CONTACT KDHE (Phil Griffin Phillip.Griffin@ks.gov) and your state legislators (especially Representative Eplee, 163 Deer Run, Atchison, KS 66002, Phone: 913-367-2382, Email: firstname.lastname@example.org) to PROTEST the ATTACK on YOUR PARENTAL RIGHT to act in the best interest of your own child.
Blue Valley USD229 in the Kansas City, KS, area is often a spring board for what other districts in Kansas will soon try themselves. Therefore, Kansas parents should be watchful for this coming down the pike. If your school, like Blue Valley, already has this, then it’s time to return the device and contact your local administration, and all Kansans should contact their Kansas representatives to express concerns and to tell the legislator to stop funding these things.
Kansas TAXPAYERS FOOTING THE COST of supplying kids technology devices – not just for school, but for outside school … including the SUMMER months’ break: “students will be taking their district-provided devices home with them over the summer break.”
(At the end, are two communications from the Blue Valley school district.)
The school district assumes the SUPERIOR AUTHORITY over the parent, first by directing only one possibility (NO CHOICE) of the student/parent having and using the devices over summer break, and then by DIRECTING PARENTS how to interact with their own child and instructing of a weekly action that must be taken. The school district even places its own expectations to be those of the parent.
· Prior to the end of school, we want to encourage parents to speak with their children about expectations related to technology use over the summer, as well as remind students of proper care for these devices …
· We encourage you to speak with your child about your expectations related to technology use over the summer, as well as remind students of proper care for these devices
· We want to communicate a protocol that all students and staff should make part of their MBA routine: RESTART THE DEVICE ON MONDAY MORNINGS
ALL SUMMER LONG, the school district will be monitoring and tracking both the device and any usage 24/7.
Will my child’s district-provided device continued to be filtered over the summer?
Yes – all district-provided devices are protected 24/7 by our cloud-based filter, Securly, both at school and beyond.
The school district refers to the Orwellian program, Securly, as a “filter.” It does much more than sift or strain. The school and the providers OWN ALL THE DATA, not the student or parent. (The following detail has not been communicated to parents.)
1. It tracks the device 24/7.
2. It amasses data:
b. All actions/keystrokes made by a student
i. Length of time visiting a website
ii. Links clicked
iii. Messages sent or posted
c. Info on the student’s PERSONAL computing device
i. Browser type and browser language
ii. Operating system
iii. IP address
d. Websites visited (including Gmail monitoring)
3. It applies analytics and AI to the data:
a. Looks for and flags social media for any signs of bullying or self-harm
b. Creates a DIGITAL FOOTPRINT on every student
c. Analysts – with PSYCHOLOGY backgrounds, analyze the content and context of student usage
d. Determines whether a student is playing games or doing homework
e. Google Analytics, etc.
4. It provides schools with data and alerts
a. ALERTS SCHOOL personnel if “self-harm” is detected
b. Works with school personnel on “how to proceed”
5. It provides parents with data on their children
a. Usage reports
b. Parents are encouraged to sign up with the Securly parent portal
c. Parent usage of Securly is also tracked and analyzed, as well
Parents not only DO NOT direct what happens with their children at school.
Now, they are NOT the determiners of what happens with their children outside of school.
The school district offers no options to parents in regard to whether their own children have and use technology devices.
AND — look at the email wording!!!! The-BVH-Family!!!!!!!
Per an information technology professional:
You’re asking my opinion about a company that deliberately misspells a word to create their company name and then sells that product to schools?
EVERY piece of your kid’s internet usage will be collected/owned and monitored by the school system and all its partners (providers, the state education system, etc.)
I wouldn’t use this product in a million years.
Parents can expect phone calls from schools/authorities asking why their kid is going to certain websites, or communicating/messaging in “unacceptable” ways, or worse.
But, if you’re a parent that wants The State to parent and control your kids – have at it.
The attack on parent authority and families continues to be unveiled. It will only grow, unless parents refuse to comply with this.
LOCAL SCHOOL DISTRICTS and EDUCATION “INTERESTS” strongly and intentionally lobby state legislators regarding lack of funding and support lawsuits against the state for inadequate funding. In fact, the school districts push to burden every citizen (and business) with higher and higher taxes in order to MONITOR and CONTROL EVERY PART OF PEOPLE’S LIVES. In this case, the lives of CHILDREN.
These are NOT attributes of a society of FREEDOM or LIBERTY.
Contact your legislator and tell him/her to VOTE NO on HB2361!
(If you don’t know who it is or what the number is, you can look it up here: http://www.kslegislature.org/li/b2019_20/chamber/house/)
The bill diminishes parent authority regarding their own child by promoting PASSIVE parenting rather than active parenting. Those voting for this change to the Student Data Privacy Act, are intentionally pushing for LESS parent authority.
The bill allows for EVERY child, K-12, to be asked questions regarding both the CHILD AND PARENTS’ PERSONAL BELIEFS OR PRACTICES ON SEX, FAMILY LIFE, MORALITY, RELIGION.
The bill allows for school COUNSELORS and other MENTAL HEALTH PROFESSIONALS to be EXEMPT from any administration requirements. Therefore, PERSONALLY IDENTIFIABLE INFORMATION may be collected, students NEED NOT BE INFORMED that the survey is voluntary, parents NEED NOT BE INFORMED regarding the administration of the survey to their own child, and the data doesn’t have to be reported at the aggregate level.
The state is constructing an individual STUDENT MENTAL HEALTH DATABASE.
YOUR CHILD is being SOLD for his DATA.
The 12+ organizations lobbying legislators to pass this bill overwhelmingly spoke regarding “the ability of school districts to secure grant funds” due to “the lack of information” due to reduced survey participation when parents exercise their authority.
YOUR CHILD is LESS IMPORTANT than the COMMUNITY.
PARENT AUTHORITY is LESS IMPORTANT than COMMUNITY/SCHOOL programs, intervention, and services.
From the note: “…the results of the surveys serve as a valuable tool for schools and communities to build support programs, interventions, and services for students to help make progress toward important physical and mental health outcomes and to guide decision making …”
School employees can administer whatever test, questionnaire, survey or examination (survey) on YOUR CHILD, without your knowledge or permission. The result of which can RESULT in YOUR CHILD being recommended for “services” which you, the parent, must comply with.
Want a “simple” questionnaire, based on personality questions, (somehow “determining”) and LABELING children who are PRE-DISPOSED to alcoholism, based on a couple of “personality traits,” and placing them in BEHAVIORAL INTERVENTION? Your child could be labeled an ALCOHOLIC without ever having a drink!
How about government-funded Pre-K/early-childhood “education” SCREENING PRESCHOOLERS for early signs of mental illness (a “healthy kids check”), with children determined to have “troubling behavior markers” referred to psychologists, etc.?
How about 12 year olds being allowed to consent to medical treatments?
HB2361, amending the Student Data Privacy Act, was passed out of the KS House Committee on Children and Seniors, with the deciding vote cast by Rep. Concannon after the committee vote ended in a tie.
This bill received quick handling as it was hurriedly introduced on a Friday in February and heard the following Wednesday. The committee didn’t make the turnaround deadline for the bill, so House Leadership acted to refer the bill to the Committee on Appropriations (so it would be “blessed” and not die) and then refer it back to the Committee on Children and Seniors. Eight of the thirteen members of the committee are Republicans.
Link to the supplemental note on the bill: http://www.kslegislature.org/li/b2019_20/measures/documents/supp_note_hb2361_00_0000.pdf
In the Supplemental Note to the bill, prepared by Legislative Research:
1. Specifically, the bill would remove a requirement the parent of the student be notified the survey is to be administered and give written permission (opts in) for such student to take the survey.
2. [The survey, test, questionnaire, or examination (survey) may contain] questions about a student’s personal beliefs or practices on sex, family life, morality, or religion, or concerning the student’s parent’s views on these subjects, to a student enrolled in kindergarten or grades 1 through 12.
3. Further, the bill would extend the exception from these requirements [for administration of the surveys to students] for school counselors to other school-based mental health professionals with regard to the administration of tests and forms part of a school counselor’s or other school-based provider’s student counseling services.
Here’s the recent article about CC math. It could actually be about all of CC – the same theories are being applied across the board.
Buzzwords: groupthink, discovery learning, work collaboratively, teachers facilitating (rather than teaching), conceptual understanding (rather than facts), problem-solving and perseverance.
This type of “teaching” leaves kids feeling incapable, confused, frustrated, etc. “… the progressivists’ requiring children to solve problems of a type they’ve never seen before, theoretically as a means of showing insight and understanding. Students struggle to figure this out (‘productive struggle,’ as touted by progressivists), much as a non-swimmer struggles to reach the side of the pool without drowning. Even if he survives, he likely still doesn’t know how to swim.” (Also, think about all the social and emotional “grading” they are doing. They are purposefully creating a frustrating learning paradigm and then documenting – and possibly suggesting interventions/services – their frustration, implying that it’s the kid’s issue, rather than a destructive education environment and methods.)
Also, note the constant “21st century” verbiage that permeates education talking points as a reason for “change.”
“… the traditional approach [of math instruction] … is inadequate for 21st-century needs (reformers never explain why necessary math skills change from one century to the next).” (Emphasis added)
Then, here are recent videos published by Blue Valley. Note the things Blue Valley is implementing – already proven to be failed teaching paradigms.
Posted by BVSD 6/5/18; Video on Blended Learning by Brad Moser
What does Blended Learning look like in Blue Valley? Take a peek inside our classrooms and you’ll see! Collaboration, teachers engaging with students, students helping one another…and at the heart of it all? Strong student-teacher relationships that allow for personalized learning. #StudentCentered #ThisIsBVBlendED #TechTuesday
Blended Learning at times may look a little different than what than what we normally see in a classroom. But at the heart of it is this student-teacher relationship that allows for personalized learning and those those students to grow in the ways that they need to grow uh to become who they need to become. When I walk in a classroom before it was blended, I might see a teacher standing leading the class in a whole class lecture instruction, kids taking notes on their papers and then stuffing them in their binders and then you know going and dropping them in their locker. Well now when I walk into a classroom, a blended learning classroom, I might not even first see the teacher. I might see other students standing up in smaller groups helping each other and the teacher is maybe is collaborating with a small group. The technology is so versatile that it can meet the needs of each one of the students in the classroom and allows the teacher to focus more on the students in that classroom.
Posted by BVSD 5/29/18; Video on Blended Learning by Brad Moser
Blue Valley’s Blended Learning Impact Study provided district students and staff the opportunity to learn more about the impact of technology on learning. What did we find? Technology is a game-changer! From opening doors for students to collaborate and create, to providing a platform for all students to have a voice, Blended Learning in Blue Valley takes student-centered, future-ready learning to the next level! #TechTuesday #BVBlendED
From the research, BL allows students to work together collaboratively. BL allows them not just work together face-to-face but work together with students that aren’t in the same physical space as them. BL learning opens up an element of creativity that didn’t exist before in a lot of our classrooms that maybe didn’t have a lot of creativity built into it. These tools allow them to produce and publish and share where before it was maybe a written document that was turned into the teacher. We put devices in there (smile). We’ve powered them up with some learning (smile) and sort of opened the door and let them lead us. We had a middle school kiddo that told us he appreciated the ability to have an on-line discussion, not have to raise my hand as fast as I can and get called on first by the teacher, and then everyone else just kinda sits and watches. But, he could ponder and have that time to kind of compose his thoughts and then share that. But not to share it to the teacher; share it so that every student in the class has an opportunity to read it. So, really, technology provided a voice for that student, and it’s providing a voice for all these students in our classrooms.
Posted by BVSD 5/24/18; Video on Blended Learning by Brad Moser and Kelly Ott,
“Classrooms that are loud with learning.” That’s what Blended Learning in Blue Valley is all about! Blended Learning leverages the power of technology to enhance instruction and empower students to connect, create collaborate and learn. Check out what district leaders have to say about Blended Learning in Blue Valley!
It combines Digital Media like computers, tablets and online resources.
With traditional face-to-face instruction:
Lectures, text books, and assessments.
Embodies our commitment to remain student-centered and future ready by:
Increasing access to technology …
Increasing the mobility of technology…
To enrich and personalize the student learning experience
Blue Valley School District will use the results of the ongoing blended learning study.
To determine best practices for utilizing technology as an instructional tool.
Blended Learning equips teachers with better tools while empowering students to learn anytime.
Blended Learning equips teachers with better tools while empowering students to learn anywhere.
Blended Learning equips teachers with better tools while empowering students to learn at any pace.
Kelly: We’re looking at ways to leverage the power of technology with the creative mind of humans (smile) to really take kids places they’ve never been before.
Brad: BL puts together the teachers and the students and powers them up with the tools they need to become students that are future ready.
Kelly: They are re-imagining what skills and knowledge that students will need to be successful in the future. Technology is one of those skills. Using it appropriately. Using it to deepen learning. Using it to connect, to create and innovate. Technology will be at their fingertips when they step outside of our walls; so it needs to be at their fingertips when they’re inside of our walls.
Brad: We’ve already begun this process this year by implementing our impact study. Next year, we plan to power up our teachers; helping them embrace some of the platforms and tools that they already have at their disposal. We’d like to follow that up by powering up our classrooms and our students, giving them greater access and mobility. And, then finally, we focus on power up the learning and making sure that our classrooms are loud with learning.
Kelly: We knew that we needed to be very deliberate about our decisions. Make purposeful moves that are both fiscally responsible, keeping kids safe, making sure our infrastructure is robust enough to support it. But, in the end, really making a difference impacts learning so that we are not just giving them devices, but opening doors.
“Choice” – It Is YOUR Choice Who Parents YOUR Child
We had to share this from a mom who is not going take it anymore and we want to encourage you to stand up too! This is in NY. And it begins….
On Sat, Sep 10, 2016 at 9:38 AM, (The Principal) wrote:
I hope (child’s name) is enjoying the start of the school year.
In regards to your request, all students are expected to take the iReady Assessments. iReady will give us instructional information for students. There is no formal process for parents to refuse participation in academic testing developed and used by the District. Below is a link to additional information regarding iReady on the (School name) School District’s website. I understand you have also sent this request to (school district person’s name) however if you still have further questions please contact her office.
(School name) Elementary School
Sent from my iPhone”
The mother wrote responded:
“Good morning to you as well.
I’ll just dive right in – “expected” does not equal “mandated”, and even if it were mandated, I’d still refuse participation. You see, I am the parent and until some desperate attempt at legislating my rights away – my parental rights usurp what schools perceive as their rights over MY child.
Formal or informal, official or unofficial, the school does not dictate what I allow as I am the ultimate authority over my child.
She will not be participating in yet another experiment. You and I will have to navigate this together. Here’s looking forward to an amenable relationship as we both work towards the end goal of educating children – with the childs [sic] well-being the focus. We do not have to be adversaries. I’d much rather us partner together to navigate issues such as this.
Thank you for your response (which from the delay in timing, I attribute to you contacting school authorities and lawyers to make sure you’re protected). It is as I expected, and I don’t fault you for protecting yourself – just remember, when it comes to MY child, I am the ultimate authority, and I am well versed and current in the goings on in today’s education reform. I won’t be intimidated or scared into agreeing to do something I know is wrong.
iReady was piloted for a couple of months for a select few grades in a select few schools – where are the reports of that pilot? When was that presented to the community, or the parents, or our useless rubber stamping, NYSED water carrying board? It wasn’t.
When would you like to meet? I can meet any week day at 430…
With ultimate authority as a parent,
Sent from Yahoo Mail on Android
Here are KACC’s thoughts prefaced with the message that this mom above is spot on and we are proud of her for taking control and making clear what she will and will not allow. These are OUR kids and parents have every right to stand up and speak up for what they want and against things that schools should not be doing.
Per the principal’s comments, it’s not just academic testing, there’s NO process (formal or otherwise!) for parents to PARTICIPATE (choosing to OR refusing to!). PARENTS are RESPONSIBLE for directing the education of their child, NOBODY else! The overwhelming posture of the academic community is that those in education, from the USDOED and USDOL to State DOEs to elected officials to teacher unions to boards of education to principals and administrative staff, are exclusively responsible for a child’s education. Those in education don’t know what to do with a parent who even acts in a mode of responsibility toward her child. Responsible parents are instead demonized.
By design, God entrusted children to parents, to raise them to be God-fearing. (Those who think this is a “religious” statement cannot dispute the fact that children ARE born to a man and a woman—parents, not any other combination.) Children were not entrusted to the government or elected persons or teachers or unions or businesses or accountability metrics.
Parents need to write/scream whatever that they all want choice in their public schools—a choice between classrooms with chalkboards and textbooks and classrooms with only high-tech; a choice in whether to participate in any class, program, initiative, assessment, individual education plan, etc.; a choice in whether to have any information regarding an enrolled student shared beyond the enrolled school, including with the state. That message has not gotten through.
The only people who should have a “vested interest” in a child are the parents of the child. The parents should be the ONLY ONES to determine the child’s course of education. The parent/child must be the owners of the child’s intellectual property – this is in line with a person’s right to life, liberty, and pursuit of happiness. Anything less than this can only be viewed as THEFT, at a minimum. Note the principal’s statement, “iReady will give us instructional information for students” (emphasis added). The child AND his data are viewed by the school, et al, as belonging to the school to be used by the school, et al.
This parent’s communication is what needs to be promoted and happening in EVERY school in every state. Trying to work with presidential candidates, D.C. departments, elected officials, and school administrations hasn’t and won’t change anything without parents politely, but with absolute firmness and authority, declining to operate within the current flipped paradigm.
Today is the anniversary of the worst terrorist attacks on American soil. Please, as you wake up today, take some time, especially around 7:30AM Central, to remember the men and women who died that day and their families. Please take a moment to remember the selflessness of those first responders and also of the selfishness of those who incorrectly thought they could bring America to her knees that sunny day in September, 2001. Take some time to remember how you felt on 9/11, but more importantly, how you felt on 9/12. Terrorists may have taken a cheap swipe at America, but what they couldn’t have known is the resolve of the American people and that they would face that resolve for the next fifteen years, and beyond. Pledge to talk to your children about 9/11. Pledge to never forget. A couple of years ago, I was up late one night thinking about 9/11 and I came up with this. Feel free to share it, if you’re so inclined.
An American’s Pledge
From the sailing of the Mayflower,
And the vision of Jefferson, Madison, and Franklin,
To the leadership of Washington and victory at Yorktown,
I pledge to remember.
From the bloody battles at Antietam and Bull Run,
And the shores of Normandy and the jungles of Vietnam,
To the race for the moon and Reagan’s hand in felling The Wall,
I pledge to remember.
From the devastation on 9/11 and the resolve on 9/12,
And the courage and sacrifice of a particular seven at Takur Ghar,
To those who will stand firm and never concede the fight,
I pledge to remember.
Unfortunately, my email, from now on, must be extended to include yet another 9/11 tragedy, and that is the unanswered murder of four Americans at the consulate in Benghazi, Libya, on 9/11/12. While tempers can sometimes flare with this situation, and I also have an overwhelmingly strong opinion about this event, I would prefer to focus my thoughts on those four dead Americans and their families. This is an event that I will never forget and it will be very difficult for me to forgive. I will pledge to talk to my children about this one as well. I will pledge to make sure I remember the names of Ambassador Chris Stevens, Sean Smith, Glen Doherty, and Tyrone Woods. I will pledge to remember the lies that have been told and the families who are left suffering.
I encourage each of you to do your own research on this one. Dig deep, and deeper still, and ask those who have studied it what they think, and if you have not yet already developed a strong emotion or opinion about it, then I hope that your digging will do just that. For me, outrage doesn’t begin to cover the way I feel about the events in Benghazi and the subsequent story that unfolded here in the U.S. about the events in Benghazi.
And so with that said, please, everyone, fly your American flags high (assuming you’re American or in the U.S.), strengthen your resolve, and take a moment to remember the events of this day in history, both as 9/11 and as Benghazi, and if you’re of the praying sort, that couldn’t hurt either.
Thanks everyone, and enjoy your weekend-
Rockin’ Madison Rising rendition of “The Star Spangled Banner.”
State testing isn’t the only thing parents have control over in their child’s time at public school. There are other things you can opt out of besides state testing. One of them is the Kansas Communities that Care survey. I’m attaching (at the bottom of the post) it here so you can see it for yourself. This one is sometimes viewed as an “opt in” rather than an opt out. So, that means that they have to notify you about it, you have to sign that you DO want your kid to do it, or else it is assumed that your child will not be participating. I’ve seen a few variations on this, so, it’s possible that your district could be offering either opting in or opting out.
Basically, this is a big data collection point. Some districts, like my own, no longer offer it. If yours does, then you can absolutely opt out of it. Many districts just send home a form to sign and it’s just that easy.
One of our KACC leaders submitted testimony about this survey back in February of 2015, I think. In part, here are some of the points she made:
• Parents are told the surveys are anonymous. However, the first 20 items the kids fill out are personal identifiers. These include: school district, building number, age, grade, gender, race, number of siblings, grades (A, B, etc.) usually received, parents’ level of education. Consider this being administered in a small school district; it wouldn’t be very hard to pretty accurately determine individuals.
• If the information on the surveys is completely anonymous, then why isn’t the complete data from the surveys available to parents and the public? Per Nancy White, with the Southeast Kansas Education Center – Greenbush administering agency, they “protect” the data, with only data down to building level being provided to school superintendents. If it’s anonymous, why does the individual survey level data need to be protected?
Considering the amount of personally identifying questions in combination with the type of questions and manner in which they are phrased, it is disturbing to me that, until recently, parents were not even apprised of their kids taking the test. But even the notification we received last year was misleading, at best. And, parents only having the option to “opt-out”, rather than “opting-in”, especially without explicit knowledge of the survey, is concerning.
• Do the intervention programs change student behavior? I asked Nancy White whether there was any data to substantiate whether the Intervention programs implemented as a result of these surveys actually resulted in a change in student behavior. She said “no”, her agency doesn’t have evidence based programs with measurable results. She mentioned that some organizations may have evidence based programs, but that hers doesn’t. One such organization that does have evidenced based programs is the Regional Prevention Center in Olathe, KS. Schools may also elect to forward survey information to other organizations, such as the Johnson County Mental Health Center.
• School approved activity. From a broader perspective, I have to ask WHY is the inclusion of these types of activities deemed acceptable in our education institutions. This survey is not germane to the education of a student. While education institutions have taken on the mantra of the myriad of social issues and causes, I do not want schools “instructing”, and thereby “influencing”, my kids in these areas. I especially do not want my kids being tracked, inventoried or graded in these areas.
At issue is the fact that, as Nancy White with the Southeast Kansas Education Center – Greenbush explained to me, passive permission by parents was changed last year to now require an active permission to occur for kids to participate in this survey. Her concern is a perceived lower participation rate due to parents having to actually “opt their kids in” to taking the survey. She stated that “parents forget to send things back”.
So, there is concern that fewer kids will complete the survey. There is concern that parents will forget to submit the permission form. The concern over not “enough” students completing the survey because parents may not “do what we perceive they need to do”, results in agencies and institutions setting up environments to make allowance for perceived lapses in human beings to “do the right thing” to “force” or “ensure” the desired outcome.
However, in my (a parent’s) opinion, the needs and goals of the agency are super-ceding what is in the best interest of the student. The needs and goals of the agency have super-ceded the express right and responsibility of the parent to determine what is in their child’s best interest. This is an invasion of privacy of children and families.
There used to be an assumption of privacy. If a person or group wanted an individual’s personal information, they had to go through steps to acquire that information. Now, there appears to be an assumption of a lack of privacy. With this presumption of no individual privacy, the individual must go through steps to protect and prohibit others’ acquisition of private information. This is backwards.
I find it amazing that this and other agencies have a problem with acquiring parent permission to collect data on students. Students are not the property of the state or any agency or any other institution. Students are individuals whose parents have the sole responsibility for their well-being. There is not a baby factory spitting out kids somewhere in Kansas, who are then “placed” by the state with adults to be raised under the auspices of the state. Babies are born to parents, who have the privilege and responsibility of raising them to the best of their ability (even abilities not necessarily looked favorably upon by others) and protecting them. Data on students attending educational institutions, whether it be obtained through surveys or other processes, is not the innate property of those institutions. It is the student’s data, and parents must be allowed every opportunity to prohibit the data collection in the first place. Having to ask for permission, “mother may I”, to acquire data seems a simple and civilized thing to do.
As a general rule, I say “no” to all of these sorts of things and much, much more. Believe it or not, you have more say in your child’s education than you think. So, say no to this survey and ones like it, and then since you’re on a roll, go ahead and say no to state testing while you’re at it. 🙂2016-KCTC-Comprehensive-1-1