English
Last/Surname at Birth
Length of Placement in Neglected or Delinquent Program
Length of Time Transported
Life Status
Limitation Beginning Date
Limitation Cause
Limitation Description
Limitation Ending Date
Limited English Proficiency Status
Marital Status
Marking Period
Maternal Last Name
Meal Payment Method (Reimbursable/Non-reimbursable)
Meal Purchase Price (Reimbursable)
Meal Service
Meal Service Transaction Date
Meal Service Transaction Type
Meal Type
Medical Laboratory Procedure Results
Medical Treatment
Medical Waiver
Middle Initial
Middle Name
Migrant Certificate of Eligibility (COE) Status
Migrant Classification Subgroup
Migrant Continuation of Services
Migrant Last Qualifying Arrival Date (QAD)
Migrant Last Qualifying Move (LQM) Date
Migrant Priority for Services
Migrant QAD from City
Migrant QAD from Country
Migrant QAD from State
Migrant QAD to City
Migrant QAD to State
Migrant Qualifying Work Type
Migrant Residency Date
Migrant Service Type
Migrant Status
Migrant to Join Date
Migratory Status
Military Service Experience
Minor/Adult Status
Multiple Birth Status
Name of Country
Name of Country of Birth
Name of Country of Citizenship
Name of County
Name of Institution
Name of Language
Name of State
Name of State of Birth
National/Ethnic Origin Subgroup
Native Hawaiian or Other Pacific Islander
NCLB Title 1 School Choice Eligible
NCLB Title 1 School Choice Offered
NCLB Title 1 School Choice Transfer
Neglected or Delinquent Below Grade Level Status
Neglected or Delinquent Pre-test and Post-test Status
Neglected or Delinquent Program Placement Duration Status
Neglected or Delinquent Program Type
Neglected or Delinquent Progress Level
Neglected or Delinquent Status
Non-course Graduation Requirement Date Met
Non-course Graduation Requirement Scores/Results
Non-course Graduation Requirement Type
Nonpromotion Reason
Non-resident Attendance Rationale
Non-school Activity Beginning Date
Non-school Activity Description
Non-school Activity Ending Date
Non-school Activity Sponsor
Non-school Activity Type
Notice of Recommended Educational Placement Date
Number of Days Absent
Number of Days in Attendance
Number of Days of Membership
Number of Dependents
Number of Hours Worked per Weekend
Number of Hours Worked per Work Week
Number of Minutes per Week Included
Number of Minutes per Week Non-Inclusion
Number of Tardies
Other Name
Overall Diagnosis/Interpretation of Hearing
Overall Diagnosis/Interpretation of Speech and Language
Overall Diagnosis/Interpretation of Vision
Overall Health Status
Participant Role
Participation in School Food Service Programs
Payment Source(s)
Percentage Ranking
Personal Information Verification
Personal Title/Prefix
Placement Parental Consent Date
Planned Assessment Participation
Points/Mark Assistance
Points/Mark Value
Points/Mark Value Description
Postal Code
Post-school Recognition
Post-school Training or Education Subject Matter
Preparing for Nontraditional Fields Status
Present Attendance Categories
Primary Disability Type
Primary Telephone Number Status
Program Eligibility Date
Program Eligibility Expiration Date
Program Eligibility Status
Program Exit Reason
Program of Study Relevance
Program Participation Reason
Program Placement Date
Program Plan Date
Program Plan Effective Date
Progress Toward IFSP Goals and Objectives
Promotion Testing Status
Promotion Type
Public School Residence Status
Qualified Individual with Disabilities Status
Reason for Non-entrance in School
Recognition for Participation or Performance in an Activity
Reevaluation Date
Referral Cause
Referral Completion Date
Referral Completion Report
Referral Date
Referral Purpose
Related Emergency Needs
Released Time
Religious Affiliation
Religious Consideration
Residence after Exiting/Withdrawing from School
Residence Block Number
Resource Check Out Date
Resource Due Date
Resource Title Checked Out
Responsible District
Responsible District Type
Responsible School
Routine Health Care Procedure Required at School
Safety Education Status
School Choice Applied Status
School Choice Eligible Status
School Choice Transfer Status
School District Code of Residence
School Food Services Eligibility Status Beginning Date
School Food Services Eligibility Status Determination
School Food Services Eligibility Status Ending Date
School Food Services Participation Basis
School Health Emergency Action
School ID from which Transferred
Score Interpretation Information
Score Results
Screening Administration Date
Screening Instrument Description/Title
Screening Location
Section 504 Status
Service Alternatives
Service Category
Service Plan Date
Service Plan Meeting Location
Service Plan Meeting Outcome
Service Plan Meeting Participants
Service Plan Signature Date
Service Plan Signatures
Social Security Number Social Security Number (SSN)
Special Accommodation Requirements
Special Diet Considerations
Special Education FTE Start Date
Start Day
State Abbreviation
State FIPS (Federal Information Processing Standards) Code
State of Birth Abbreviation
State Transportation Aid Qualification
State-assigned Code for Institution
State-assigned County Code
Street Number/Name
Student Program Status
Substance Abuse Description
Technology Literacy Status in 8th Grade
Telephone Number
Telephone Number Type
Telephone Status
Title I Instructional Services Received
Title I Status
Title I Supplemental Services: Applied
Title I Supplemental Services: Eligible
Title I Supplemental Services: Services Received
Title I Support Services: Services Received
Title III Immigrant Participant Status
Title III LEP Participation
Total Cost of Education to Student
Total Distance Transported
Total Number in Class
Transition Meeting Date
Transition Meeting Location
Transition Meeting Outcome
Transition Meeting Participants
Transition Plan Signature
Transition Plan Signature Date
Transition Service Description
Transportation at Public Expense Eligibility
Transportation Status
Tribal or Clan Name
Tuberculosis Test Type
Tuition Payment Amount
Tuition Status
Uniform Resource Identifier
Unsafe School Choice Offered Status
Unsafe School Choice Status
User/Screen Name
Voting Status
Ward of the State
Work Experience Paid
Work Experience Required
Work Type
Zip Code
Zone Number


This is just the beginning…

David Cox and Christel Swasey, joined Emmett McGroarty of the American Principles Project and Sherena Arrington in a discussion about Common Core State Standards. The show was excellent, the only way it would have been better was if Glenn had more time. If you would like to watch the entire show, sign up for a free two week trial on Glenn’s website and look for the episode from today (3-14-2013). Here’s a few clips from the show.

Data Collection

Math & Freedom Issues

Christel blogs here:

Utahn’s Against Common Core have some great articles that really dig deep to help readers understand what is hapenning in Education Reform. I have been watching over the past few years the issues mostly involved with special needs children, but within the last year or so I have become very involved in education research as it pertains to K-12 as. I wanted to share with my readers the information that I have been researching as it pertains to children. Below is information that every parent ought to read about Linda Darling Hammond.

Last December, Glenn Beck’s site posted a very important article regarding terrorist turned educator Bill Ayers. Ayers spoke at a conference in December and openly talked about using the absolute access the leftists in America have in the school system.

“If we want change to come, we would do well not to look at the sites of power we have no access to; the White House, the Congress, the Pentagon,” Ayers added. “We have absolute access to the community, the school, the neighborhood, the street, the classroom, the workplace, the shop, the farm.” – Bill Ayers

Why did Ayers say this? He knows as well as anyone that the US Department of Education is a socialist factory. Charlotte Iserbyt documented this in her excellent work “The Deliberate Dumbing Down of America.

Ayers also knows people like Linda Darling-Hammond are in positions of power in education. Ayers recommended her to President Obama as a choice for secretary of education.

Ms. Darling-Hammond is a Marxist who wrote the book “Learning to Teach for Social Justice.” She is the senior researcher with the Smarter Balanced Assessment Consortium which Utah signed onto as a governing member as part of our Race to the Top application. Last year we got the state board to vote to exit from SBAC’s assessments on our students.

An informant inside the state office of education told us that the state was writing an RFP for the assessments in such a way that they would only choose a provider using SBAC’s assessments, and sure enough, out of about 13 applications, the state office chose AIR, the official partner of SBAC to deliver our assessments. AIR is an organization with an extreme agenda which you can read about here.

What else has Ms. Darling-Hammond been involved in? CSCOPE, a program forced on Texas for their curriculum. CSCOPE was based on the research and beliefs of Linda Darling-Hammond. This past week Glenn Beck exposed CSCOPE as a subversive curriculum that completely turns American history on its head and straight out indoctrinates our children.

Read more about this here:

Who else besides Bill & Melinda Gates would fund the framework for a multistate human capital development data system? Truthfully, there are several people including George Soros who might, but why?

Some years ago, Outcome Based Education was shot down by parents when they awoke to what was really going on…the tracking of children and “master” planning for society based on creating good little trained monkeys for the workplace. Children are people. We need to stop treating them like widgets being stamped out at a factory.

This “human capital development data system” must be developed to answer “master” policy questions that benefit each of the principal state stakeholders – the K-12 education system, the post-secondary system, and labor/workforce development system – both for accountability purposes and to inform improvements in policy and practice.

A more effective data system for accountability and policy and practice improvements could provide answers to such questions. Integrated to enable large-scale longitudinal analyses to support state educational and workforce development policy, student or individual unit-record data, linked together across K-12 education, post-secondary education, and the workforce, comprise what we call a human capital development data system (HCDDS). An HCDDS should be able capable of:
• Tracking the stock and flow of the skills and abilities (represented by education and training) of various populations within a given state.
• Examining the gaps in educational attainment between population groups, based on demography and socio-economic status.
• Incorporating information from multiple states, given the mobility of the U.S. population and the fact that many population centers are located on state boundaries.

What are we, Cattle?

Given the sensitivity of SSNs and the fact that even they cannot match all individual student records “perfectly,” it is probably wise for states to adopt a broader approach to “identity matching.” Such an approach would link records using a larger group of variables corresponding to student characteristics, including but not limited to the SSN (when available) or statewide student identifier.

The use of Social Security Numbers would pin all tracking data to an individual instead of aggregating it and protecting children’s privacy.

While there is still much work to be done in linking K-12 and postsecondary records, states also should be planning now for how to incorporate workforce data into their longitudinal data systems. Indeed, the federal government has made this a basic expectation for states receiving ARRA funds.

Click on the link for more information about the paper entitled “Framework for a Multistate Human Capital Development Data System,” this paper outlines the population tracking of people in America.

Who is Bill Ayers?

William Charles “Bill” Ayers (born December 26, 1944)[1] is an American elementary education theorist and a former leader in the movement that opposed U.S. involvement in the Vietnam War. He is known for his 1960s radical activism as well as his current work in education reform, curriculum, and instruction. In 1969 he co-founded the Weather Underground, a self-described communist revolutionary group[2] that conducted a campaign of bombing public buildings (including police stations, the U.S. Capitol Building, and the Pentagon) during the 1960s and 1970s in response to U.S. involvement in the Vietnam War.

In an interview published in 1995, Ayers characterized his political beliefs at that time and in the 1960s and 1970s: “I am a radical, Leftist, small ‘c’ communist … [Laughs] Maybe I’m the last communist who is willing to admit it. [Laughs] We have always been small ‘c’ communists in the sense that we were never in the Communist party and never Stalinists. The ethics of communism still appeal to me. I don’t like Lenin as much as the early Marx. I also like Henry David Thoreau, Mother Jones and Jane Addams [...]“.[53]

Extreme Leftist Bill Ayers (skip to 2:15) says here that leftists who plan to transform the American way  should forget about the White House and Congress and focus on where they have “absolute access:  schools… classrooms… shops…”

His Education Philosophy:

From a treatise Mr. Ayers wrote for the University Of Illinois at Chicago (a pdf file): Improving Learning Environments

Professor William Ayers
Phone: 312-996-9689 – w

What follows is a tiny sample of answers to a simple question I regularly ask graduating education students, those who will soon become classroom teachers themselves: “What have you been told you must never do as a teacher?” I’m not making any of this up—I didn’t have to:
You cannot smile for the first several weeks of school, or until Christmas, or for the entire first year. Don’t eat lunch in the cafeteria. Don’t let them walk all over you. Don’t let them see you sweat.
You can’t be too friendly—don’t get attached to any of them.
You can’t hit the kids, of course, but don’t touch them either—no pats, pokes, taps, jabs. No hugs. Never be alone with a kid, and don’t give anyone a ride home. No home visits. Don’t lend them any money, either. Oh, yes, and don’t ever turn your back on them.
Don’t tolerate any breach of the rules—they’re testing you, or maybe just trying to get your attention. If they’re trying to get your attention, ignore them completely. If they’re testing you, get right in their faces.
Don’t allow any disorder in the hallways. Don’t let them laugh out loud, or voice a strong opinion in class.
Don’t swear, don’t scream. Don’t make threats you can’t keep, but when you know you can deliver on those threats, write everything down, or tape it, or video it. Cover yourself in case of a lawsuit.
You can’t trust anything a student says, they’re just trying to get over on you. You can never trust their parents—what are you crazy?—they’ll lie to your face to defend the little darlings. Remember: parents are the main reason the kids are the way they are, so of course they’ll lie, too.
Don’t give A’s first grading period—where can they go from there?
Don’t expect too much from them—for example, you won’t get completed homework from most. Never mind. Don’t deviate from the assigned curriculum and textbook—someone much smarter than you worked it all out already. Don’t expect any serious work right before lunch or right after lunch, or first thing in the morning or last thing in the afternoon.
Don’t tell your students anything about your personal life. Don’t let them know who you hang out with or where. Avoid places you might see them at night or on the weekends. Give them your phone number?… Are you out of your mind?
Don’t be too hard on yourself—these kids come from tough circumstances, and what could you do? Blame someone else: blame their parents, blame the system or the legislature or the union the mayor. Or blame your own parents—why not? After all, they blamed your grandparents.
Don’t be a teacher—don’t you know you’ll be overworked, underpaid, and unappreciated? What are you, nuts?

Read more here:

* * *

Inside every student—from kindergarten through graduate school—lurks an implicit question, often unformed and unconscious, rarely spoken. It’s a simple question on its surface, but a question that bubbles with hidden and surprising meanings, always yeasty, unpredictable, potentially volcanic. Who in the world am I? The student looks inward at the self, and simultaneously faces outward, toward the expanding circles of context. Who am I, in the world?
Think of the college freshman, the first year medical student, the thesis writer, the child anxiously looking at her mother on the first morning at day care. Who am I? What place is this? What will become of me here? What larger universe awaits me? What can I make of what I’ve been made?
The aware teacher knows that the question exists, that it perseveres. The wide-awake teacher looks for opportunities to prod the question, to awaken or agitate it, to pursue it across a range of boundaries, known as well as unknown. The challenge to the teacher—massive and dynamic—is to extend a sense in each student of both alternative and opportunity, to answer in an expansive, generous way a corollary question: What in the world are my choices and my chances?
Each of us is better equipped to engage these questions if we work hard to understand the commitments we bring to the project of teaching. Some of these commitments may apply to all teachers and all teaching—a commitment to enlightenment, perhaps, a commitment to empowerment, although even this may be arguable—while others may be specific to this particular person at this unique time in this distinct place.
In this seminar we will wonder together about the commitments each of us brings to the project of teaching. We will search for shared edges, but we will also explore and try to honor different priorities, values, and distinct emphases.
A final note: Your presence is required. You will not receive credit if you are not here. If you are sick, I’ll arrange for you to sleep in my office or at an infirmary nearby. If you want to bring a child because your childcare failed, fine. Is this clear? Is there any room for misinterpretation or ambiguity? Show up or be doomed.



1. Freedom School Curriculum
2. Paulo Freire. Pedagogy of the Oppressed
3. bell hooks. Teaching to Transgress
4. William Ayers. Teaching Toward Freedom
5. John Dewey. Democracy and Education
6. Rick Ayers. The Berkeley High School Slang Dictionary
7. Erin Grunwell. The Freedom Writers Diary
8. Anna Devere Smith. Twilight Los Angeles

(Choose One):

1. Sapphire. Push
2. Ernest Gaines. A Lesson Before Dying
3. Carolyn Chute. The Beans of Egypt, Maine
4. Keri Hulme. The Bone People
5. Anthony Burgess. Clockwork Orange
6. Richard Wright. Native Son
7. James Baldwin. Go Tell It on The Mountain
8. Sandra Cisneros. The House on Mango Street
9. Francine Prose. After
10. David Malouf. Remembering Babylon
11. Gish Jen. Mona in the Promised Land
12. Mark Haddon. The Curious Incident of the Dog in the Night-Time.

(Choose one):

1. Greg Michie. Holler If You Hear Me
2. Marv Hoffman. Chasing Hellhounds
3. Sylvia Ashton-Warner. Teacher
4. Geoffrey Canada. Fist, Stick, Knife, Gun
5. Richard Wright. Black Boy
6. Luis Rodriguez. Always Running
7. Claude Brown. Manchild in the Promised Land

(Choose one):

1. Ayers, The Good Preschool Teacher*
2. Ayers, A Kind and Just Parent*
3. Michie, Holler If You Hear Me*
4. Michie, See You When We Get There*
5. Heller, Until We Are Strong Together*
6. Oyler, Making Room for Students*
7. Carger, Of Borders and Dreams*
8. Perry, Walking the Color Line*
9. Blake, She Say, He Say*
10. Lewis, Race in the Schoolyard *
11. Flores-Gonzalez, School Kids/Street Kids*
12. Hagedorn, People and Folks*
13. Richie, Compelled to Crime*
14. Cintron, Angel’s Town*
15. Schaffner, Teenage Runaways*

(Choose One)

“Not One Less” – China
“Kids” – US
“Mi Vida Loca” – US
“Do The Right Thing” – US
“Menace II Society” – US
“Rabbit Proof Fence” – Australia
“The Magdalene Sisters” – Ireland
“To Have and To Be” – France
“Elephant” – US


We will be reading the Freedom School Curriculum and at least three books in common, and none is a particularly easy read. The first is Freire’s Pedagogy of the Oppressed, a complicated and layered book that will likely take you some time and sustained commitment. If you’ve read Freire, please review it, and then read Dewey. I’d like you to begin this by next week, paying attention to questions like these:
—What’s his big idea?
—What are three or four arguments he develops?
—What is the evidence?
—What are three or four things you find entirely confusing or at least problematic?
—Is there a story or an argument or a quote that is simply dazzling? What page?
—Is there something that is simply idiotic? What page?
—Can you discuss an aspect of your own teaching in light of Freire’s argument?

Also next week please bring to class a physical rendering (diagram, map, photo-collage, model, diorama, architectural scheme, or whatever) of a learning environment. I would prefer this to be of the classroom or school or lab or gym you teach in now, but for those of you not teaching, this representation can be of any environment where some intentional teaching and learning is represented, any place that you’ve known at any time. Make this representation as clear and as durable as possible—other people will want to “read” it, to understand it—and you will want to use it, refer to it, more than once.


1. Write a “Freedom School Curriculum” for a class of contemporary students—any age, any venue, any focus… The important thing is to be true to and to adequately represent your sense of the deep underlying goals and purposes of a Freedom School.

2. Beginning with the learning environment that you have somehow mapped or sketched or in another way depicted, represent an improved learning environment along several dimensions suggested by the readings, the classroom discussions, and your own developing awarenesses. This representation can capture something moving through time or focused on a specific moment, something that embodies a whole or focuses on a particular corner that somehow illuminates the whole. Your representation should draw on a wide range of media and can be expressed in a variety of forms—film, photography, painting, dramatic arts, drawing, dance, pantomime, poetry, music, sculpture, weaving, for example—and you should strive for originality and intellectual depth in its execution.

Yikes! This looks like Ayers is teaching his students to indoctrinate their students with leftist ideology. There are no objective truths here. What happened to reading, ‘riting, and ‘rithmetic?

Mr. Ayers models his philosophy of education on the “Freedom School” philosophy of Paulos Freire.

Ayers is vice president of the curriculum studies division in the 25,000-member American Educational Research Association.

But declining national test scores and widening racial disparities show a failure of Ayers’ “progressive” methods. In spite of upwards of $150 million spent on the Chicago Annenberg Challenge achievement scores were not raised, as Stanley Kurtz has pointed out. As education writer Diane Ravitch, citing parents’ complaints about their children’s low achievement, notes, it is minority children who are usually the most harmed by the education methods promoted by Ayers.

The trajectory of inmate to teacher to bomb thrower to fugitive to graduate student at Columbia Teachers College, and then to “distinguished professor” at a public university that educates future teachers might seem to be a strange one. But Ayers’ influence is felt far and wide. That should make all parents think about the education of their children’s teachers. (source:

In an effort to reach out to Utah legislators, Utahn’s Against Common Core prepared a 16-page booklet packed with the truth about Common Core and put relevant comics from the Weapons of Math Destruction series on each of the pages. These booklets were passed out to members of the Utah legislature today along with a copy of an op-ed from the Deseret News regarding HJR 8.

I encourage ALL parents to get a copy of the booklet entitled, “What the State Office of Education Isn’t Telling You About Common Core”. Once you are done reading it, ask yourself if you agree that Utah should get out of Common Core.

To get a copy of this booklet, click this link to open it up.