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The 912 Project-Nebraska Message Board › Please help Stop Common Core in Nebraska

Please help Stop Common Core in Nebraska

Darlene E.
user 14539080
Omaha, NE
Post #: 346

According to the article from Truth in American Education (at the very bottom), there are several issues at stake for the future of our children in the issue of whether or not Nebraska will adopt Common Core. Two options for action have been suggested to make our voice heard that we are serious about getting this process stopped -- Choose either or both of them!

1. Contact Scott Swisher, Deputy Interim Commissioner of the Nebraska Board of Education, to let him know that Common Core is not acceptable in this state! Send him a copy of any of the articles that are available online from the Heartland Institute, etc. His contact info is 402-471-5024
301 Centennial Mall South, Lincoln, NE 68509-4987

2. Join the "Shock & Awe Campaign" now beginning in western & central Nebraska by concerned citizens! According to the article below, you can see the pornographic novel that is on the Common Core recommended reading list for 11th graders. The plan is to purchase the book, get on the agenda for the next local school board meeting or show up during the public comment period, and begin reading aloud to them the offensive graphic sections of The Bluest Eye. To create the most attention, notify the local newspaper and/or radio stations that "something very important" is going to take place at the school board meeting so they might want to have a reporter there. Be sure to call the local PTO/PTA representative as well as other parents & ask them to attend. The goal is to get the word out all over Nebraska that this is not acceptable for our children and grandchildren! (fyi - Kids in private or homeschools will not be exempt because of the distinct possibility that they may be tested at some point over this curriculum.)



‘The Bluest Eye’ Under Fire As Part Of Common Core Reading List, Content Includes Incest, Rape And Pedophilia
Common Core, the controversial set of education standards being instituted by many state governors and education leaders, is coming under fire for its selection of a book that’s on the suggested reading list for 11th graders.

‘The Bluest Eye’ ok for high school students?
The book, a past selection of Oprah’s Book Club, has graphic sex scenes and descriptions that make many readers blush.
The work in question comes from Nobel Prize-winning author Toni Morrison who explains her motivation for the book.
Morrison, says that she wanted the reader to feel as though they are a “co-conspirator” with the rapist. She took pains to make sure she never portrayed the actions as wrong in order to show how everyone has their own problems. She even goes as far as to describe the pedophilia, rape and incest “friendly,” “innocent,” and “tender.” It’s no wonder that this book is in the top 10 list of most contested books in the country.
Listed on a Common Core reading list linked on the website, “The Bluest Eye” carries this description from the curriculum’s preferred bookseller: An Eleven-Year-Old African-American Girl In Ohio, In The Early 1940s, Prays For Her Eyes To Turn Blue So That She Will Be Beautiful.
Compare the benign Common Core description and excerpt (below) in contrast to one compiled by online site Politichicks:
Pages 84-85: “He must enter her surreptitiously, lifting the hem of her nightgown only to her navel. He must rest his weight on his elbows when they make love, to avoid hurting her breasts…When she senses some spasm about to grip him, she will make rapid movements with her hips, press her fingernails into his back, suck in her breath, and pretend she is having an orgasm. She might wonder again, for the six hundredth time, what it would be like to have that feeling while her husband’s penis is inside her.”
Pages 130-131: “Then he will lean his head down and bite my t** . . . I want him to put his hand between my legs, I want him to open them for me. . . I stretch my legs open, and he is on top of me…He would die rather than take his thing out of me. Of me. I take my fingers out of his and put my hands on his behind…”
Pages 148-149: “With a violence born of total helplessness, he pulled her dress up, lowered his trousers and underwear. ‘I said get on wid it. An’make it good, n*****, Come on c***. Faster. You ain’t doing nothing for her.’ He almost wished he could do it—hard, long, and painfully, he hated her so much.”
Pages 162-163: “A bolt of desire ran down his genitals…and softening the lips of his anus. . . . He wanted to f*** her—tenderly. But the tenderness would not hold. The tightness of her vagina was more than he could bear. His soul seemed to slip down his guts and fly out into her, and the gigantic thrust he made into her then provoked the only sound she made. Removing himself from her was so painful to him he cut it short and snatched his genitals out of the dry harbor of her vagina. She appeared to have fainted.”
Page 174: “He further limited his interests to little girls. They were usually manageable . . . His sexuality was anything but lewd; his patronage of little girls smacked of innocence and was associated in his mind with cleanliness.” And later, this same pedophile notes, “I work only through the Lord. He sometimes uses me to help people.”
Page 181: “The little girls are the only things I’ll miss. Do you know that when I touched their sturdy little t*** and bit them—just a little—I felt I was being friendly?—If I’d been hurting them, would they have come back? . . . they’d eat ice cream with their legs open while I played with them. It was like a party.”
Those six graphic excerpts cover incest, rape and pedophilia.
Again, compare to how they describe the book.
Common Core website, here’s an excerpt from the 11th grade exemplar text:
One winter Pauline discovered she was pregnant. When she told Cholly, he surprised her by being pleased. He began to drink less and come home more often. They eased back into a relationship more like the early days of their marriage, when he asked if she were tired or wanted him to bring her something from the store. In this state of ease, Pauline stopped doing day work and returned to her own housekeeping. But the loneliness in those two rooms had not gone away. When the winter sun hit the peeling green paint of the kitchen chairs, when the smoked hocks were boiling in the pot, when all she could hear was the truck delivering furniture downstairs,

If you need more information on Common Core, please contact me or go to AAM­
Darlene E.
user 14539080
Omaha, NE
Post #: 347
Nebraska Under Pressure to Adopt Common Core
Filed in Common Core State Standards, Education at State Level by Shane Vander Hart on September 6, 2013• 2 Comments
Nebraska is under a ton of pressure to adopt the Common Core State Standards. A narrative is already in the works by those who advocate for them.
First Nebraska Governor Dave Heineman sits on the board of Achieve. Can we say conflict of interest?
Next you have the Nebraska Department of Education who paid for and released an alignment study claiming that the Common Core Math Standards are more rigorous than.... Is this the same Common Core Math Standards that doesn’t introduce Algebra until 9th grade (if school districts offer algebra in 8th grade it is in spite of, not because of, the Common Core), has incomplete geometry standards and won’t prepare kids to take calculus their first year in college if ...? The study was not yet available on the website as of this writing. An alignment study of their ELA standards to the Common Core they determined that their standards were “well aligned.” You find that study here and here.
The Nebraska ASCD (Association for Supervision and Curriculum Development) offered a workshop back in January entitled “Common Core… A Preview in Nebraska” as they were already anticipating the Nebraska State Board of Education to adopt them.
Heck why wait for the Board to adopt them? Let’s just buy Common Core aligned textbooks right now. Below is a picture of an Algebra I textbook that some students in the Omaha Public Schools brought home.
Just *wonderful!* How much the school district paid for these new books?
State officials are already working on ELA standards (first draft done anticipated in January) and Math standards (first draft expected to be done in March). Will they do what Alaska did and plagiarize the Common Core or will they actually think for themselves by looking at stronger models like Massachusetts former ELA standards or California’s former math standards? It’s ok to work to improve your standards, but work towards good ones. Don’t accept mediocre just because everybody else is doing it.
Darlene E.
user 14539080
Omaha, NE
Post #: 348

Darlene E.
user 14539080
Omaha, NE
Post #: 349

Darlene E.
user 14539080
Omaha, NE
Post #: 350

Darlene E.
user 14539080
Omaha, NE
Post #: 351
The Dawning Database: Does the Common Core
Lead to National Data Collection?
by Will Estrada and Katie Tipton

Will Estrada has been leading our efforts to defend homeschooling on Capitol Hill since 2006. As the oldest of eight kids, and a homeschool graduate who married a homeschool graduate, he has a passion for protecting homeschool freedom. Read more >>
The U.S. Department of Education is prohibited by law from creating a national data system.1 But the Education Science Reform Act of 2002 gave the federal government the authority to publish guidelines for states developing state longitudinal data systems (SLDS).2 Over the past decade, a slew of new federal incentives and federally funded data models have spurred states to monitor students’ early years, performance in college, and success in the workforce by following “individuals systematically and efficiently across state lines.”3 We believe that this expansion of state databases is laying the foundation for a national database filled with personal student data.
Home School Legal Defense Association has long opposed the creation of such a database. We believe that it would threaten the privacy of students, be susceptible to abuse by government officials or business interests, and jeopardize student safety. We believe that detailed data systems are not necessary to educate young people. Education should not be an Orwellian attempt to track students from preschool through assimilation into the workforce.
At this point, it does not appear that the data of students who are educated in homeschools or private schools are being included in these databases. But HSLDA is concerned that it will become increasingly difficult to protect the personal information of homeschool and private school students as these databases grow. Oklahoma’s P20 Council has already called for databases to include the personal data of homeschool students.4
The Development of a National Database
The Department of Education laid the foundation for a nationally linkable, comprehensive database in January 2012 when it promulgated regulations altering the Family Educational Rights and Privacy Act (FERPA). FERPA formerly guaranteed that parents could access their children’s personally identifiable information collected by schools, but schools were barred from sharing this information with third parties.5 Personally identifiable information is defined by FERPA as information “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,” including names of family members, living address, Social Security number, date and place of birth, disciplinary record, and biometric record.6 However, the Department of Education has reshaped FERPA through regulations so that any government or private entity that the department says is evaluating an education program has access to students’ personally identifiable information.7 Postsecondary institutes and workforce education programs can also be given this data. This regulatory change absent congressional legislation has resulted in a lawsuit against the Department of Education.8
Guidelines for building SLDS that can collect and link personally identifiable information across state lines have been released by task forces funded by both the Department of Education and special interests groups. Many of these recommendations were compiled in the National Education Data Model (NEDM) v. 3.0, a project funded by Department of Education and overseen by the Council for Chief State School Officers (CCSSO), one of the organizations that created the Common Core.9 According to the NEDM website, 18 states and numerous local educational agencies are using this model for their state longitudinal databases. In addition, numerous states are still following other database models such as the Data Quality Campaign’s 10 Essential Elements, the State Core Data Set, the Common Education Data Standards, and the Schools Interoperability Framework, an initiative that received $6 million of federal funding in Massachusetts alone.10 Concentrating data collection around a few models means that states are getting closer and closer to keeping the same data and using the same interoperable technology to store it. Forty-six states currently have databases that can track students from preschool through the workforce (P-20W).11
Driving the Data Collection
In addition to funding data models, the federal government has driven a national database through legislation. The 2009 federal stimulus bill created the State Fiscal Stabilization Fund as “a new one-time appropriation of $53.6 billion.”12 With this money, the Department of Education gave money to states who would commit to develop and use prekindergarten through postsecondary and career data systems, among other criteria.
Additionally, $4.35 billion was given to make competitive grants under the new Race to the Top (RTTT) challenge.13 RTTT is an ongoing competition for federal funds that awards tax dollars to states that promise to make certain changes in their state education policy, including adopting the Common Core. Every state that agrees to the Common Core in order to receive RTTT funding also commits “to design, develop, and implement statewide P-20 [preschool through workforce] longitudinal data systems” that can be used in part or in whole by other states.14 Data collection must follow the 12 criteria set down in the America COMPETES Act, which requires states to collect any “information determined necessary to address alignment and adequate preparation for success in postsecondary education.”15 The 23 states that did not receive RTTT grants but are part of one of the two consortia developing assessments aligned to the Common Core are also committed to cataloging students from preschool through the workforce.16
In addition, in 2011 the Department of Education attached RTTT funding to its new Early Learning Challenge (ELC). ELC gives this money to states that meet standards and mandates for early education programs. Some of the standards that states must meet to receive these special funds involve establishing statewide databases. Known as CEDs—Common Education Data Standards—they are “voluntary, common standards for a key set of education data elements … at the early learning, K-12, and postsecondary levels developed through a national collaborative effort being led by the National Center for Educational Statistics.”17
Supporters of RTTT are correct when they say that there is not currently a central database kept by the U.S. Department of Education. However, the heavy involvement of the federal government in enticing states to create databases of student-specific data that are linked between states is creating a de facto centralized database. Additionally, in 2012 the U.S. Department of Labor announced $12 million in grants for states to build longitudinal databases linking workforce and education data.18 Before our eyes a “national database” is being created in which

If you would like to find out how to stop this and more information on the topic please click the links below.­­
Darlene E.
user 14539080
Omaha, NE
Post #: 352
THis link is to a pod cast of another mother who takes on Common Core in a Texas school for teaching porn. http://www.voicesempo...­
Darlene E.
user 14539080
Omaha, NE
Post #: 353
The man behind COmmon Core David Coleman

Make no mistake, though, he has an agenda. What is his agenda? Transforming the American education system to fit his lofty ideas of what “real” education is. And it has nothing to do with learning useful skills to help you, say, write a cohesive and grammatically correct resume or long division. After high school, Coleman attended Yale, where he was awarded a Rhodes scholarship to the University of Oxford. Upon returning to New York, from Oxford, he applied to a high school teaching job and was turned down. He ended up working for a consulting firm, McKinsey & Company, where he advised public schools and became a fixture at New York City Department of Education meetings. You know what they say, “If you can’t do, teach”. I don’t buy that. But in this case, if you can’t teach, you create an entire national set of educational standards to be used in virtually every American classroom. That makes sense, no? Who better than someone who has never had any K-12 experience, at all? Fast forward to the “now” Coleman who in a conversation with David Farris, president of the Homeschool Legal Defense Association, said that he didn’t like the database all that well. “It was not originally part of the Common Core, but other people have seized the opportunity to make a centralized data collection effort through the implementation of the Common Core.” This was in response to Farris’s position on the Statewide Longitudinal Database which will collect every piece of information it can on your child, your child’s teacher and yourself and put it in a huge data hub, going directly to the federal government.
Read more at http://politichicks.t...­ Please click on the link and read the rest of the article and you must watch the video.
Darlene E.
user 14539080
Omaha, NE
Post #: 354


Posted by Henry W. Burke EducationViews Contributor on September 15, 2013 in Commentaries, Daily, Insights on Education, Teachers | 0 Comment
by Henry W. Burke

Officially, Nebraska has not adopted the Common Core Standards (CCS). The five enlightened states that have avoided signing on to the Common Core Standards are Alaska, Minnesota, Nebraska, Texas, and Virginia.

[I guess no-one has told the Nebraska Department of Education (NDE) that Nebraska is a non-CCS state since NDE has just paid a pro-CCS organization $47,000 to compare the Nebraska Standards with the Common Core Standards.]

Under President Barack Obama and U. S. Secretary of Education Arne Duncan, the federal takeover of our schools is rapidly spreading across our nation. We are starting to see how Obamacare is impacting our healthcare system and economic picture. In a similar way, “ObamaCORE” is dramatically destroying our nation’s schools and affecting our precious children!

McREL Alignment Study

The Nebraska Department of Education issued a $47,000 contract to McREL (Mid-Continent Research for Education and Learning) to conduct an Alignment Study between the Common Core Standards and the Nebraska Standards. Why would the NDE spend $47,000 to see how the Nebraska Standards compared with the Common Core Standards if it had no interest in CCS? It appears that Nebraska is moving in the direction of the Common Core.

McREL strongly supports and endorses the Common Core Standards. Check their website:­

For many years, McREL has been on the wrong side of education reform. They helped to spread Outcomes Based Education, School-to Work, and other education disasters. To have McREL evaluate the Nebraska Standards is truly despicable!

Additionally, it was a huge waste of money to spend $47,000 on a McREL review. Other notable education authorities could have performed the task for under $3,000. (For example, Dr. Stotsky charges $1,000 to compare English standards.)

Additionally, Dr. Sandra Stotsky offered a FREE procedure to compare English standards: “9 Signs of Academic Rigor in English Standards.”


McREL recently released two reports for Nebraska — one for English Language Arts (ELA) and one for Mathematics. The Executive Summary for the English Language Arts study stated:

The Common Core State Standards for English Language Arts (CCSS-ELA) are strongly aligned to the Nebraska English Language Arts Standards (NELAS) in the general concepts and content necessary for students to be college and career ready by the end of their K-12 schooling experience.­

The McREL study found that the Common Core Mathematics Standards are more rigorous than the Nebraska Standards. The Executive Summary for the Mathematics study indicated:

Darlene E.
user 14539080
Omaha, NE
Post #: 355
The Nebraska Standards and the Common Core standards are organized differently resulting in a high number of partial matches (i.e., it may take three Common Core Standards to exemplify what is listed in one Nebraska standard or vice versa.)­

To compare Nebraska’s Standards with the Common Core Standards is like comparing two cars on Consumer Reports’ Worst Cars List. One is better than the other, but both are poor choices and will give the future owner a lot of trouble!

Nebraska does need to write and adopt new standards, but it is the people of Nebraska — not the federal government — who should write Nebraska standards for Nebraskans. [That process is underway.]

The Common Core Standards in English Language Arts cover more than just ELA (English Language Arts). The full name is: The K–12 Common Core State Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Clearly, the Common Core ELA Standards extend into other subject areas. The Achieve website includes this subsection and description:

Literacy Standards in History/Social Studies, Science and Technical Subjects

Starting in grade 6, the reading and writing standards are divided into two sections, one focusing on ELA, and the other focusing on history/social studies, science, and technical subjects. http://www.achieve.or...­

Brief History of Common Core and Achieve

Progressives have been pushing for national standards for a long time. Under Obama, their dreams are becoming reality; ObamaCORE is here!

Mary Grabar succinctly captured a brief history of the Common Core in her 9.21.12 article “Terrorist Professor Bill Ayers and Obama’s Federal School Curriculum.” Grabar stated:

The history goes back decades, but in the most recent phase, the vision for Common Core was set in 2007, by the Washington-based contractor, Achieve, Inc., in a document entitled “Benchmarking for Success.”­

In October 2009, the Renaissance Group sponsored a three-day conference in Washington, D.C. Keynote speakers were Secretary of Education Arne Duncan, Under Secretary of Education Martha Kanter, and unrepentant-terrorist Bill Ayers (Weather Underground founder).

At this conference, Nevin Brown of Achieve, Inc., made a presentation on the “Common Core State Standards” Initiative. Clearly, Achieve was a key player in developing the new national standards. Because Bill Ayers was a major speaker at the conference, he likewise played an important role in the national curriculum. Achieve has never disavowed William Ayers or his teaching methods.

From the very beginning, Achieve, Inc. has played a pivotal role in the Common Core Standards. This Washington, D.C. organization is the primary author of the Common Core Standards. The Achieve website carries this statement in a footer:

Achieve has partnered with NGA and CCSSO on the Common Core State Standards Initiative and a number of its staff and consultants served on writing and review teams. http://www.achieve.or...­

A close associate of Bill Ayers is Linda Darling-Hammond. The school created by Darling-Hammond (Stanford New School) had the distinction of making California’s list of the lowest-achieving five percent! This unremarkable academician served as education director on Obama’s transition team (late 2008). In a 1.02.09 Huffington Post column, Bill Ayers argued for her nomination as Education Secretary. (Obama chose Arne Duncan instead.)

National Assessments

Can you guess where Linda Darling-Hammond landed? Darling-Hammond is in charge of content specifications at the SMARTER Balanced Assessment Consortium (SBAC). (The other Common Core assessment consortium is Partnership for Assessment of Readiness for College and Careers, or PARCC.)

Darling-Hammond also sits on the Governing Board of Alliance for Excellent Education, Inc., a Common Core advocacy organization. Additionally, she actively promotes the secretive CSCOPE curriculum used in Texas.

National assessments are extremely important! Under Obama and Duncan, the federal government will pressure teachers to teach whatever is on the national assessments each and every day. Teachers will be forced to “teach to the test.”
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