Active support of an idea or cause etc.; especially the act of pleading or arguing for something!

Advocacy

Below is a letter that was sent to as many LSL parents in Utah as there were emails for. If you are a parent of an LSL child and would like to be added to the email list please use the contact form on this site or leave a comment with your email and that you want to be added to the list.

Dear Parents,
As you may know, the State Office of Education is planning to hire a new Supt for the Utah Schools for the Deaf & Blind.In March there was a meeting to gather nominations from the public for the application selection committee (that will aid in reviewing applicants for USDB Superintendent). An email went out to all Utah Association for the Deaf members (UAD) which included the following:

Ellen O’Hara Hanna made a short video to keep the ASL community update with what is happening with USDB Superintendent Search.

Her video is this link – http://youtu.be/kkCCqB3ZtAo

It talks about the finalists being announced in Salt Lake Tribute and there will be the final interview with the Utah State of Education on June 6. Public is welcomed to watch.

The article can be found in this link – http://www.sltrib.com/sltrib/news/56351335-78/board-state-deaf-noyce.html.csp

UAD’s monthly newsletter also has a write up that you may be interested in as well, it can be found on pg 4 here: http://www.uad.org/archive/pdf%20bulletins/pdf%202011-2020/2013/June%202013%20Bulletin.pdf.

There will be many ASL who will be in attendance tomorrow, it would be extremely powerful if as many of you as can would email Lorraine Austin (her info is at the end of this email) and ask her to put your emails/letters in the boards packet for tomorrow. Please, if you email Lorraine or the whole board, cc or bcc me on that email.

As we know, one of the most vocal deaf groups is the ASL community. They have every right to be vocal and advocate for their children. The Oral (Listening & Spoken Language) group as well as the Blind should ALSO BE VOCAL!

The majority of children being served by USDB for hearing related services are the ORAL or LSL children. We need to make sure that ALL OF OUR VOICES are HEARD. There is no way we can complain if we do not speak up for our children.

As ORAL parents and advocates, we are concerned about the applicants who will be part of the final interview process for the position of Superintendent.

The state school board has named as finalists for the position: Joel Coleman, a state school board member, chairman of the board’s committee on the school and a charter school founder and trustee; Larry S. Taub, executive director of the Pennsylvania School for the Deaf & Center for Community and Professional Services in Philadelphia; and Karl A. Wilson, Utah director of Title I and federal programs at the state office and former state director of special education. (here is a link to the SLTrib article: http://www.sltrib.com/sltrib/news/56351335-78/board-state-deaf-noyce.html.csp)

The ASL community has been trying for years to create changes that would make our oral/lsl children HAVE to learn to sign before getting oral services, thus wasting precious developmental years.

If I were to make suggestions to USOE this is what I would suggest:

1. All groups served by USDB should have equal representation or representation equal to the number of children enrolled in each area.

2. Applicants should be properly vetted and be credentialed for Special Needs Education. There ought to be work experience, schooling, etc.

3. Applicants should be non-biased and believe strongly in the rights of parents to determine the correct path for the child and no one else!

Glenna Gallo at USOE has agreed to accept letters of complaint on behalf of the Utah Association for the Deaf. If you would like to send your letter to her, I would bet she would accept yours as well. I do also know that Lorraine Austin is the contact that we have used in the past and she has always been glad to help. In the subject line, you will want to identify what the email/letter is regarding. You could use the following as the subject line: “USDB Superintendent”.

Her contact info is:

Lorraine Austin
Secretary to the Board
Phone: (801) 538-7517
Fax: (801) 538-7768
lorraine.austin@schools.utah.gov

I know many of you have championed valiantly in the past for the rights of our children in the Oral (LSL) Deaf Education & Special Needs arena. I’m hoping that we can all come together again and make sure that we watch out for our kids in the program now and for those who will be in the future.

With a new USDB Superintendent to hire, the State Office of Education needs the input from the ORAL/LSL perspective. Please take time to write a short and to the point email to the state school board and the Superintendent of USOE (Martell Menlove). Below is a sample.

USOE needs to hear from more than just the ASL community. Make the letter your own and be sure to sign it so that it is counted as a valid letter.

Please do this TODAY! USOE does not expect to hear from us parents & advocates but the NEED to hear from YOU!

Dear Superintendent & School Board,

As a parent/advocate of a hearing impaired/deaf/blind child I am writing to ask that you take a few things into consideration when discussing the applicants and their ability to lead USDB.

There is much concern regarding the applicants and the only one Deaf person on this committee. This is unacceptable. The Oral parents are greatly concerned and invested in USDB. Oral children make up the largest group of children served at USDB whether served at a USDB school or via the Outreach program and should at least have an equal position on any committee discussing changes to USDB of any nature.

I respectfully ask the board to consider the needs of each group that makes up USDB and the percentages of the children served in each area (currently over 3/4′s of students are in the oral program). There is great opposition in this group and it is important to make sure that we not only meet the needs of the children today but also in the future. Please consider the needs and wishes of all parents when hiring the next USDB Superintendent. The children need someone who will allow parents to be the expert of their child’s needs.

Sincerely,

(name)
(stakeholder position:whichever you are)
Deaf/Blind/Hearing Impaired/Oral adult
Parent
Professional
Student

Here are the state school board and superintendent’s emails (minus Joel Coleman’s): Board@schools.utah.gov, Martell.Menlove@schools.utah.gov.


Please write and tell USOE that we care and we want a qualified Superintendent that will allow Parent Choice! Please email me with any questions.



Thank you!

Anissa Wardell
Concerned Parent & Advocate

 

Iris Scans – Angel Clark Show

Three Polk County, Florida schools subjected their students to iris scans without their parents’ permission. A high school, middle school and even an elementary school were involved in the iris scans. It looks like a child told a parent what had happened, and the parent blew the whistle on the whole thing.

It was confirmed Wednesday that Daniel Jenkins Academy, (high school), Davenport School of the Arts (middle school), and Bethune Academy (elementary school), planned a pilot scan program with a security program and the schools allowed officials from Stanley Convergent Security Solutions to take iris scans of an unknown number of students. Parents of the students were sent a letter on Friday, May 24, although the letters were dated for delivery the day before. The letters stated that the scanning program would begin on May 20, and allow for students to opt out. However, all students were scanned before any letters were sent home.

This Facebook post from one of the parents states:

    I have been in touch with the principal at my son’s school this morning regarding the iris scans. She verified everything my son told me, she says the scans were completed on May 22. She said that she was following instructions from the Polk County School Board (PCSB), and that she knew very little, if anything, about this before it occurred, she just did as she was told. She gave me the name and number for her two contacts at the PCSB whom she said were pulling these strings on this “security pilot program”.

    By the time we were able to make a phone call to PCSB (a time span of about 1 hour), the secretary told us that this pilot program had been suspended. When we did get a return call from one contact, she reiterated that the program has been suspended, like this should appease us. My husband continued to ask where our son’s private scans were, and she said the company was instructed to destroy the information. When we asked how do we know this has happened, there was no answer.

    It is interesting that this letter went home on Friday afternoon at 3pm. Like I told you originally, everyone was gone by 4pm when I tried to make calls. So when exactly did this program get suspended? As of Friday afternoon, it was still in effect. Are they trying to say that somehow it was suspended by Tuesday morning (Monday being a holiday)? It seems like they are mostly focused on this program, like the program was the problem. It’s not, it’s the invasion of my family’s Constitutional right to privacy that is the problem, as well as the school allowing a private company access to my child without my consent or permission. This is stolen information, and we cannot retrieve it.

Last September in Park City Utah, DNA samples were taken from high school students. The High School has apparently agreed to participate in a study where students will give DNA samples to a lab as an outbreak drill to test new lab equipment. The purpose is that in the future, they may want to determine how new H1N1 type diseases are spreading. The teens were bribed with a chance to win an iPad, then earlier this year they had the teens wearing biometric bracelets and bribed them with $15 iTunes gift cards.

In other disturbing yet similar news, look at what technology will soon be available. Can we say, Too Invasive?!

Motorola has announced it is looking at alternatives to traditional passwords in a bid to make logging into online sites, or accessing mobile phones, more secure.

Among the ideas discussed are electronic tattoos and authentication pills that people swallow.

The tattoos, developed by Massachusetts-based engineering firm MC10, contain flexible electronic circuits that are attached to the wearer’s skin using a rubber stamp.

 

The mobile devices could then be used to confirm the owner’s identity and log them in to accounts automatically.

 

Once swallowed the ‘vitamin authentication pill’ creates an 18-bit ECG-like signal inside the wearer’s body that can be picked up by mobile devices and authentication hardware outside.

This could be used verify the wearer is the correct owner of the device or account.

Dugan continued that the pill could be taken every day for 30 days, if necessary, without any problems.

Woodside added Motorola would not be shipping these ‘right away’ but they have ‘tested it authenticating a phone, and it works.’

He continued: ‘Having the boldness to think differently about problems that everybody has every day is really important for Motorola now.’

Dugan, who used to be head of the US Pentagon’s Defence Advanced Research Projects Agency, explained that each signal emitted by the pill could be unique to each user.

Both these ideas move away from traditional passwords and towards technology that turns the user into a physical authentication token.

Explaining the reasons behind the plans, Dugan said: ‘Authentication is irritating. In fact its so irritating only about half the people do it.

The following info is about ELAP’s. Information gathered from CHTOP and other sites for reference. This is just another data collector for early childhood programs. There may be value to some extent with these evaluations, however, all info you give to service providers ends up in your child’s permanent record.

Here is the definition from CHTOP’s website:

Early Learning Accomplishment Profile (E-LAP) provides a systematic method for observing the skill development of children functioning in the birth to 36 month age- range. The purpose of this criterion-referenced assessment is to assist teachers, clinicians, and parents in assessing individual development. The Early LAP contains a hierarchy of 414 developmental skills arranged in chronological sequence in six domains of development:

  • gross motor (90 items) Infants and toddlers
  • fine motor (73 items)
  • cognition (105 items)
  • language (59 items)
  • self-help (49 items)
  • social-emotional (38 items)
  • The results of the E-LAP provide a complete picture of a child’s developmental progress so that individualized, developmentally appropriate, activities can be planned, implemented and monitored. This assessment can be used with any infant and toddler, including children with disabilities who are functioning below the 36-month age range. The E-LAP is not a “normed” or “standardized” instrument, so, therefore, its results should not be used in isolation to determine eligibility for special services or for other purposes that require standardized instruments. However, E-LAP results are often used in combination with standardized instruments to determine developmental levels of functioning and eligibility for special services. Professionals often choose the E-LAP because it gives a much more complete assessment of a child’s acquired skills and emerging skills than most standardized instruments.
    Infants and toddlers
  • For a visual representation of the child’s developmental skills, use the profile form on the back of the Early-LAP Manual or Scoring Booklet. The profile is often used to show child progress to parents and caregivers.
    Infants and toddlers
    Assessment and observation summary forms are provided to summarize the progress of individual children at the beginning, middle, and end of the program year. Each form contains space to indicate skills the child has achieved, emerging skills, and strategies for supporting skill development at home.

http://chtop.org/Products/LAP-System/The-Early-Lap.htm

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.

http://www.waisman.wisc.edu/birthto3/WPDP/unit_Three.html

When your state Senator tells you that Common Core is bad…and you don’t listen, We FIRE YOU! The next round of votes will likely make many of our state representatives think twice about their actions. They will either feel like they got caught red handed or believe they are above it all. Don’t sit by silently and allow them to get away with giving up our freedoms!

Representative Rob Bishop addressed the Utah Senate and took some questions. Go to the 11:50 mark on this video and Senator Margaret Dayton asks him about Common Core. Watch to the end as there is another question asked and Rep. Bishop gives a very clear answer about states being hooked by the feds on Common Core.

Have you been paying attention to the educational material that is being handed down by the CCSSO? Have you paid any attention to the United Nations and the changes and implementation they are trying to implement against our children and families in general? Take a good long look around and you will find the many connections these organizations and our own government have with Hitler’s ideas and your children.

Hitler knew that if you control the youth, you control the future.  Hitler said:

“The Youth of today is ever the people of tomorrow.  For this reason we have set before ourselves the task of inoculating our youth with the spirit of this community of the people at a very early age, at an age when human beings are still unperverted and therefore unspoiled.

The Blaze Reported on CSCOPE has outlined the garbage that is going on now. “Using a chart, David Barton documented and mapped out core CSCOPE material, which eliminates national values, Americanism or rather, American exceptionalism, the study of federalism and majority rule (the core of our constitution) along with patriotic symbols like the Liberty Bell. Christopher Columbus, Rosh Hashanah and Christmas are all relegated to the dustbin along with American military history. Equality and a belief in justice is replaced by “fairness” and instruction on American propaganda and imperialism.

Disturbingly, Beck and Barton noted that the worst is yet to come. Showcasing a lesson plan for grades 1-3, Barton revealed CSCOPE’s list of “heroes,” which comprises a dozen secular progressives and only three conservatives or political moderates.”

CSCOPE is a curriculum that touts the following individuals as heroes (for grades 1st through 3rd):

  • Helen Keller – A member of the Socialist Party of America and the Industrial Workers of the World, she campaigned for women’s suffrage, labor rights, socialism, and other radical left causes.
  • Eleanor Roosevelt pressed the US to join and support the United Nations and became one of its first delegates. She served as the first chair of the UN Commission on Human Rights, and oversaw the drafting of the Universal Declaration of Human Rights. While the FBI never launched a formal investigation of Eleanor Roosevelt, FBI references to her comprise one of the largest single files in J. Edgar Hoover’s collection. Her affiliation with liberal groups such as the American Youth Congress, as well as her outspokenness about segregation and lynching and her assertions for free speech combined to render her in the minds of conservatives such as Hoover as a threat to the status quo in American society. The 3,000-page FBI file contains charges against her for suspected Communist activities, threats to her life on the grounds of her disloyalty to the country, close monitoring of her activities and writings, and a record of possible insurrectionary groups that she may have influenced.
  • Oveta Culp Hobby
  • Dwight D Eisenhower
  • Douglas MacArthur
  • Benjamin O Davis
  • George Marshall
  • Kadir Nelson
  • Sam Rayburn
  • Ann Richards
  • Barbara Jordan
  • Henry B Gonzalez
  • Irma Rangel
  • Steve Jobs
  • Kay Bailey Hutchinson
  • Ross Perot

There will be no Omar Bradley, George Patton, Christopher Columbus etc. History begins not in 1492, but in 1565. The Bill of Rights will not be taught. Major pieces of history are being deleted from our children’s education. Many progressives and communists however are being added. You can see from the list of so-called heroes that many of them are connected to the progressive movement, communist movement and socialistic teachings. There is no balance in what children will be taught. Children are being taught Scarcity!

“Education has turned into indoctrination! {quote by David Barton}

You need to understand the connection between Common Core and the Texas CSCOPE online technology curriculum that is getting national attention. In a video by Jane Robins with the American Principles Project, Jane explains who Linda Darling Hammond is and her connection to CSCOPE and Common Core. One of the key developers of Common Core is Linda Darling Hammond. The key developer and author of CSCOPE is Linda Darling Hammond. Below will explain why the Common Core/CSCOPE opens the door for the Gulen Charter School and brings forward a major National Security Threat.

CSCOPE’s online curriculum that taught “Allah is God” and currently is used in 80 percent of Texas school districts, has caught the attention of the Obama administration’s Department of Education. A source in the Texas education system has told WND that Common Core operatives in the U.S. Department of Education are actively pursuing CSCOPE as a way around the Texas legislative process.

The Center for Security Policy sponsored a briefing to inform the public about the threat posed by Islamist Gulen Movement Charter Schools. In Loudoun County School Board who are actively considering whether to provide taxpayer funding to a new charter school linked to Turkish Islamist Fethullah Gulen.

A version of the explosive power point briefing presented by Center President Frank J. Gaffney, Jr. and a former public school teacher, Rachel Sargent, at the Loudoun County  (Virginia) School System Administration Building in Ashburn, Virginia is available at http://youtu.be/v6wqna7AhYg.

The briefing illuminates the pattern employed by Gulen and his cult-like Turkish supremacist Movement to induce school boards to charter and pay his followers to establish vehicles for indoctrinating impressionable American students, usually under the guise of enriched science, technology, engineering and mathematics (STEM) education.

At its core, this pattern involves deception with respect to the true character of the proposed school, its association with the Gulenists, and the myriad problems such Gulen academic institutions have presented to school system administrators and taxpayers. We must hold elected officials accountable for the legislation they put forward which may pose a true National Security threat to our nation. (Source: Voices Empower)

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 much the same as Common Core Standards were not. 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). There were a few of the people who helped develop CSCOPE. Lessons with anti-American and anti-Christian slants have been discovered. CSCOPE is HURTING CHILDREN and Common Core is another vehicle which is eerily similar, and this is how:

Through Social Constructivism (Group sharing of work and grades) It removes the importance of individual merit and responsibility

  •     It downplays the importance of authority (parents and professionals) and experts
  •     It removes the security of well-defined expectations
  •     It redefines truth and facts (any answer is acceptable)
  •     It emphasizes education equity (outcome the same for all) instead of opportunity equity

 

We know that in Texas they are fighting to get rid of CSCOPE, but they cannot 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 the federal Common Core curriculum. See a CSCOPE Curriculum Map to see what is being taken out and what has been added into the curriculum.

This all leads to our government officials both local and national. Who is standing up and supporting our basic rights as Americans? Are we so far gone that we do not see the social propaganda that is all around us? Do we not believe that the communist movement is alive and flourishing in America?

Here is a conversation with several individuals who debated the Hitler-Obama similarities, this discussion came out of the political discussions which dealt with the presidency of our nation and how some view the policies of our president.

W: They are so much more clever about how they tell stories and draw people in…in general a story and supposed compassion are much more engaging than facts and figures. If you look at all the news stories, and all the stories that should have been in the news but that we never hear about, then you can see how this all goes. They don’t have to beat down doors and take people hostage, they don’t necessarily have to make threats on lives (although I am sure they do to some degree), all they have to do is convince others that its in “their best interest” or “in the collectives best interest”. Spin a better tale and hand them money or power and you have them. Have you heard how many young adults are reported to have voted for Obama or how many illegal aliens, dead people, etc? Our youth have been taught for decades from teachers who were taught by progressives and liberals, they have been indoctrinated, so our youth now believe they are entitled.

“He alone, who owns the youth, gains the future.”  Adolph Hitler

W: Barack Obama is changing times and laws in America, giving himself unprecedented power never before seen. His ObamaCare bill. now the law of the land, empowers him to create his own private army, forces citizens to abide by unconstitutional laws, and will use the IRS in much the same way that Hitler used his brown shirts to make people get in line behind his policies. Many Americans will awake to late to the fact that Obama has subverted the United States Constitution, and stolen our precious liberties and freedoms. That’s why Obama’s followers are encouraged and taught to follow and have faith in Obama the man, and not in our God or in our country. This is exactly the ploy that Hitler used to great and terrible effect in Nazi Germany.

W: Some people would balk at the comparison between Hitler and Obama, saying it was unfair. After all, Hitler started WWII and killed 11,000,000 Jews and Gentiles in death camps, and Obama has done nothing like that. Well, it’s only unfair if you compare Hitler at the end of his rule to the beginning of Obama’s. But if you compare Hitler and Obama at the beginning of their rise to power, it’s extremely fair.

W: So, you can all take what I have above and like or dislike it…we all have opinions just like we all have butt holes and no one thinks theirs stinks… so like NN’s opinion or not…it does NOT matter. It is her opinion! What similarities are there between the two? Below is a list of them.

W: Both Hitler and Obama held rallies in outdoor stadiums to excite and inflame the people’s passions. Frequently women would faint or break into tears.
• Both Hitler and Obama wrote ghost-written autobiographies prior to the start of their run for political office. Hitler wrote Mein Kampf (My Struggle), and Obama wrote Dreams Of My Father. Both men then wrote a second book talking about their goals for German and America. Hitler wrote A New World Order, and Obama wrote The Audacity of Hope.
• Both Hitler and Obama originally had last names that were changed later in life. Hitler used to be Schickelbruber, and Obama’s last name was Soetoro.
• Both Hitler and Obama hid their real identies. Hiter had a Jewish ancestry, and Obama a Muslim one. But unlike Hitler, Obama flaunted his Muslim roots in his start as a politician in order to defuse the inevitable firestorm. His ploy of “hiding in plain sight” worked very well.
• Both Hitler and Obama’s supporters followed them blindly, and without question
• Both Hitler and Obama used political power and coercion to conceal and hide their birth certificates from coming to public view. Hitler made his disappear, and Obama is unwilling and unable to produce his long-form birth certificate.
• Both Hitler and Obama advocate using young people as a driving force to create an “army” of youth dedicated to their Ideals. Hitler had his Hitler Youth, and Obama his Obama Youth Brigade.
• Both Hitler and Obama were known for their tremendous oratorical skills
• Both Hitler and Obama received Messianic comparisons, and both men had songs of adoration written about them and for them.
• Like Hitler, Obama rules in direct disregard to the will and wishes of the people.
• Like Hitler, Obama has an obvious distaste for the Jews, and sides with the Muslims every chance he gets.
• Both Hitler and Obama were able to mezmerize the people even when it was obvious that what they were saying was not true.
• Both Hitler and Obama used domestic terrorists to launch their careers. Hitler had his Brown Shirts from his beer hall days, and Obama had people like Bill Ayers, Bernardine Dohrn, and Rashid Khalidi.
• Like Hitler, Obama advocates using murder as a means of population control. Don’t believe me, try looking into how much Planned Parenthood gave to his re-election campaign.

Still think it’s an unfair comparison?

MR: Here’s my thing… I disagree on dry basic issues with Obama. I didn’t vote for Romney, I voted against Obama. I value the Constitution, he doesn’t. Romney is less progressive, of course, than Obama, but he doesn’t fit my definition of the perfect president (will anyone, ever?).

W: All that is fine..and I agree with you MR, but NN’s opinion has facts to back it up. That is what the whole uproar was..Oh, I am offended…why? because someone is calling Obama out for his deception and lies? Whatever! What NN said is true. The lies, the deception…its all there. You can dislike her comparison, but there are facts to back it up!

MR: Actually, there aren’t. The fact is that Hitler used his control of the media (literal, mind you) to aid in the genocide of 6 million Jews and start a war that ultimately cost the lives of millions more. Obama wants to control the media in order to socialize the country (IMO). I think Obama believes he knows what’s best for everyone, just like most other politicians. I don’t want what he wants, but I don’t think he’s sinister. I think he’s grossly misinformed and perhaps slightly delusional, but likely not sinister.

W: Again…your opinion.

MR: I would like people to be more careful in their judgments of others’ intent. I can only judge what I see. What I can’t see, I’ll leave to the individual and God. So much anxiety and anger could be avoided…

NN: “If freedom of speech is taken away then dumb and silent we be led away like sheep to the slaughter.” George Washington I have an opinion, all I did was share it. I respect everyone else’s and that’s all I ask in return.

W: I would agree, but from my research…influencing members of our state politics here by providing them with the evidence they need to carry forth work to stop Obama’s policies from coming into our state, I have read lots of federal papers, registers, factual documents straight from Obama’s office and his administration to know that whether or not he is delusional or demonic it does not matter. The tactics he is using…what he has and is doing is VERY much the same as Hitler. Did you read the list I gave?

Look…none of you have to agree. You are all able to form your own thoughts on this…but DO NOT tell someone they cannot have an opinion. We saw that with Hitler and we saw it with the young man a few months ago that was arrested for sharing his opinion and with the film maker whose video supposedly started Benghazzi….

MR: I don’t think anyone deleted anyone else’s comments, did they? No one has been silenced or shut up. Everyone can share their opinion. I’m fine with that, that’s why I shared mine. I just don’t happen to believe that Obama is setting up the country for his own genocidal plans.

W: I don’t think it is genocidal (in some degree other than I think it is with Abortion) in the Hitler sense. However, I do not think his actions show that he is just uneducated in his approach either.

NN: Good enough for me, discussion closed. We all agree that we think differently, as is our God given right. Congratulations to those who played well!

W: Executive Order 13603, National Defense Resources Preparedness
Signed & Issued: March 16, 2012
“In case of war or national emergency, the federal government has the authority over food, livestock, farming equipment, manufacturing, industry, energy, transportation, hospitals, health care facilities, water resources, defense and construction.”

It is more than clear that Obama is planning for the total control and takeover of America via Martial Law.
1- food
2- livestock
3- farming equipment
4- manufacturing
5- industry
6- energy
7- transportation
8- hospitals
9- health care facilities
10- water resources
11- defense
12- construction
13- cell phone & internet communication (Executive Order 13618)
14- seizure of American bank accounts (Executive Order 13628)

The president does not — and should not – have the authority to subordinate the entire private economy to the government, especially without the consent of Congress and the American people. It is national socialism masquerading as military security. The Constitution matters as envisioned by the Founding Fathers’, that is of limited government. {excerpts from: Jeffrey T. Kuhner, The Washington Times, Bob Adelmann, The New American, and Archives.gov} See also Executive Order 13618 Signed July 6, 2012 and Executive Order 13628 Signed October 9, 2012.

MN: NN, I thank you for this posting. Obama is an evil man. He is very cunning and deceiving many people. MR said he does not believe he is sinister…I do, believe Obama is sinister. I also find the comments on this post very disappointing. Our own family members voted for Obama. Which means they voted for abortion…murdering babies. Very sad and sinister. I do not believe Obama is like Hitler right now, however he is allowing or rather ordering “us” to pay for other abortions and contraceptives. Where is my agency? God wants us to have agency. Where is mine? The world would have been much brighter had Romney been elected President. I even had family members delete me as their friends, because of my political postings. Where is their unconditional love and tolerance? People say that Conservatives are not tolerant……I would counteract where is others tolerance? You know in 4 years the same people that like Obama, will still like him after 4 years. They will still praise him. They choose to be ignorant. They choose to follow the crowd. They choose to not follow the teachings of Christ.

W: MN, good points!! Here is where I am with the comparison to Hitler. Has Obama killed hundreds of thousands of people? No, he hasn’t, however, that is the goal of abortion to kill and reduce population. Is that each individuals purpose? No. It is however the idea of Planned Parenthood. The comparison to Hitler is because if you look at how Hitler started and where Obama is now, well…there are TOO Many similarities. Obama is not dumb enough to just go and kill people..besides, that would ruin his overall plan. I think Obama is sinister..I also think he is not as smart as he or his followers believe. I guess its like being book smart but action stupid. He could tell you how to fix a furnace over the phone, but get him in front of it and he could not. Obama is the king of Entitlements….and those who he has convinced that believe they deserve them. The key here in the entitlements is that if you believe you are entitled to free stuff or making the rich pay more you are also effectively saying that we should not have agency. Entitlement = giving away our agency. If we are told by the government how to run our lives (which entitlements do) then we are giving up agency and our duty to serve our fellow man. Both Hitler and Obama had the same vision when it came to this, but in different ways. It’s difficult to take a look at all sides in a situation and not come out wanting to keep your same opinion, but when you really look at all sides, study them and then pray about them, you find that the more informed you are about what is truly happening the better able you are to stand up for what is right. Its also easier to decide now, than it is to wait until you are faced with the decision. We cannot be ignorant to what is going on around us. We have to wake up and be prayerful servants.

MN: Some people are not willing to say he is like Hitler, because he is not going out and taking say all the Christians and killing them like Hitler did the Jews. They cannot or are unwilling to see the whole picture.

W: I had a hard time with the Hitler reference too until I started to read all the similarities…then, there was no way I could say the comparison was unfair, because it is fair.

MN: Well, the only reason I hesitated is because MOST people do not do the kind of research mom, you and I have done. We have studied Obama and Romney from both sides (Liberal vs. Conservative). We know because we have studied. Most people will be offended and say he is not like Hitler, because there are no concentration camps, no stars of David etc… They will look for all those things, they cannot or decide not to read and educate themselves. Some day they will see what he has and is doing to America. Some will like it and some will be embarrassed they ever defended the fool.

This is just one of a lengthy list of examples of abuses- all straight out of the pages of history and Adolf Hitler’s playbook. In just a few short years so-called liberals and our president, have been prolific in his assault on liberty and assumption of boundless executive power. You might even call it a “blitzkrieg.” There is simply not enough room to list the many abuses by our government and yet bring this post to a close.

In closing, how does Hitler have anything to do with our children’s education? Is Barack Obama like the Nazis or Adolf Hitler? Strikingly so. Does even asking the question make you right-wing? Absolutely not. The evidence is incontrovertible. Is it distasteful to mention Hitler or the Nazis to make a point? Sometimes, but certainly not in this case. {This closing was taken in part from the humble libertarian who writes some great commentary that you ought to read.}

I wrote the following article for our county GOP this year. In thinking about this article it helped solidify some of my thoughts about the freedoms that are being taken away from our children. Most parents do not understand that these freedoms are being taken away. When we as parents allow our children’s rights and freedoms to be taken away from them, we are clearly stating that their future desires and freedom to pursue their dreams does not matter. Right now there is a great deal of back room dealing going on, which is no surprise to most adults, however, you may be surprised to find out just what is being done that will greatly change our children’s lives.

More and more parents are beginning to hear about the Common Core Standards. These standards were pushed through public and private partnerships and a carrot was dangled from the U.S. Dept of Education for states to adopt these standards. There are so many ways that I could go here to show the rights that are being taken away from our children, but lets go with the SLDS {state longitudinal database system}. Why is the SLDS bad for our children? Because it tracks our children. It’s like identity theft! Whether knowingly or not, parents are giving away personally identifiable information over to the government so that our children can be tracked from cradle to grave.

What does this have to do with conservative principles? Well read my article first, then I will conclude at the end.

“How do Conservative principles impact the happiness and prosperity of all Americans?”

Do we have a model conservative? Who embodies that term? I would say on earth there is no such person.

What is the most succinct definition of Conservative Beliefs?

“Conservatives believe in personal responsibility, limited government, free markets, individual liberty, traditional American values and a strong national defense.  Believe the role of government should be to provide people the freedom necessary to pursue their own goals.

Conservative policies generally emphasize empowerment of the individual to solve problems.”

I believe we need to use the word conservative as an adjective. Conservatism is not ideology; it is a state of mind, a type of character and a way of looking at the civil social order.

What many of us refer to as conservatism is actually a body of sentiments. I think we have seen recently that it’s nearly impossible to create a list of conservative convictions. I do believe that most could agree on particular adages. These adages may change from circumstance to circumstance or the necessities of the generation we are in, however, there are certain adages that conservatives adhere to and believe reflect their core beliefs.

#1 - Moral Order. There exists an abiding moral order that is God given to man. You might say it’s a moral order that was made for man and that man was made for it. Moral truths are permanent. Order signifies harmony, which to Christians is the inner order of the soul. The essence of order and morality is that all social questions are the responsibility of private morality. Any society that believes in an enduring moral order, a sense of right and wrong, with personal convictions about justice and honor will always be a good society.

#2 – Customs, Assembly, & Consistency. You could call this by other names, but customs, assembly and consistency is what enables people to live together peaceably. It’s when we discard our customs, our assembly, and consistency that we lose that link to generations before us. Whenever social justice has been used to abolish customs, assembly and consistency, we have seen new customs, assembly, & consistency be created to replace the old. This is a slow and painful process that often emerges as an inferior replacement. Changes are necessary but should be done gradually and discriminatory without undoing old interests all at once.

#3 -  Direction. Conservatives believe that we were given direction from God in the form of morals. God gave us personal revelation, but it is perilous to weigh every societal issue on the basis of private judgment or rationality. In politics we do well to abide by precedent and precept and even prejudice.

#4 – Reflection. Reflection or prudence is a virtue. Conservatives act only after sufficient reflection, having weighed all the consequences.

#5 – Agency. We all come from a variety of thoughts and circumstance and none of us are perfect. We know that there will be imperfection and that there will be evil and inequality. We would grow bored or lash out in rebellion if there were to be a utopian domination. To seek for utopia is to end in disaster. We must have agency in order to protect our freedoms. Great civilizations were built on the foundation of freedom. Private property is essential in order to have a more stable and productive society.

Private property and agency are powerful instruments for teaching man responsibility and providing motives to integrity. Agency allows for the affording of leisure to think and freedom to act. Conservatives believe in voluntary association not in involuntary collectivism. All decisions should be made locally for those who come from a similar series of thought, therefore providing different thought processes to be implemented where a similar thought is acceptable by the majority of the community. A federal administration cannot confer justice, prosperity, and tranquility upon its society who is deprived of their responsibility and agency. Voluntary performance of individual duty teaches prudence, efficiency and charity.

#6 – Restraint. Conservatives aim to limit and balance political power so that anarchy and tyranny may not arise. When every person claims a power unto himself society falls into anarchy. Enforcement of laws, constitutional restriction, and political checks and balances maintain a healthy tension between authority and liberty.

#7 – Heritage. Change is necessary; therefore progression must happen but only with an equal dose of continuity. Change must happen in a regular manner that is stable.

“The great line of demarcation in modern politics is not a division between liberals on one side and totalitarians on the other. No, on one side of that line are all those men and women who fancy that the temporal order is the only order, and that material needs are their only needs, and that they may do as they like with the human patrimony. On the other side of that line are all those people who recognize an enduring moral order in the universe, a constant human nature, and high duties toward the order spiritual and the order temporal.” by Eric Voeglin

Are we as a nation after temporal pleasure or are we after eternal blessings? What makes Conservatives different? How do our principles impact the happiness and prosperity of all Americans? Our principles make it so that no matter what the desire of your heart is, you are free to pursue it!

So, what does Our Children’s Rights have to do with Conservatism?

Let me list the bullet points here again:

  • Moral Order
  • Customs, Assembly & Consistency
  • Direction
  • Reflection
  • Agency
  • Restraint
  • Heritage

 

Our job is to do the very best by our children that we can do, and if we are not instilling these values and knowledge to our children, and if they do not have the freedom or agency that we have had, then we are unnecessarily giving up their rights for them. For more information on how we truly are giving up these rights please visit the following sites and dig deeper into what is happening to us as a nation.

Common Core Facts

What Is Common Core?

Keep Education Local

Utahns Against Common Core

Utah State Board of EducationThe State School Board decided to table the issue of FERPA until this month as they wanted to review information on it. Our Wasatch County School District Superintendent was at the State School Board testifying about our local FERPA policy. Wasatch local school board had changed our policy so that it had no protection in the spring, but thanks to great participation of residents and emails from many citizens, the policy was changed again and strengthened. Thanks to Renee Braddy for gathering information, teaching citizens and leading this charge.

Since that time, people who have talked directly to the US Department of Ed, verifying the fact that the new FERPA policy does not protect, but in fact loosens, the restrictions so more data can be collected without our knowledge. If you would like to learn more about it directly from the US Dept. of Ed. You can call this number and ask for Ellen Campbell in their FERPA policy division. 1-800-872-5327.

What we need to do now is to write the State School Board Members and ask them to leave our current State FERPA policy in place. We have a good State Policy. PLEASE NOTE – the new federal policy is VOLUNTARY.

You will be told that it is not, but you can verify that for yourself by calling the number above. Superintendent Larry Shumway responded in an email to Renee Braddy that it was truly voluntary. James Judd, Student Service Director, Wasatch County, stated publicly that indeed this policy does loosen the protections.

Be firm but polite. Remember that emails that are not too long don’t get read.

STATE SCHOOL BOARD -Board@schools.utah.gov This will reach every member of the school board.

In case you need some ideas, I have pasted my letter to the board below.

Dear Board Member,

I am greatly concerned that as members of the Utah State School Board you will be voting on whether or not to change the FERPA laws that should protect my children. I am worried because I do not think many of you understand how dangerous the Federal changes are, how much information is already in the works to be collected and distributed, and parents will not have the ability to opt out of data sharing.

I know that many of you have expressed concern and stated that you are aware of what these changes entail and that you feel that Utah does a good job of protecting student data. Many of you have also stated that the info that is collected is aggregate and that it is not personal. Current procedures as far as I know, would make your beliefs and statements correct with the caveat that there is a new bill that was introduced from Senator Aaron Osmond that is now in effect called the Utah Futures bill. On line 79 of this bill it states:

(d) allow the Department of Workforce Services to analyze and report on student user interests, education paths, and behaviors within the education system so as to predictively determine appropriate career and educational outcomes and results; and

{find the pdf version of the bill here: http://le.utah.gov/~2012/bills/sbillenr/sb0290.pdf}

Essentially, the Utah legislature and USOE has just proven that student data is not protected and that they will track our children not only through any state program, public preschool, elementary, junior high & high school, college or any higher ed, but now will follow them through the department of workforce services. The information collected will be used to determine appropriate education? Who gets to determine that? The government? The data collected will include grades, salaries, behavior, interests, etc. Whereas the FERPA rules that the State Office of Education follows may be okay for now, who is to say that the future board or employees of USOE will be as careful with our children’s private information?

The changes you are considering in regards to FERPA have already been deemed questionably legal, federal FERPA regulatory changes.

Why do I say “questionably legal federal changes?”

Congress made the original FERPA law many years ago to protect citizen privacy. But recently, the Department of Education overstepped its authority in making regulatory changes to FERPA. Regulations are not as binding as law. But the regulatory changes are being seen by some as federal mandates.

We are not communist China. We live in America and have entrusted you to help educate and protect our children, not take over their so-called outcomes. Students Educational Data Security & Privacy

Please protect our children’s private data by not loosening the rules or policies of FERPA.

Anissa Wardell

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