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

Student Privacy

Chief of Staff Joanne Weiss at the Dept. of Education has been publicly quoted saying that “data-mashing” is a good idea.  Secretary of Education Arne Duncan gives speeches calling for ”more robust data.” And at the recent White House Datapalooza, the CEO of eScholar stated that without Common Core tests being “the glue” for open data, this data movement would be impossible.

What kind of tests or surveys are you or your child’s teacher given to take on behalf of your child that will be collected as data for their student record? Just about every thing you say, type, or show will be in the child’s permanent record.

 

Data that can be collected for students permanent record:

Audiogram

Birth certificate (full copy!!)

Attendance records

Immunization record (every update)

Medical history

Medications

Special transportation needs (wheelchair, oxygen, other medical equip)

Language

Vision

Hearing

Dietary needs

 

Tests schools use (these are some, but certainly not all):

Connors – Social/Behavioral Functioning 3rd Edition

UNIT – Universal Nonverbal Intelligence Test

Behavioral Intervention Plans

SIB-R-SF  — Scales of Independent Behavior Revised Early Development Form

BASC-2-PRS –Behavior Assessment System for Children Second Edition

Battelle Developmental Inventory 2nd Edition

Student Assessment Reports by CTB/McGraw-Hill

 

More assessments that collect data for kids birth to 3 years old:

This manual contains the SKI-HI Language Development Scale which is a parent observation scale listing the receptive and expressive language skills of children ages birth to five. It is specifically designed for children who are deaf or hard of hearing. The manual contains the rationale and development of the scale, reliability and validity information, instructions for administering and scoring, and the scale (test form) itself.

http://www.stancoe.org/cfs/handouts/Speech/pdf/languagedevelopmentscales.pdf

This is not a complete list by any means. Please comment and add your findings!

If you take a look through your IFSP (for 0-3 yrs) there will also be a great deal of personal info, medical info, and lots of tests or assessments that are done and should be listed in the sheet the IFSP coordinator leave with you each time. Need more info on IFSP’s?

 

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.

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
Alias
Allergy Alert
American Indian or Alaska native
Amount of Activity Involvement
Amount of Non-school Activity Involvement
Apartment/Room/Suite Number
Asian
Assessment Reporting Method
Assignment
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
Birthdate
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
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
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
Nickname
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
Race
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
Resident
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
Sex
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
White
Work Experience Paid
Work Experience Required
Work Type
Zip Code
Zone Number

 

This is just the beginning…

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.

At last Friday’s state board meeting, the board realized something they hadn’t known during this past week when they were responding to everyone who emailed in about the FERPA stuff. They didn’t know there are separate federal FERPA (Family Education Rights and Privacy Act) laws and state FERPA laws that contradict each other in some areas (even though at least one board member was in the legislature when the Utah FERPA bill passed and the USOE has published an in-service brochure solely about this Utah Family Educational Rights and Privacy Act). Anissa Wardell sent the below letter to the board this morning, and then at the meeting, Gayle Ruzicka was present and able to help them understand some of the differences between these conflicting laws. After Gayle’s explanation to the board, Board President Debra Roberts then made a motion to form a committee with legislators and work on the relevant conflicts in the law and ensure we get this resolved.

Thanks to everyone who wrote in last week to help raise this issue’s awareness. Hopefully things will be properly resolved now that the board understands that there is indeed a conflict.

Anissa’s letter:

Dear Board Members,

I wrote to many of you in regards to my concerns about the changes you are making to Utah’s FERPA (I called it this because USOE employees have stated on numerous occasions that this is what it is known by). My concern is over the new wording that you have listed in lines 34-40.

I have done a great deal of research and from what I take away from the UERPA and from the federal FERPA is that we need to be more specific in the wording we use.

Points:

#1 – Explicitly define “Student Information” – What is the information?
#2 – Explicitly define “Education Records” -What is the record?
#3 – Be explicit about what is being protected.
#4 – Be explicit about how it is being protected.

“UERPA” uses the word “student information” and the federal FERPA uses the term “education record”. Essentially what we have now uses these terms interchangeably, when they should not be. There should be a differentiation between the two terms, i.e.: student information = directory information, education record = aggregate information. The issue I see here is that we need to be able to share aggregate information, allow parents to opt out of directory information, and keep students personally identifiable information private and protected.

I would be happy to discuss the issues that I see with making these two terms mean the same thing and how we can change them to better protect our children/students.

Thank you!

Anissa Wardell

Here is the link to changes being made by the State School Board  The following are the ones that are of the great est concern, especially those in yellow highlights. http://schools.utah.gov/board/Meetings/Agenda/docs/Tab4C.aspx

The definition below of student information opens up a huge can  of worms or in legal terms a loophole.

34 G. “Student information” means materials, information,

1

35 records and knowledge that an LEA possesses or maintains, or

36 both, about individual students. Student information is

37 broader than student records and may include information or

38 knowledge that school employees possess or learn in the course

39 of their duties.

40 [D]G. “Student record” means a record in any form,

41 including handwriting, print, computer media, video or audio

42 tape, film, microfilm, and microfiche, that is directly

43 related to a student and maintained by an educational agency

44 or institution or by a party acting for an agency or

45 institution. Student records shall be maintained by LEAs

46 consistent with 20 U.S.C. Section 1232g.

We are getting back emails from the State School Board saying that they had to do this because of legislation.  We need to let Kour legislators know that this legislation passed is now affecting privacy.

Specifically, Utah Futures bill which collects and shares data all over the place.  Here is the link to that bill.  Line 79 includes behavior      http://le.utah.gov/~2012/bills/static/SB0290.html.  There are other bills as well that call for the sharing of data.