How Pennsylvania Uses your Child's Standardized Test Scores

My 8th grade daughter was denied her application for the Pennridge High School cosmetology Program at the Tech School based on her 7th grade PSSA scores (Pennsylvania).  Her Math score came out as "basic" and in all other areas she scored "proficient". We refused the PSSA testing for 8th grade.

Below is the series of correspondence I had with the school in protest of the way the standardized scores were used, and the final outcome. It is a bit lengthy, however important for everyone to see the progression of the rebuttals I received as well as the way to push back against policies and practices that hurt schools and halt our student's progress. 

Please feel free to share or use the letters as a template for your own situation as much as you like.

Students are being denied access to technology programming (that they could excel at), based NOT on their unique abilities or a portfolio of work or even a personal interview, but on a single standardized test score. In the business world, if your professional progress was halted by a single 2 year old outdated, biased and insufficient work evaluation, you would sue. This is no different-in fact, its worse because the kids don't realize they are being used and held back. The kids don;t realize that not only do they have the RIGHT to refuse-but they are OBLIGATED to not comply with regulations that are in fact illegal. (I will explain how and why this is illegal in an upcoming post.)

We need to push back as parents and educators, advocate for our kids and teach them to advocate for themselves, and take back control of our schools!

May5, 2014

Ms. D'Angelo,

I am in receipt of a form letter dated May 1, 2014 stating that my daughter, Lauren Bruge, was denied her application for the Cosmetology Tech Program based on her PSSA scores. This e-mail is to let you know that we are contesting this decision based on the biased way in which these applications are reviewed.  

I am not aware of any personal interviews being done with the high school candidates in this application process, nor any portfolio assessments, so I am to assume that the denial comes strictly from the standardized test score, as was stated in your letter. This is simply not acceptable.

At this time, I am requesting a full copy of the Pennridge High School Administrative policy, which you cited in the denial letter, as well as the date it was adopted and by whom so I may review the information.

In addition, I am requesting a specific and detailed written breakdown of exactly how my daughter's year-old PSSA scores, (that will be two years old by the time she is in 9th grade next year) have been projected to negatively impact her attendance and ability to benefit from the cosmetology program at UBCTS.  Your reasons stated in the letter are vague and generalized and I would just like to clarify the specific benchmarks of the Cosmetology program, and which ones were not met.

My next question is why are 9th graders singled out and discriminated against in this manner? You stated that the other grades do not have this requirement-and I also am aware that your adult cosmetology program does not require any test scores either as a condition for enrollment.

The excuse for this only being a 9th grade requirement is unclear-regarding time in the schedule for standardized test remediation...(is that for the 9th graders or upperclassmen?) and that its hard for 9th graders to transition to high school AND tech-but only if they are "average" or below on PSSA's? Is any other work assessed or a personal interview given to see what the individual student's ability, maturity and commitment level is? Or does someone who has NEVER even met my daughter just look at those PSSA test scores and decide for her? 

My daughter cannot wait to get out of 8th grade and away from the immature behaviors of her classmates and do some actual "hands-on" learning. She was looking forward to high school and cosmetology until we got this letter. She Was an A/B student until she started being harassed and drilled last year over her "insufficient" PSSA scores-(that were "average" and above average" according to the scale) and her refusal of remediation services. 

Why are students being penalized for being average in one subject? 

It used to be that the students who did not want to go to college, or the ones who may have trouble adjusting to a tougher academic atmosphere would go to tech. However, I have never heard of a time when a child was  denied entrance to a tech program because of a single test score, while their whole academic portfolio, face-to face affect and emotional maturity was otherwise ignored or not considered as a factor for acceptance. 

We refused to participate in PSSAs this year for this exact reason- and will continue to refuse to participate in  them from this point on. They are not being used as a useful tool to develop programs,or to help children prepare for Life, they are being used to collect data as they label, penalize, intimidate and discourage students who strive to do their best each day. 

In addition,they are not part of any contract that I or my daughter volunteered for or consented to participate in. The PSSAs exist as a contract between the school district and the state of PA-and I suppose a testing company (Pearson Education?) . Therefore, her scores are actually null and void and cannot be used to penalize her - a minor - who is not of full age to enter in such an agreement, and who therefore was not ever really part of the (testing) agreement. So now, she is (along with a few of her other classmates) being unfairly penalized and refused entrance, based on test scores, generated by a contract that she was never even part of. In my book, that is a clear case of bias.

The untruth I would like to call you on is the statement that the programs are "designed to be completed in 3 years". This is a misleading statement and not true based on the dozen or so students I know who have come through the cosmetology program. The students who begin Sophomore year as opposed to Freshman year, will not have enough hours to complete the program and will have to pay $60/day to complete their hours so they can sit for their licensing exam.

I would like to initiate an appeal and am requesting a copy of that policy & procedure as well so I may move forward with this.

Thank you.

Barbara Gini

May 7, 2014

Dear Ms. Gini,  

   

I received your email and hear your concerns regarding the PSSA requirements for 9th graders to attend UBCTS.  As my letter stated the admission requirements for 9thgraders to attend UBCTS were implemented by PHS Administration. As Guidance Counselor, I need to refer your concerns to the appropriate individuals. Do I have your permission to forward your concerns and request to appeal to both Dr. Creeden, PHS Principal and Mr. Schoonover, 9th Grade Principal?  

   

Thank You,  

   

Lori D’Angelo

May 9, 2014

Ms. D'Angelo

Yes you have my permission.

B.Gini

May 9, 2014

Hi Ms. Gini,  

   

I did send your concerns to Dr. Creeden and Mr. Schoonover yesterday.  

   

Take Care,  

   

Lori D’Angelo

May 27, 2014

Good Morning Ms. D'Angelo

A few weeks ago I contacted you regarding my daughter's rejection from the Tech program based on her PSSA scores.

I am disappointed (yet not surprised) that I have not heard back from anyone regarding the district's appeal process. I need to hear back from someone by the end of this week or I will be forced to pursue this by another avenue.

As I stated, PSSAs are to be used as an assessment tool-not as a placement tool and I feel that this practice and the rationale behind it is discriminatory. 

Kindly forward me the e-mails of the individuals you forwarded my original e-mail to-(Dr. Creedon, Mr. Schoonover and anyone else who was forwarded the information) so I personally may contact them & not take up any more of your time.

Please feel free to forward this e-mail as well if you need to.

I thank you for your assistance.

Barbara Gini

215-257-3193

May 28, 2014

Hi Mrs. Gini,  

Mrs. D’Angelo is currently out on maternity leave so her email was forwarded to me.  You can contact Dr. Creeden at tcreeden@pennridge.org or Nick Schoonover atnschoono@pennridge.org regarding your questions.

I understand your frustration.  Let me know if there is anything I can do to help after you speak with one of the administrators.

Take care,

Shannon O’Sullivan  

PHS Counselor  

(215) 453-6944 ext. 4030

May 28, 2014

Ms. Sullivan

Thank you for the update and for forwarding the e-mail. It is much appreciated!

Barbara Gini

May 28, 2014

Mrs. Gini,  

   

Sorry I did not get back to you sooner about the question of vocational school and the need to meet graduation requirements. Unfortunately, since Keystone Tests are now the graduation requirements for the Class of 2017 and beyond we have to find time in the day to remediate the students that have to retake the Keystones during grades 9-11. Vocational Technical students have limited time in their schedule to meet these requirements so we have to delay the enrollment into the vocational program, hopefully only a year. Your daughter can apply for her 10th through 12th grade years and still meet the requirements of the vocational program.  

   

Please contact me if you have any other questions. Thank you.  

   

Thomas Creeden Ed.D.

Principal, Pennridge High School

215-453-2744  

  

May 28, 2014

Mr. Creedon,

Thank you for your reply. However, the purpose of my original communication was to inform you of my intent to appeal. 

In that communication, which you have been forwarded, I requested to see a copy of the Pennridge High School Administrative policy, which you cited in the denial letter, as well as the date it was adopted and by whom so I may review that information.

In addition, I requested a specific and detailed written breakdown of exactly how my daughter's year-old PSSA scores, (that will be two years old by the time she is in 9th grade next year) have been projected to negatively impact her attendance and ability to benefit from the cosmetology program at UBCTS.  

Your reasons stated in the letter and in your e-mail are vague and generalized and I would just like to clarify the specific benchmarks of the Cosmetology program, and which ones were not met.

We did not participate in standardized testing this year-nor will we be until the individual districts are back in full control of standards, curricula and other requirements, and for exactly this reason. This data is not being used in a helpful manner-it is invasive and serves to punish average students for being average and their teachers for not teaching "right". It encourages teaching to the test-and a host of other shady dealings that I will not go into now.

I am all for expecting kids to do their best-and have no problem with giving them every opportunity to achieve their highest potential, but I have never seen nor experienced anything like this out of control testing fiasco.

I ave also NEVER seen a student turned down for a Tech Program-based on a single test score. 

It was my understanding-and that of many parents- that the PSSAs were to be used as an assessment tool-and NOT as a placement barometer. I realize that the kids who are struggling and need extra help should have it available-however I refused 'remedial' services this year as well-at the time we refused Math support services, my daughter had all A's and B's and one C (78%) in Math. She can live with that. Why can't the state?

I understand the complicated workings or AYP and how the Common Core standards were snuck in, circumventing the legislative process, with the promise of funding, from the federal and state government, (and private business entities) however, the testing contract(s) that this district entered into with the state and Federal Government, and/or Pearson Education, does not include myself, (or any parents) or any of our kids. Therefore, we are not bound by any of those contract terms. Any retaliation on a student for refusal to participate in policies that ultimately hurt students, educators and schools and communities,  is a clear violation of civil rights.

Your remediation argument does not make sense and I get the feeling it is just a standard excuse that you give to parents who ask questions.  My daughter did not take PSSAs this year, so, just to be clear, you are basing your decision to refuse her entrance to tech on an assumption-that she may-or may not- be in need of future "remediation". You are basing that decision on 2 year old test scores and not her current work portfolio, nor a personal interview to see if she can handle the schedule or work load. That is the same as basing a teacher's raise on work-or lack of-that they did 2 years ago OR the assumption that they can't handle the new work they will be taking on. Ridiculous. And probably illegal.

If my daughter needs remediation, I am perfectly capable of securing an appropriate tutor for her. She does not need to use school instruction time for that.

I understand that you have to show the state that you are providing remediation to the kids who need it-or those designated funds go back into the general budget-however, neither me nor my daughter has anything to do with that either. That is a district issue and you are placing kids in support classes who could make better use of their time in the other classes they excel at.

So-with that said, I would like to request for a second time:

• a copy of the Pennridge High School Administrative policy, which you cited and referred to in the denial letter, as well as the date it was adopted and by whom so I may review that information.
• a specific and detailed written breakdown of exactly how my daughter's year-old PSSA scores, (that will be two years old by the time she is in 9th grade next year) have been projected to negatively impact her attendance and ability to benefit from the cosmetology program at UBCTS. 
• a breakdown of how you have magically determined that she will need time in her schedule for "remediation" in the future-the 9th grade-that is still 4 months in the future
• a copy of the district's appeal policy & procedure so I may proceed with my formal appeal

I have been advised of my parental rights as well as my daughter's, and would appreciate your timely cooperation in this matter.

Sincerely,

Barbara Gini

May 28, 2014

Ms. Gini,  

   

I appreciate your concerns with meeting the needs of your daughter in a timely manner, but as principal I  need to assure that all students meet the Chapter 4 regulations pertaining to the graduation requirements. So there is no policy or denial letter stating that you can appeal the placement of the vocational school. With that being said I’m willing to allow your daughter the cosmetology placement with your promise you’ll assist her at home with the necessary tutoring to meet those graduation requirements. Be aware that the placement can change at any time if teachers or administration feels that your daughter is not meeting the necessary requirements to meet her graduation credit completion.  

   

Testing has become an overwhelming issue in high schools. The amount of time taken away from instruction is tremendous, but I don’t make the rules I need to follow them as set up by the Department of Education. My goal is to ensure that every student meets the Chapter 4 requirements by their senior year. Please follow through with Ms. Hill at the vocational technical school and Ms. D’Angelo or Ms. Letterman on the scheduling process this summer. Please contact me with any other questions. Thank you

Note:

I did not contact the school after this above communication because my daughter was very angry, discouraged and now questioning if she wanted anything to do with the program at all. I still have not received any of the policies and procedures that I asked for however on June 9, I received the letter of acceptance for my daughter, into the cosmetology program. 

My point with all of this is to illustrate two things: the first is that these tests are not as vital for kid's progress as they want us to believe. Our kids are being used as lab rats in a social experiment without our consent and probably illegally. The kids now represent human capital-their personal information is collected-and the federal gov and local districts have circumvented the legislature to do this. Parental rights, student rights and privacy laws take a back seat to the almighty $$$ (500 pieces of information is collected in PA-most NOT related at all to academics.) This was all started with No Child Left Behind and Race to the Top, (and followed up with Common Core) which makes schools compete for funding and expects ALL Kids to be on the SAME level-regardless of ability. This means that the higher level kids will be held back, while the slower learners will be dragged ahead. They all lose. There are protections in the US constitution that keeps government OUT of education, however these boundaries are slowly being eroded under the guise of saying that the education initiative is "state led". These are lies. It was not initiated by any state.

The second point is that we need to just ask questions and keep asking. Whether you are a parent or an educator, do not be afraid to push back. Much of what we are told is lies, half truths and other deceptions. If we don't open our mouths and ask questions and demand TRUTHFUL answers, we are consenting to the continued practice of data mining, and unfairly grouping kids by a single standardized test score, not from a test written by an educator-or a child development specialist, but from a test written by bureaucrats and book companies. Not only are we consenting, but we are the proverbial "useful idiots" being used to implement it all.

If something sounds fishy, investigate. This was tedious for me, but it is more important for me to advocate properly for my child-even if it means I have to be inconvenienced or uncomfortable. In the end, they backed off, which indicates to me that the tests scores are NOT really about the kids progress at all. If they were, I would still be having the conversation. 

What this means, is that any OTHER Pennridge parents who want to challenge this policy can. If they do not let your child into the program after you "appeal" then they are being discriminatory-if they backed off with my child, they should back off with others.

I am not against assessment. But I am against using only 1 specific assessment to determine all other outcomes in a child's life. This is unwise, unfair, discriminatory and out of control, especially for kids in crisis or transition, English language learners, children living in poverty, children with special needs and those kids who defy definition or category-and who do not color inside the lines.

When it comes to our kids, always be firm and stick to your guns! Encourage your kids to do the same!

~Barbara

 E-Mail: bg.bgini@gmail.com 

  

Reason vs Progress

Don't be afraid to be a little unreasonable on occasion! 

Have a great weekend!

On Educator's Opting Out & Children Leading

IMAGE: Mother Jones leading a children's march
against exploitation circa 1903 (OpEdNews)

I recently posted this comment on a Social Network page:


So I have a question I posed earlier on another page: has anybody explored the option of teachers opting out of administering tests for religious reasons? Why would it be any different than a parent opting a child out for religious reasons? It would seem to me that if an employer suddenly was asking you to do something that you believed to be morally and ethically wrong, you would have the same right to refuse, under religious protection. It frustrates me to see teachers-and parents- complaining about how much instruction time this takes up, yet not willing to actually do anything about it. I understand the concerns and fears-but then I look at my daughter, who is being teased by many kids now-(and admired by some others)-and she is acting for what she knows is right in spite of her fears. I wonder why more of the adults who are helping perpetuate what amounts to a takeover of our schools, can't start a "Teachers Opt Out" movement and help stop it? From where I am sitting, being passively subversive is not enough anymore. I am watching kids get intimidated, lied to and bullied by staff over these tests. It will take more than angry parents and stressed kids to get rid of this."

A commenter asked to share it and another said that religious reasons would not work in a public school setting-but educational objections might. That commenter expressed the idea that kids should be the ones to deliver 'the message' and that kids should lead this.

Below is my response, with a few modifications, that I felt was important enough to put in blog post form:


@---- , Absolutely! Please share the idea of teachers opting out of administering standardized testing for religious reasons as much as you want-the more the better! I would love to explore options and start a movement.

And @----, I understand what you are saying about the educational arguments-which are valid-however, in spite of educational arguments, educator observations and psychologists data proving that these tests are NOT age or developmentally appropriate, and are actually CAUSING behavior and other serious emotional disturbances in children, districts are still implementing them as well as the Common Core. I would think that a school district would be less inclined to challenge educators' religious beliefs-because once they do that, they open themselves up to a Pandora's box of repercussions. Insist that your union backs you all on this. 

Remember that Religious freedom is what our country was founded on and is a valid reason to object to this. The "reforms" we see can be viewed as an attempt to bring Socialist ideals into our schools to indoctrinate our kids with half-truths, deceptions and outright lies. Its abuse to put it mildly. The biggest religious objection to this is that socialist ideals enslave and indoctrinate, and take away an individuals ability to use their God-given free will-their power of thought and choice-or face intimidation and harassment.  

The CC and these tests are a HUGE deception in themselves-they are being used to manipulate the (false) data to  "show" that our kids, teachers and schools are failing. They are designed to make everyone fail-(especially the least among us-the special needs children) so that the gov/business can take over the schools. This is a deception by design and the search for a higher Truth is at the heart of any religion. 

The testing is not about children succeeding - its about placing False Gods - the education companies' promise of money - before the greater good. To say that the kids need to deliver the message is missing the entire point and, in my opinion, a cop out. That "child shall lead them" quote is often taken completely out of context. It does not mean that kids will lead adults. That passage is about the lion, lamb and other creatures living in Peace-and the child being able to go near them without fear of harm. 

But let's take that thought of a child leading a little bit further, and ask ourselves just how much more do we want to dump on the kids? 

The kids have ALL of this dumped on them. They have so much pressure. If they don't "do well" on the tests, then they themselves, their teachers AND their school 'fails'. This is what they are told, over and over again. 

In addition, we are dumping the cost of this implementation on them as well as other debt on them. A child born today will owe $1,532,026 in National Debt, and by the time I update this post that number will climb even higher. 

This is NOT the kids responsibility to lead or to clean this up. WE did this and WE need to fix it: the administrators and school boards who gave in to the bribe and promise of funding, the teachers who passively sat there and did not object until it was tied to their evaluations, the parents that were not involved nor proactive in their child's education, and people in general not ensuring that our local and federal government does the right thing. It is our responsibility to take care of and support the kids-not the other way around. They have been used enough and its time we all act to put a stop to it.

The kids need support from LEADERS-adults-parents AND their teachers and administrators who will protect them from and stand by them on this, not people who are afraid to open their mouths when injustice and abuse is taking place all around them. In a school setting especially, there is a huge imbalance of power between children and adults, no matter how outspoken the student is. 

Many kids don't understand the depth of the issues, nor the far reaching consequences, and are simply too scared: scared of "failing", of being teased, of being singled out, and of "getting in trouble" if they don't comply. Excessive sensitivity training, the CC and hype/indoctrination over the "importance" of the tests has ensured that they are too scared to object on their own and think that if they refuse or make waves they will be hurting their schools & teachers. Parents are being told the same thing. They are being bullied and used by state DOEs and local administrators to perpetuate this lie. Our kids are the "Useful Innocents" and WE - adults - have to be aware, present and assertive enough to recognize this, and to stand up and intervene in effective ways to stop the abusive forced compliance. 

If educators are who are reporting & resisting abuse, injustices and crimes are being treated as if they are the ones committing the abuse, injustices & crimes, then they are being governed by the criminals. We need to act now.


So what say you? Do you think a "Teachers Opt Out" movement would be successful? Are you a teacher who would be willing to find out? Let's give it some serious thought as to what this would look like.

In the meantime, if anyone needs additional inspiration for parent or teacher religious objections, please refer to my most recent note on the left column of my Barbara Gini  [Facebook] page. It is my letter to my daughter's school explaining what my own personal objections are, but it may be helpful in realizing & finding a way to verbalize your own moral/ethical objections.


Fell free to e-mail me: bg.bgini@gmail.com


Additional Reading:

Freedom Heroes: Mother Jones

United Opt Out National

.

Standardized Testing (Just Say No)

IMAGE: Big Education Ape

It’s that time of year when we change the clocks back, look forward to Spring weather, and prepare for the standardized tests...no...wait...

Every spring-its just insane that we subject any child (or teacher) to a full two weeks or more of these pointless tests: Test that only serve to supersede real classroom learning and that help to expand the private for-profit testing industry.

If just a mere 10% of the students refuse to take the tests, its considered invalid and the current practice will most likely be stopped.

According to the Article below:

If the [standardized] tests fail to test the same percentage each year, ALL of the statistical information and scores are invalidated.

That’s why there is so much pressure on the schools to have 100% test participation. This is why there is the threat of the school "failing" if the percentage for an entire school (or for any measurable subgroup of students) falls below 95% participation. Its all a huge manipulation, designed to make schools "fail" so gov has an excuse to take them over.

For smaller and rural schools, test scores are statistically meaningless - yet they STILL have to administer standardized tests, or it could open a door for lawsuits if other schools were to sue under the "equal protection" clause.

U.S. Education Secretary Arne Duncan stated earlier this week that the Dept of Education predicts 82% of schools will fail this year no matter what we do.

82%? How did he arrive at that number? (Must be Common Core Math...)

So let's pretend that 82% of all schools will fail no matter what... then why are we even going through the motions? And from a financial position, it costs more taxpayer money (some districts in PA report up to $9 million) to administer and score these tests than any funding the government may be promising over several years. Do the actual math!!

It makes more sense for the schools to "fail" (supposedly) because parents and kids say NO to testing rather than putting the burden and the blame on the kids who just don't test well, or who don't feel well that day, or the kids with special needs, kids living in poverty, kids struggling with English, and their teachers.

In addition, there are about 400 different pieces of personal data that is collected on each child who takes these tests. We have no control over how that data is used or who sees it. Why do they need to know so much about our kids?

This is not only unnecessary, but is also morally and ethically wrong to perpetuate this farce that the tests will somehow magically help our children "compete in a global economy". Neither colleges nor employers pay much attention to test scores-in fact when was the last time you asked your dentist, accountant, personal trainer, school nurse, mechanic, hairstylist (or even Arne Duncan) to see his/her standardized test scores?  Don't buy it. Its swamp land.

We are being sold the biggest truckload of BS in education history.

An assessment can be a useful tool for an educator to measure student progress in an area-but not the way these are being pushed like they as important as air. Don't be emotional-but DO be calm & firm in your refusal to allow this madness to continue. If you are still participating in these tests, then you and your child are being used and are part of the problem. The powers that be don't care that kids who have potential are falling through the cracks-and that great teachers are leaving the field altogether, because the tests were NEVER about helping kids or building better schools in the first place.

Read:

If Ten Percent Refuse...



Further Reading:


What 400 Data Points

'Sit and Stare'-What some kids who refuse tests are forced to do

College Applicants Sweat the SATs. Perhaps they Shouldn't

ICYMI: AP Scores Don't Matter in College Admission

Why Google Doesn't Care about Hiring Top College Graduates

What Standardized Tests really Tell Us

United Opt Out

FairTest.org





.

Is Common Core an Attack on American Culture?

IMAGE:
Happy Birthday, Miss Jones
by Norman Rockwell
Saturday Evening Post

As parents, educators and students continue to debate the validity of Common Core, it is becoming more and more difficult to sift through the information.

You may have noticed that it’s [intentionally] difficult to define the actual Common Core standards. When you ask for a simple definition, you get contradicting, lengthy and confusing answers.

Even the mission statement at the Common Core State Standards Initiative web site is not clear.

Victoria Jackson writes on her blog:

"Deceptive titles like “college ready,” “rigorous standards,” and “sustainability” hide the secret global agenda, that began a century ago with socialist American and British elites, (names below), some of whom funded Communism in Russia, “who shared a globalist vision of a totalitarian world equipped to conform young minds to a socialist humanistic system.”

And Diane Ravitch (historian of education and Research Professor of Education at New York University) writes: 

"In an earlier post today, I described the use of FUD (fear, uncertainty,and doubt) to destroy public confidence in public education and thus pave the way for privatization. The vendors of FUD say our education system, which made this country great, is failing; that it is obsolete; that we are losing the global race. It is a massive hoax, a fraud, a lie. They want to frighten the public and open the door to privatization and profiteering."

So the question remains: Is Common Core an attack on American values and culture?

Read Victoria's blog here:

The Secret Common Core is Hiding

Read Diane's blog Here:

FUD in Education




Further Reading:

The Myth of Common Core Equity

Common Core Licensing Agreement 
(Pay special attention to the Representations, Warranties and Disclaimer" as well as the "Limitation on Liability" paragraphs.)



What are your thoughts? Do you feel that the Common Core Curriculum is a good thing, a bad thing or have not decided? Please leave your comments below.


.

George Carlin on Politically Correct Language

George Carlin: 1937 - 2008

Do you find yourself constantly trying to find the "right" words-so as not to accidentally "offend" anyone? Are the extra syllables and prepositional phrases starting to get old? Are you surrounded by people who constantly expect you to try to redefine the language like they do, to suit their own personal and political viewpoints?

The late George Carlin did not like political correctness - words that hide the truth or conceal reality. He preferred to "tell it like it is", and not only entertained us, but educated us.

In this video at the link below, "George Carlin on "Soft Language", he calls us out on our overuse of euphemisms for the purpose of dodging reality. This is especially timely in the wake of the recent attempt by the Girl Scouts to "Ban Bossy".

WARNING: Language and lewdness. NOT FOR KIDS!!


George Carlin on "Soft Language



Further Reading:


Dear Sheryl Sandberg: There Are Far Worse Things Than Being Called Bossy

Sheryl Sandberg Wrong on "Bossy" Ban

The problem with Political Correctness

Common Core Concerns Motivate AFT to Find Alternate Funding Source

IMAGE: EdReach.com

Randi Weingarten-president of the American Federation of Teachers, recently announced that the union will no longer accept money from the Bill & Melinda Gates Foundation, for its Innovation Fund. The fund was founded in 2009 and has received up to $1 million each year in grants from Gates ever since.

The Innovation Fund has been used for efforts to help teachers implement the Common Core standards, however, union members have expressed a high level of mistrust in the manner in which the standards are being implemented as well as the fact that standardized tests are already aligned to the poorly rolled out standards.

Read the full article here:

Truth in American Education: AFT Ends Gates Funding Over Common Core Concerns


Further Reading:

Are We Drinking the Common Core Kool Aid?



.

Ban Bossy? Have the Girl Scouts Sold Our Daughters Out?

IMAGE: banbossy.com

Have you heard of the "Ban Bossy" campaign sponsored by the Girl Scouts?

I have always thought that the Girl Scouts organization was supposed to be "Leadership Training" for girls and young women. How does banning words develop a leader?

How can the Girl Scouts be taken seriously and how can any girl ever be a true leader if we continue to insist on things like "banning" words and engaging in this kind of weak thinking? Its not kind and compassionate-its dis-empowering.

A true leader has the strength of self-respect, self-awareness, self-reliance and is confident enough to take the lead when others cannot or will not. These are the qualities we need to work on-not avoiding words or opinions that hurt our feelings. Feelings are temporary-and so are words, and yet we are giving them eternal life every single time we attempt to "ban" certain ones by creating a campaign to do so.

And since when do we think we can or should "ban" words? Since when do we think its OK to discourage free thinking, having an opinion and Freedom of Speech? How can we allow free speech for some, yet want to ban words that we [incorrectly] deem as offensive for others? What message does this send our youth?

We also have to remember that in terms of language development, most kids don't understand the concept of "assertive" yet-so "bossy" is an easy-to-say, substitute word that describes the actions of a classmate who is "assertive". When kids call other kids "bossy", are they really using it as a put-down, or is it just that they don't have other vocabulary words yet to more accurately describe the character trait they are witnessing? Before we start banning words because our own emotions attach a negative meaning to them, we need to really look at where the kids/adults are as far as language development and usage.

I teach my daughter to think before she speaks, but that banning words and politically correct speech is not required of her. I have taught her from a young age that words have no inherent power to harm of offend unless we give them that power and allow them to. We give those 'banned' words power-and we can give them other meanings just as easily as trying to ban them.

I teach my daughter to think and speak truthfully, and the truth is, that most people don't even know they are, or should be offended until someone tells them that they are-or should be. I have always taught her that when someone calls her "bossy" she knows that they recognize her as a leader. I help her find other words that define what a true leader is and should be.

The "PC" push and guilt tripping if you accidentally use an "offensive" word is just another way to erode our rights and remove independent thinking. Being "offended" is only a way to gain attention-to impose guilt and division as it simultaneously exposes your deepest fears and weaknesses. It is also the most manipulative lie you can tell-its simply not true, because if you (or someone else) are that easily offended by a word, especially one that is not intended to insult or offend, then there is a much deeper problem.

 In the "Ban Bossy" download "Leadership Tips for Girls" Tip #2 contradicts the whole idea of "Ban Bossy" by suggesting girls: "Stop apologizing before you speak". I say yes-STOP apologizing and stop "banning" words. Show your true strength and character and when someone calls your daughter bossy, tell her to stand tall and say "I think you mean "assertive"- and that is part of what makes me a true leader."

We want to know what you think: Should we "ban bossy" or just leave it alone? 

Please leave your opinion in the comments area below.

Further Reading:

Sports for Girls Encourage Self-Empowerment
11 Facts about Teens and Self-Esteem

The Key to Raising Confident Kids? Stop Complimenting Them

The Optimistic Child: A Proven Program to Safeguard Children Against Depression and Build Lifelong Resilience 

Do Dolls Influence Girl's Self Image?

Help Wanted: Test Scorer. No Experience Necessary.

IMAGE: Washington Post 

After three years working as a test scorer, Dan DiMaggio says he's become a skimming machine. "It's ugly," he says. "You just go as fast as possible."

"The legitimacy of testing is being taken for granted," he says. "It's a farce."

The following article is well researched and written and describes a day in the life of a test scorer. Its a MUST read for parents of children who take these these tests. I will not give any more commentary-the article speaks for itself.

Inside the Multi-million-dollar essay-scoring Business: Behind the Scenes of Standardized Testing.


Further Reading:

New Study Finds That Colleges Don’t Need the SAT or the ACT

Pearson's Problems with Testing

FairTest.org (Test opt-out information)

Why School Isn't for Children Anymore

SAT: Part Hoax, Part Fraud


Contact: bg.bgini@gmail.com
.

School Bullying Affects Students and Staff

PHOTO: Smart Company

"I sat in the department meeting paralyzed by shock as the department head railed about an administrative “crackdown” on nonconformist teachers. Glaring across the room at me, she said, “We all need to be teaching the same thing at the same time. And people who don’t like it need to get out.”

This outburst wasn’t the first attack on my teaching. This teacher had gone out of her way to make me feel incompetent or fearful of losing my job several times.  The practice of shutting my door and doing what I felt was best for students had earned me a reputation for being “not a team player.”

It is true my teaching style is different from that of most teachers in my department. But when I suggested technology-based projects or more diverse, relevant articles and novels during co-planning sessions, either my ideas were ignored or I was told they wouldn’t work. Very quickly I learned to keep my mouth shut and continued doing innovative, culturally responsive teaching behind my closed classroom door."

Has this ever happened to you?

The above text is from the article,  Teachers Can Be Bullied Too (Teaching Tolerance)

The article states that: "One out of every three teachers says that they have been bullied at school"

In addition, other data indicates that:

"One of the most unfortunate parts of these school bullying statistics is that in about 85 percent of bullying cases, no intervention or effort is made by a teacher or administration member of the school to stop the bullying from taking place." ~(Source: naaas.org)

About one third of school based bullying is perpetuated by school faculty/administrators onto their students & other faculty members. ~(Source: Teach Anti Bullying, Inc. )

Although I'm not a fan of the term "Bullying", (because I prefer to more accurately call it what it is: abuse, intimidation, verbal/physical assault, etc.) no matter what you call it, it is a morale destroyer-designed to dis-empower, weaken and create chaos for those who are shy, sensitive or socially weak. It inhibits learning, breeds mistrust among everyone and limits everyone's ability (most of all the oppressor) to reach their highest potential.

Based on my experiences and observations over the last 20 years as an educator, I also see it as a symptom of a much bigger problem: paralyzing insecurity stemming from under-developed (or damaged) sense of self-awareness & self-esteem. Both the victim and the oppressor have the same problem that manifests differently-one by intimidation, the other by becoming a victim, and I believe it begins inside of each individual in childhood.

How does the cycle begin? As I see it, our "politically correct" society, has a lot to do with it. We have undermined taking care of the 'self' in favor of putting others first. We tell ourselves and each other that putting ourselves first-taking care of ourselves is "selfish", and this is not entirely true. Its a manipulation of truth. How on earth can we take care of others if we don't take care of ourselves FIRST?

Of course, no one wants to be called "selfish" or to be thought of as a bad person, so we perpetuate this lie by:

• deferring to those perceived as being in the position of "power" even though we KNOW what they are telling us is absolutely wrong
• not challenging the false paradigms that we encounter everyday 
• being willing to still cooperate & "compromise" with others who clearly have no intention of compromising or cooperating with us
• buying into hype of unproven "facts" just because they resonate with how we feel at the moment
• over compensation through giving our children everything they want/ask for, rather then teaching them self-control and/or making them work for what they want, encouraging a sense of entitlement
• forcing kids to "share" even when they don't want to or are not finished playing with a toy or if the child they are expected to share with breaks/steals their toys
• fighting kids battles for them instead of teaching them how to protect & advocate for themselves
• "honoring" and "obeying" those who can and will possibly do harm, and at the expense of honesty, integrity and our children's self-esteem and more importantly, their well-being
• teaching kids that competition is "bad"-and "cooperation" is what we strive for, and then giving everyone a medal/trophy for just showing up, even if they were uncooperative and let their teammates do all the work
• continuing to willingly be "offended" at things that in reality are not offensive so much as expose the offender's ignorance
• perpetuating the lie among children (and adults) that they are powerless to stop abuse, and that bullying is the absolute worst thing that can happen to them, hence encouraging a fearful, victim mentality and empowering current and potential oppressors

What happened to searching for a higher truth, thinking a problem through, maintaining integrity no matter what, establishing and respecting personal boundaries, becoming a "winner" by always doing your personal best and "Sticks and Stones may break my bones but names will never hurt me" ?

We "D.A.R.E" kids to "just say no" to drugs, we indoctrinate them with "anti-violence" mantras, yet when bullying is reported, no one wants to really do anything to actually stop it. 

Administrators don't take it as seriously as they say they do. They HAVE to say they take it seriously, due to laws, and then they say they have a "zero tolerance" policy, which usually only results in the victim being punished in some way, and being too intimidated to even report it the next time-(and there will be a next time.)

The bullies and oppressors know this. They become more empowered. Child victims of bullying/abusive behavior grow up to be adult victims of the same-both at home and in the workplace.Child bullies grow up with a sense of entitlement and most likely will become an oppressive adult. The cycle continues when an adult accuses another adult of bullying, and reports it, most supervisors liken this to kids tattling on each other and no one takes it seriously, even though they SAY they do...Do you see a pattern here?

Yet every time there is a school shooting, the media reports either hint or tell us outright that its due to some form of bullying. So instead of finding out how to stop bullying so kids and staff don't shoot up schools, school boards and classmates, we instead, demand gun bans. Do you see how we are avoiding the real problem? 

Its imperative to understand that the problem did not happen overnight, it took years to build to that point of bullying, abuse or violence. There was $132 million budgeted by congress for Anti Bullying programs in 2012, and yet, here we are no closer to solving the problem than we were 10 years ago, and in fact, some statistics indicate that the problem has gotten worse. 

The problem as I see it, (to summarize) is that we have been so busy trying to ensure that our kids are "happy" that we have taken away their ability to function, to survive and to thrive. 

The solution as I see it, is to first eliminate this insane hamster wheel of  action & reaction, starting with the items listed in the bullet points above, that in reality do absolutely nothing to empower children, adults or make the world a better place, other than making everyone feel good for a little while. (For example, I am all for sharing with others-especially the less fortunate-but only when I am finished with the item or object that I worked for and earned.  If I'm going to share, its because I am motivated from the inside-not compelled externally just because someone said we should "redistribute" what we have and that I should share. I am all for giving medals, trophies and awards to kids-but only when they show outstanding  EFFORT, improvement and interest...when they do their part-not just because mom signed them up and they wore the uniform, halfheartedly, because they just wanted to "belong" to something. This is offensive to the kids who want to be there and learn, acquire skills and do their best. This goes double for adults in the workplace, but how can we expect adults to embrace these policies if they have not been taught as kids? (The result is what we are seeing - an "entitled" society.)

What if we taught our kids to NOT depend on others- either to make them feel good to stop the bullying problem? What if we put more energy and time into providing them tools and strategies that truly empowered them so they could learn to feel more confident and depend on themselves? Ultimately, no one can do that for them, they have to find their own effective method, but they need help to navigate this and build their self-reliance skills. 

I realize that in some cases, as with a special needs child, this may not be entirely possible for them to self-advocate, but if enough kids have a workable understanding of the imbalance of power, and what happens inside the victim, and inside the oppressor, and if enough of them are taught to be bold enough to speak up, and do what is right and know what to do & how to do it, I guarantee that the kids tormenting a special needs child in school, will be outnumbered & swiftly stopped by the student support system of that child, (which would be a majority of the other students) who have the capacity to stop it before it gets out of hand.

I would like to see more Anti-bully programs work on the root of the problem in this manner, and provide functional tools for kids as well as adults, to work on themselves, to build a repertoire for mental toughness, problem solving, self-advocacy, peer/social support systems and even physical self-defense (as a last resort if needed).

Bullying victims need allies and resources. When victims know they are supported, they are better able to become self-empowered. Lets do right by our kids, peers and co-workers and start actually solving the problem from the root-from the ground up. 



Related Reading & Resources:

Bully Buster: Text a Tip Service Helps Schools Stop Bullying 

Teach Anti-Bullying

iPushBack (Shane Fazen)

Do you have a resource you would like to add? 

Please share it in the comments below.