Current News Article Helps Put Perspective on OBE

I have spent much time on past history of the Outcome Based System. I was happy to have this current news article surface. It was posted October 27, 2011 by The Blaze Website and Titled, Education Teacher's Union Offered Grant to Create 'Activists' Out of 1st and 2nd Graders by Tiffany Gabbay.

Before you read it, remember the beginning post of this education journey and how I stressed the importance of words and language.

Remember William Spady's admission he was a "wordsmith"

Remember the video of the NEA stating their goal wasn't about the children but power and support of this declaration was given with standing ovation.

Now go ahead and read the article.
I'll give you a minute or two....

What a relief the superintendent knew the language was dubious and declined the grant. That he "asserts that the teachers' intent and meaning of "activism" differed from the obvious interpretation."

Let me make a point that can easily go unnoticed. Don’t let anyone fool you, just because integrity and good intention may be behind some of the teachers wanting to use this, one can’t be naive to the fact the federal government is the one who is ultimately in control and will dictate the requirements for curriculum. They may say you have the reigns but who provides the money and the framework?

Did you notice the Activist's Library? It was filled with known supporters of Marxist-Leninist, Communist ideology. 'Ahem'... Saul Alinsky.

And remember the root of how Socialism and fascism works; from the top down. This system leaves no room for individual freedom's to be exerted. Control from the top down means your intentions get left by the wayside and you in turn support something wrong and downright evil.

Sometimes life demands we shun a system even when good people are entangled in the web. How else can freedom reign?

We must be expert linguists and listeners in order to overcome this great deception. People like William Spady find the time to weave words to further their ideology just as the snake cunningly deceived Eve with the twisting of God's words.

I'm not exactly sure who Edmund Morrison is but I like his quote:
"Like stones, words are laborious and unforgiving, and the fitting of them together, like the fitting of stones, demands great patience and strength of purpose and particular skill."

We need to be attuned to what the language user's purpose and skill support as they are building a foundation. In simple terms the saying, "sticks and stones may break our bones, but words can never hurt us," needs a revamp. Words craftily strung together can deceive, our bones may not be broken but something much worse is at stake, our souls.

A Compilation For Thought

I thought these videos, although not in any organized order, have a lot of thought provoking material to compare and contrast current, modern education. This video reminds me of the saying hindsight is 20/20.

If quoted text doesn't stand out for itself, hearing from the speakers own mouth may be a little more convincing...This Interview with B.F. Skinner taped with William F. Buckley on October 2, 1971 is worth watching.

This next video is one of my favorites. I am an Andy Griffith fan and the lessons of integrity, honesty and working hard for something convey beautifully. I put it in here as the OBE system is one of mediocrity. The evidence of OBE's mediocrity came home in my daughter's report card for the first quarter. She received all A's. I was happy to see that but knew deep in my heart she did not do 'A' work in one of the subjects. Her homework and the tests I saw at the teacher's conference surely did not warrant an 'A', so why give one? Why lead a child and parent on in thinking everything is fine.  Masking a problem with a blanket solution will only make matter's worse. (I am not the only one who noticed this unusual giving of A's) Then to make matters worse homework passes are an option. If a child is given the choice to opt out of homework that deems difficult they'll take it and they'll pay later for not knowing the basics. Or what about being told if the material frustrates you, don't do it. That is the sad reality of this system and these examples are not exaggerated and are taken from verbal accounts passed on to me.



And then what about songs such as these being allowed in assemblies? Yes, the vile parts were edited but the damage is done for those kids who run home excited about a fun, upbeat song they heard at school and go on YouTube or Itunes and download the original. A parent can't be everywhere at all times to protect their children's ears. My daughter heard this song at her school for a diversity assembly and knew it was bad because earlier a child used part of it for a presidential campaign and she came home asking to hear it because a classmate told her the name of the song and said her older sister in 4th grade listens to it all the time. Where are our parents heads? A program in expression allowed this song to be used. If someone edited it they had to know the vile nature of it in the first place. How can someone send this through a system where we trust them with our children? And the fact this group promotes drugs and sex in other songs should automatically oust them from any school use whatsoever.



BE AWARE!

An Education In Education Part 7

I thought I'd spend a little time on a few statistics and state a few findings from Oregon's School District's experience with OBE.

The State of Oregon tried OBE under the School-To-Work Opportunities Act signed into Law in 1994 and Oregon's Education Act for the 21st Century or also known as the Katz Bill in 1991. This implementation was widely regarded as a preliminary set-up for the future of the entire Nation.

Cottage Grove High school's tried the program which changed the traditional Carnegie Unit model for achieving a diploma with CIM Certificate of Mastery. Here are some results of this change.

• 20% drop out rate
• SAT scores severely droppped
• Students who voiced dislike for the program were moved to 'alternative learning sites' until their attitude changed toward the program. If they failed the outcomes they could not receive the CIM. (Remediation until they confromed)
• Career paths were dictated  and aligned for students
• Colleges outside of Oregon will not accept the CIM for entrance

I found another district in Oregon vehemently fighting against OBE, this time it was an Elementary school named Grayslake. William Spady was brought in as their consultant and parents formed a website called Watch District 46 to help fight a program they considered: too controversial, failure rate was too high, had unmeasurable objectives and does not allow parental input.

I highly suggest reading these two excerpts from their website:
Key Reasons Against using William Spady or His strategic Design Process In Our District
Consultant Gets Tough Advice

TRACKING
I would like to spend a little more time on the tracking aspect of this model. I know my writings are being compiled as I write them and placed in a file. I find the thought hard to digest.Why is the fine details of a persons life needed? The federal government gleans this information through grants given to the State. Why is the government dictating workforce requirements to the State? Why do they need my child's social security number? What makes me sick is I willingly give them this information every school year.

The NCEE (The National Center on Education and Economy) is developing a "labor market system" that is "fully computerized". WHY?

Again, why is the Department of Labor involved in any way with education?

Socialism and Labor go hand in hand...just look at this video of the NEA's (National Education Association -Labor Union) admission that their goal isn't "about the children" but about "power".

 
Think ahead on this issue...Do you want your child pigeon holed into a job that suits the government needs (power and control for their benefit) or one that they will be fulfilled in by using their God given talents cultivated by their choices.

Take these examples of how the system manipulates:

A Mother in Rochester Minnesota told me (Brannon Howse) her daughter wanted to be an accountant yet the school counselor told her that she was not qualified. The counselor gave the student a list of careers for which he felt the girl was qualified and included the suggestion she become a hair dresser.

Let's return to the happenings in Oregon- "The students in Oregon may choose from six career tracks-but not one of these career tracks is college bound."

Thanks to Brannon Howse once again, all credit for research due to him.

ARTICLES TO READ for ADDITIONAL INFORMATION:
Education Slogan and Dollars by Kerby Anderson
Look for Another Big Spending Boondoggle by Phyllis Schlafly
Perpetuating  Federal Spending on Education by Phyllis Schlafly
American Education Fails because It Isn't Education by Tom DeWeese
Education Policy: Lesson-Learned? by Rebecca Hagelin

An Education in Education Part 6

I am grateful for people like Peg Luksik and Charlotte Iserbyt (her research is invaluable and will be discussed later in the post). I wasn't especially shocked that the government has far reaching hands into the education field, yet having the Department of Labor give out a report on what they expect from the  the Department of Education is unnerving. The document is called SCANS. This act certainly fits the definition of corporate fascism- a philosophy or system of governement that advocates or excersizes dictatorship through merging of State and business leadership, American Heritage Dictionary.

The SCANS Board is housed in the Department of Labor, SCANS stands for Secretaries Commission on Achieving Necessary Skills and answers to the Secretary of Labor. It is instrumental in establishing the national standards or outcomes that America's students must meet in order to receive their skills certificate. (Oregon had a bad experience with this and will be discussed in a later post)

Anytime a State opposses OBE, they negate their access to federal funds under Goals 2000. In clear terms, if the State opts out of developing "opportunity to learn standards", they don't get their funds. This bullying violates the Tenth Ammendment of the Constitution. Governors have told the government, "No" in the past after realizing this system violates States rights and in the long run does not work. That is why I sent letters to my legislation requesting they follow the lead of these past Governors actions and protect our Rights as well as our children.

Getting rid of OBE will also untie the hands of principals and teachers. Since I began this journey following the rabbit trail, the beauracracy that controls our schools makes me feel for the ones who are doing the dirty work day in and out and even on the weekends. I can understand the game of hoops our educational staff have to jump through just to try and get to the crux of being able to do their job description. Right now, I may seem like a pain in the ass because I am persistant in asking questions to district board members. I am wanting to confirm how the system works according to my research. Getting straight answers has been difficult, but I have been successful in finding tidbits of truth. My goal isn't to change the system, as I know that is not reality, it is to educate myself so I know what to expect so I can make educated and informed decisions for my family.

Of course this is purely my perception of my area situation and I can be wrong but I see the weilding of the beauracratic arm taking its toll. First, the district decided to rearrange boundary lines even at the protest of parents. Parents asking what the reason behind this was were given vague answers and ignored when meetings were held. Second, the budget crisis reared its ugly head, calling for jobs and large deficits. Third, staff and parents conform willingly and give more money and time so that the pain of it all will be easier to handle. This quote sums this scenario up nicely, "The oldest political trick in the book is to create doubt, then fear, and then conformity of action".

What will be Fourth? I think the new Master Facility Plan to be implemented by 2015, come hell or high water could be the next step. I want to know if this plan is OBE influenced? I have a feeling it is but haven't received a yes or no answer as of yet. I heard a rumor about the new mandatory, rigorous testing called STAAR under this plan. A parent who is on the CAC board at his school suggested I contact my school's CAC. So I did. The rumor was about the test being tied to distribution of funds. The rumor: If a school fails the test they get funds to help better the curriculum and hire better teachers. My first thought was where do these funds come from? Do they come from other schools, is this tied to the bully tactic of the Federal Government by the Elementary/Secondary Act under Goals 2000? If this is true isn't this redistribution of resources, an obvious socialistic action? Shouldn't my tax dollars stay where my child is enrolled. Collectivism doesn't work. I did get a confrimed yes to this rumor from a wonderful district employee and I am greatful she had the guts to tell the truth.

I am not trying to change the world, but this raises concerns. Do you see how this causes more problems down the road for everyone. Parents already pay taxes, volunteer time and more money through fundraising; how much more can the system pump out of them? (I think volunteering and helping is a great thing for many reasons) Staff are already overwhelmed with high number classroom sizes causing them to work harder than they should and in the process those children needing extra help get a hit or miss experience. We are heading farther down the wrong path if any of my observations are true.

Charlotte Iserbyt, a former Special Assistant in the Office of Educational Research and Improvement for the Department of Education during President Reagan's Administration wrote a book that explains why the system is fashioned for failure. It is detailed research from official government documents she had access to while in her position. I have read the entire book and it is a sad scenario for our country. She named it, The Deliberate Dumbing Down of America. I recommend reading it after watching this quick interview.

Thanks to Brannon Howse for his research all credit is due to him

An Education in Education Part 5

I am officially a dissenter.
The school had me come in for an intimidation meeting. My blogs about OBE were on the principals desk and the counselor was there. They were concerned I have 'misconceptions' about OBE...I got up and said, "we're done." The principal came after me and I had to firmly but nicely say, "we are done" again in front of everyone in the office.

So I came home and found that they were getting my information because I was a member on the Cohort blog site still. I asked to be taken off all databases for the cohort after withdrawing my daughter, I guess I failed to  take them off of mine and that is how they were able to keep tabs on me. Lesson learned. I have officially got them off my site so I feel I can still write about what I've been learning and not be in their hair nor they in mine.

Remember Pennsylvania in the 1970's. Here is Peg Luksik in a 60 minute video on her experience with OBE in her district.

Peg Luksik wrote a book for others wanting to fight this educational model in their district called Outcome Based Education, The States Assault on Our Children's Values

An Education In Education Part 4

In part 3 the heartbeat of OBE was exposed through quotes of those who support and back this type of education. These ideas are not run-off from the turbulent, radical sixties, although they did give it a large boost on the scene. The ideological mentors to Benjamin Bloom and William Spady are traced to B.F. Skinner and John Dewey.

B.F. Skinner: Behavioral Psychologist, Harvard University, Humanist

He wrote Beyond Freedom and Dignity, in it he states man plays two roles: one as a controller, as the designer of a controlling culture, and another as the controlled, as the products of a culture.” Neitzsche the famous philosopher who coined the phrase, “God is dead” believed the same way and called it master morality, slave morality, in his thesis Beyond Good and Evil.

Much of his basis for study was controlling behavior through machines. He believed free will could not be exercised due to the controlling quality of the stimuli in the environment.

He is the pioneer of using machines for remediation for desired results. This is a very important part of OBE today. Computers and software are now tools to shape behavior in our education system.

When you see the term “technology” in a school’s curriculum, this is warning sign to watch out for. Yes, there is learning through computers but when questions become personal such as the one posed to my daughter such as, “do you like studying in a dark or light lit room”? Or, “What are your parents rules?” one should ask why this data is needed. How does this data bring about academic fact; knowledge for the students benefit? Why does the school want to know this?

John Dewey: Father of Modern Education in America, Author of the Humanist Manifesto, Founder of the National Education Association.

This father of modern American education went to Russia in the 1930’s to help establish Karl Marx ideology in education and help founded the Socialist Society.

He believed using education to change the world is far more efficient than through politics. He also believed objective truth and authoritative notions of good and evil are harmful to students. He attacks these notions in his book Quest For Certainty.

David A Noebel a researcher into Dewey’s life said it best, “Anyone interested in American Education can not fail to see Dewey’s foot and fingerprints on every page of the curriculum and the classroom.”

So what do all these people influencing education have in common? They all slant towards Socialism and the one educator revered and tagged with the title; Father of Modern American Education aligns himself openly with Karl Marx.

I think it is important to take a moment to read the Humanist Manifesto and CommunistManifesto. It only shows the delineations of these ideas born out in OBE.

I hate to even say this but I see the marks of socialism even in the traditional curriculum. I have also read articles where pastors support OBE for their private school curriculum. OBE is the leaven in the bread. A little leaven, leavens the whole bunch. Some form of it exists in the school system; I just see my school embracing it even more. Where does your school fall under the ‘leaven’ spectrum?

When you see the history laid out, why do we wonder why our kids struggle not only academically but morally? Why are parents so willing to blindly support this system when it fails decade after decade?

Researching American Education for this parent has caused me to re-evaluate my responsibility to my child and has confirmed we need God back in our schools.

(Credit for Research is found in the links. Sepcial Thanks to Dennis Cuddy, Ph D, David Noebel and Brannon Howse.)

An Education In Education Part 3

Outcome Based Education has many faces but when carefully examined, one head can be found under all the guises that accompany it. It is labeled under the title of “reform” or “restructuring”. 

What does OBE restructure? It restructures the curriculum. The term “outcome” is deceptive, what outcomes do parents expect from education? We expect, at the basis, reading, writing and arithmetic; and secondarily, science, social studies and history. These are all subjects that require objective facts; facts that can be taught and built upon. What are the “outcomes” expected from this model of education? The expectations are behavioral and focus on attitudes. The term critical thinking is used as a way to manipulate the outcome to a desired behavior.

Doesn’t this make you want to ask some questions?

How can a subjective aspect such as behavior be properly measured and tested?

When is there time to teach the objective facts when behavioral outcomes are prominent goals in the curriculum?

Why are attitudes and behavior a focus in the first place?  

     

The deception begins early on as this form of education was not always called Outcome Based; it has been implemented in Chicago in the 1970’s as Mastery Learning. It was such a failure it was ejected from the system. Some argue that Mastery Learning is not Outcome Based Learning but William Spady, the self professed father of OBE devised a plan to cover-up this detail by pleading with educators to not use the name “mastery” within the network because of the negative connotation it earned but to use the term “outcome” as a way to stay ahead of the critics. This of course was just after Mastery Learning’s failure and was in the context of perpetuating the base form of this educational model to other districts. If it doesn’t work under one terminology change the name so the next sucker will buy it. There are at least twenty-four terminology versions of this system, some are; Results Oriented, Break the Mold 21^st Century Schools, Exit Based, Skills 2000, Strength Based Project Learning to name a few. If you take a look at the course descriptions of these titles side by side the similarities stand out like a sore thumb. Go ahead, take a look at this 1977 outcome based curriculum from Pennsylvania and compare it with the one from my school in Austin, Texas 2011. They are essentially the same. Terminology and wording are different but they have the same goals. I admit the 2011 version has gotten smarter in hiding the term “outcomes” from the vocabulary. (Remember from Part 2, I had to ask the teacher a blunt yes or no question in order to make sure the curriculum was outcome based)

Now that we know OBE is behaviorally based let’s see who is behind this “reform” and see what they believe.  

Benjamin Bloom: Father of OBE-Psychologist-University of Chicago

Note: Teachers and educators study his theories in college. His book Taxonomy of Educational Objectives is widely taught.

Bloom’s theory is challenging students fixed beliefs with a “thorough going through and reorganization of attitudes and values.”

An excerpt from his book, All Our Children Learning

“The curriculum maybe thought of as a plan for changing student’s behavior and as the actual set of learning experiences in which students, teachers and materials interact to produce the change in students.”

We need to ask, “What change?”

An excerpt from his book, Stability and Change in Human Characteristics

“Efforts to control or change human behavior by therapy, by education, or by other means will be inadequate and poorly understood until we can follow behavior over a longer period.”

We should ask, “Why would some one in education want to control or change behavior?”

Bloom summed up his philosophy when he said, “The highest form of intellect is when an individual no longer believes in right or wrong.”

We should ask, “If he wants to challenge students fixed beliefs and he thinks there is no right and wrong, do we want someone with this philosophy around our children?”

William Glasser: Psychologist, Author and promoter of OBE

Excerpt from his book, Schools Without Failure

“We have to let students know there are no right answers, and we have to let them see that there are many alternatives to certainty and right answers.”

William Spady: Sociologist, Modern promoter of OBE

A Paradigm Pioneer

“I consider myself to be a powerful wordsmith”.

“I pleaded with the group to not use the name “mastery learning” in the network new name because the word had already been destroyed. I argued that we had about five years before they destroyed the term “outcomes’ but at least we could get a start.”

We need to ask, “Why would you want to change the name of a failed system only to regurgitate it for more failure?”

Dr. Raymond English: In A Speech before the National Advisory Council on Educational Research and Improvement. April 2, 1987.

“Critical thinking means not only learning how to think for oneself, but it also means learning to subvert traditional values in your society. You’re not thinking critically unless you accept the values that mommy and daddy taught you. That’s not critical.”

Dr. Pierce : Professor of Education at Harvard University

“Every child who enters school at age five is mentally ill because he enters school with an allegiance towards our elected officials, our founding fathers, our institutions, the preservation of this form of government that we have, patriotism, nationalism, sovereignty. All this proves that the child is sick, because a truly well individual is one who has rejected all those things, and is what I would call the true international child of the future.

Do you have a problem with psychologists, sociologists and educators telling you your child is mentally ill because they were taught your values from birth to age five and there is no right or wrong answers? I certainly do, and this is only the tip of the iceberg of OBE. The philosophy stems much farther back than the 1960’s and 70’s. Part 4 will look deeper into where this philosophy stems from.

Just so you know I do not think every person in education believes this way. My point is to show the great influence it has upon the entire system and how it subtly controls the environment in which learning takes place. I don’t write these posts with hatred towards educators. I have a special place in my heart for teachers especially since my dad was one. I write this to hopefully make a difference. I may not change the system but if one person is helped, the truth is worth any misunderstanding that may arise from my intentions. BE AWARE!

(All research is taken from the links within the post and all credit is due to these researchers: with special thanks to Phyllis Schlafly and Brannon Howse)