The Possibilities Are Endless

Recently reported:

Biiftu Duresso’s parents emigrated from Ethiopia decades ago. Her father escaped life as a teenage soldier. He didn’t know how to read when he arrived in the U.S., but he taught himself. He also recently earned a bachelor’s degree

Now his daughter is headed off to college at Barnard. She says she couldn’t have done it without inspiration from her parents.

Biiftu said in her valedictorian speech, “They had the audacity to imagine something better for me and my siblings.” ABC News

‘All I can do is to help you, but it is your future, you must help yourself,’” Abdullahi tells Yahoo Parenting.

When Mr. Duresso arrived in America he was probably more financially impoverished than anyone already living here yet his spiritual wealth provided him the opportunity to change the situation of his life and work hard to create a better life for himself and his family.

This story was reported by several news agencies with one calling the story “amazing”.

This is not an amazing story, it is the story of America.

Immigrants flock to America because it is the one country where poverty cannot stand in your way if you choose to succeed.

Mr. Duresso came to America to succeed, not financially, but educationally. He overcame his oppression because he was willing to risk changing his life’s condition.

The difference between Mr. Duresso, from Ethiopia, and the impoverished living in America is that American poverty is spiritual not financial.

American poverty is perpetuated by the multitude of social programs that help the poor but do not provide an alternative to being poor.

In America we concentrate on financial poverty while most suffer from spiritual poverty, not having the spiritual strength necessary to overcome the adverse conditions in which they live.

When America provides every child with a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their individual gifts and talents towards becoming respectful, responsible, actively involved citizens, poverty in America will end and the possibilities for every child will be endless.

Join the Movement to Save Our Children!

More From The Register

Agency Information Collection Activities; What Works Clearinghouse Formative Feedback

Abstract: The Institute of Education Sciences within the U.S. Department of Education is proposing data collection activity as part of the What Works Clearinghouse Feedback Task. The task and its associated efforts are being undertaken by the U.S. Department of Education, Institute of Education Sciences, and is being conducted by Mathematica Policy Research. The intended purpose of the Department of Education, Institute of Education Sciences WWC feedback task is to collect feedback from users on the relevance, timeliness, quality, and ease of use of the products associated with the What Works Clearinghouse Web site. The results of the data collection will be used to inform improvements in ED program products and services for its customers. The WWC provides educators, policymakers, and the public with a central and trusted source of scientific evidence of what works in education.

From the What Works Clearinghouse website: “For nearly a decade, the WWC has been a central and trusted source of scientific evidence for what works in education to improve student outcomes.”

The What Works Clearinghouse has been collecting information on our children for ten years. In the last ten years the current system of education has failed to properly educate every child in America.

Providing every child in America with a developmentally appropriate, Arts based, experiential education that discovers, develops, and directs their gifts and talents is what works.

Agency Information Collection Activities; Child Care Access Means Parents in School Program Annual Performance Report

Abstract: This is a revision of the Child Care Access Means Parent In School Program Annual Performance Report. This report provides the Department of Education with information needed to evaluate a grantee’s performance and compliance with program requirements in accordance with the program authorizing statute. The data collected is aggregated to provide national information on project participants and the results demonstrated by program outcomes.

Why spend tax dollars to collect information on project participants when evaluating program effectiveness?

Our children deserve an excellent education and our tax dollars should provide them with one.

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From The Federal Register

Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Student Messaging in GEAR UP Demonstration

Abstract: The Student Messaging in GEAR UP Demonstration, sponsored by the Institute of Education Sciences (IES), U.S. Department of Education (ED), is being conducted to test the effectiveness of a promising strategy to improve college-related outcomes in the federal college access program Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP).

The demonstration will use a randomized controlled trial (RCT) design to test the effectiveness of sending customized messaging to students, first during the summer after high school graduation, and then in the fall and spring of their expected first year of college.

Students within high schools that volunteer for the demonstration will be randomly assigned to either receive the messages or not.

This ICR requests clearance for the collection of GEAR UP student rosters and administration of a baseline survey.

In addition to the baseline survey data that will be collected from students, college-related outcome data will be extracted from national datasets (National Student Clearinghouse Data (NSC) and the Federal Student Aid (FSA) database). Impact and descriptive analyses will be conducted to answer the study research questions. The evaluation plans call for two reports. The first, published in summer 2018, will be based on data collected through 2017 that will look at college advising received in high school and early college-related outcomes (i.e., college enrollment and FAFSA completion). The second report will be available in early 2020, and will investigate college persistence.

When we provide every child in America with a free and public excellent education that is developmentally appropriate, Arts based, experiential and concentrated on discovering, developing, and directing their gifts and talents the choices they make for their life will be determined by the knowledge they have acquired throughout their educational experience.

Our children must not be controlled by corporate messaging but by the spirit of righteousness within that causes them to become knowledgeable, actively engaged citizens that believe in and stand for freedom and justice for all.

Join the Movement to Save Our Children!

A Boarding Pass

New York State Exposed Education: Should Rochester consider public boarding schools? by Rachel Spotts states:

“The Rochester City School District continues to struggle; we’ve told you it’s the worst performing district in the state.
In Buffalo, educators are exploring the idea of creating a public boarding school for kids funded with taxpayer dollars. Public boarding schools designed specifically for kids living in poverty. It’s an idea that’s gaining momentum across the country. We wanted to know, could it work in Rochester?”

Spotts interviewed Tanika Shedrick, the former dean of a charter school in Buffalo.

Shedrick: “Well, right now, we’ve tried everything. We’ve tried the longer school day. We’ve tried various programs, and our students are still failing.”

If approved, her charter, the Buffalo Institute of Growth, would house over one hundred students. Like College Prep, only it would funded by the taxpayer. Students would live in dorms, go to class, have after school activities, meet with counselors, and eat all their meals right on campus.

Shedrick says the taxpayer-funded school would cost between $20,000 and $25,000 a year per student — compared to the $21,675 the city school district currently pays per student.”

There are approximately 269 boarding schools in America. Twenty-two of those operate in New York State.

Since only a small population of students would require this type of education, there are already plenty of institutions in America to accommodate them.

Unfortunately, Local Education Agencies in New York have not tried everything.

School districts have not tried changing the language of education so that it concentrates on discovering, developing, and directing the gifts and talents of all children.

They have not tried to provide a developmentally appropriate, Arts based, experiential education delivered by knowledgeable, dedicated adults who are aware of and respect the gifts and talents they possess and are able to recognize the gifts and talents within our children.

Our children deserve to grow up in a home where they eat breakfast, lunch, and dinner with their family. They deserve to live in an America that protects them from being taken out of their home.

Join the Movement to Save Our Children!

One Race – One Nation

There is a growing movement in America to acknowledge and address racism and the problems it causes in our society.

The link provided connects to a YouTube video of a white male asking other white Americans to acknowledge their racism and talk about how racism has affected their lives. (Be advised – adult language)

Yes, racism exists. It exists to create profits for the “hedgehogs” that continue to financially support the educational failure of children so that the ignorance of racism will continue to insure their profits.

While we concentrate on hating one another for such arbitrary reasons as skin color and socio-economic standing, the “hedgehogs” sell us their products and enact their legislation that divides and misconstrues our vision of a united nation keeping Americans ever indebted to the lie that some people are better than others because of the color of their skin or the size of their bank account.

In order to put an end to racism, we must change the language of education so that the bar of achievement is not “white male” but excellence.

We must change the language of education so that it concentrates on discovering, developing, and directing the gifts and talents of all children.

We must provide every child in America a free and public education that is developmentally appropriate, founded in the Arts, experiential and delivered by individuals who are knowledgeable, dedicated, and trained to recognize, acknowledge, and develop the gifts and talents of the children they are charged with educating.

Everyone in the school community must be cognizant of the gifts and talents they bring to the education of every child to teach children to recognize and respect the gifts and talents of others.

Racism will end when we end the current system of education and begin to provide every child in America with an excellent education that teaches our children to love and respect themselves so that they can love and respect others.

Our children deserve to live in an America that recognizes that we are one race, the Human race.

Join the Movement to Save Our Children!

Beggars Can’t Be Choosey

Channel 10 News reporter Rachel Spotts shared this news with the Rochester community:

“The Rochester City School District ranks the lowest in the entire state when it comes to test scores but the School Board that runs it receives the highest compensation. In fact, while many in surrounding areas don’t receive any pay, board members in Rochester also receive benefits for life.

Rochester, Buffalo and Syracuse are the only districts in the state that pay board members and in Rochester, school board members rake in the most – over $20,000 a year.

But your tax dollars are paying part of that bill and with a retirement pension, you could be paying for life for what the state considers to be a part time job.”

The Rochester City School District is one of New York State’s “Big Five”. As the only five fiscally dependent school districts in New York State, the Big 5 districts are, and continue to be, the only districts restrained from adopting budgets to accommodate their student needs.

Rochester is fiscally dependent on New York State because it does not support its school district through its tax base.

Rochester is obligated to New York State because it does not support itself and therefore must fail its students in order to maintain and increase its yearly budget.

Each year our children struggle and fail under the orders received from NYSED to deliver their common core curriculum though all research indicates that its results are failing to provide children with an excellent education.

Our educational leaders are being paid to do what is financially for the “hedgehogs”.

When we change the language of education so that it concentrates on providing every child with an excellent education, it will not be necessary to employ individuals that were intended to volunteer their services to insure the educational success of all children.

When we concentrate on discovering, developing, and directing the gifts and talents of all children, it will not be necessary to beg for state funding by kowtowing to their ineffective and inefficient system of education.

Join the Movement to Save Our Children!

Waste Not Want Not

On June 25, 2015, the Democrat & Chronicle reported: Rochester gets $6 million boost in Legislature deal

The article stated:

“The Legislature’s end-of-session deal includes a $6 million boost in state aid for the city of Rochester.

State Sen. Joseph Robach, R-Greece, said the additional money is in recognition of the stress that the city’s high poverty rate places on its services.

“I think the mayor’s made a good argument they certainly need as much assistance as they can get,” Robach said, referring to Mayor Lovely Warren.
While language in the bill said the money could be put toward the Rochester-Monroe Anti-Poverty Initiative, Robach said the funding does not have to be used for that purpose. The money can be used generally to deal with issues stemming from poverty, he said.

“I thank the Governor, legislative leaders and our State delegation for their tireless advocacy on behalf of the citizens of Rochester,” Warren said. “Working in strong partnership, we were able to bring home additional funding to our community, which will help us improve access to jobs, safe and vibrant neighborhoods and a quality education for residents throughout Rochester.”

Assembly Majority Leader Joseph Morelle, D-Irondequoit, praised the work of the Rochester-Monroe Anti-Poverty Initiative.
This funding will further empower their work as they seek to provide families and children with the support they need to break the cycle of poverty that threatens far too many in our community,” he said.

Once again our elected leaders are relying on the failure of Rochester’s citizens to be educationally and financially successful in order to receive the funding they require to inefficiently and ineffectively govern Rochester.

We must not continue to support legislation, plans, policies and procedures that have been proven to fail in order to receive State and Federal funding collected from citizens. It is up to the us, the citizens to stop the waste of our tax dollars.

In order to receive special education services our children must fail. In order to receive funding our citizens must be impoverished.

Our children deserve to succeed regardless of the cost.

Join the Movement to Save Our Children!

Collection Time Again

Agency Information Collection Activities; Comment Request; School Climate Surveys Benchmark Study 2016

Abstract: The School Climate Surveys are a suite of survey instruments being developed for schools, districts, and states by the U.S. Department of Education’s National Center for Education Statistics.

This national effort extends current activities that measure school climate, including the state-level efforts of the Safe and Supportive Schools (53) grantees, which were awarded funds in 2010 by the ED’s Office of Safe and Healthy Students to improve school climate.

Through the SCLS, schools nationwide will have access to survey instruments and a survey platform that will allow for the collection and reporting of school climate data across stakeholders at the local level. The surveys can be used to produce school-, district-, and state-level scores on various indicators of school climate from the perspectives of students, teachers, non-instructional school staff and principals, and parents and guardians.

This request is to conduct a national SCLS benchmark study, collecting data from a nationally representative sample of schools across the United States, to create a national comparison point for users of SCLS. A nationally representative sample of 500 schools serving students in grades 5-12 will be sampled to participate in the national benchmark study in spring 2016.

The data collected from the sampled schools will be used to produce national school climate scores on the various topics covered by SCLS, which will be released in the updated SCLS platform and provide a basis for comparison between data collected by schools and school systems and the national school climate.

Interested persons are invited to submit comments on or before August 24, 2015.

States are already legally bound to report all incidents of violence and to keep detailed records of suspensions and in-school suspensions.

Spending money on a benchmark study for something that has been in existence for decades is a blatant waste of federal tax dollars.

The only role our federal government should have in education should be to Constitutionally guarantee every child an excellent education that discovers, develop, and directs their gifts and talents towards becoming knowledgeable, actively engaged citizens.

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America’s Learning Disability

Learning: The activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something . . . (Merriam Webster)

Learning Disability: Any of various conditions that interfere with an individual’s ability to learn and so result in impaired functioning in language, reasoning, or academic skills and that are thought to be caused by difficulties in processing and integrating information. (Merriam Webster)

America is having difficulty processing and integrating the information it receives from citizens that our current system of education is failing our children and must be changed.

Poverty may interfere with an individual’s ability to learn but it does not prevent learning from taking place. In fact, the experience of living in poverty creates a unique skill set within the individual necessary to overcome its conditions. There was no group more impoverished than slaves yet they learned to educate themselves out of their condition through study and practice.

Poverty, testing, teacher evaluations, and data collection are all symptoms of a system of education that does not lead to success or raise our children up out of the conditions it creates.

We know every child is gifted and talented in some way.

We know a developmentally appropriate curriculum is best for all children.

We know children learn best through experience.

We know providing every child with a foundation in the Arts engages them in the learning process.

We know children learn best in a welcoming, safe, environment.

America is suffering from a condition of corporate greed that interferes with its ability to learn that all of our children deserve an excellent education and so, is impaired in its functioning in language, reasoning, and academic skills.

America has difficulty processing and integrating the information it is receiving from its citizens, that we will no longer stand for the educational failure our children are experiencing.

When we stand together to change our current system of education so that it concentrates on discovering, developing, and directing the gifts and talents of all of our children, America will advance to the next level of intelligence.

Join the Movement to Save Our Children!

What Now?

When we hear the word death we think of the end of life. However, experiencing an end to life as we know it can be considered “death” as well.

With only one day of school left for students there will be goodbye parties taking place while teachers begin to tear down their classrooms, pack everything up and haul it away until they find out where they will be located the next school year.

This archaic ritual is performed each year without any consideration given to the multitude of deaths that are experienced by everyone in the school community.

The loss of a teacher, the loss of friends, the loss of a room that provided a feeling of safety and comfort, the loss of caring adults that make you feel strong are not considered as “deaths” yet the depression and anxiety felt by many children as the school year ends is very real and ignored by those who are our educational leaders.

Each year, as children leave at the end of the year, no one in the educational environment is sure they will be returning to the same school. No one is sure they will be returning to the same classmates, friends, or comforters.

Each year, as the new school year begins, the anxiety of starting out in a new life situation, having to meet new people, make new friends, and become acquainted with strange adults, takes place without notice.

This is very different for children in suburban and rural schools. These children live in the same neighborhoods and towns. They will meet each other in the same school they attended the year before, the teachers will primarily be the same. There is a consistency in their homes that overrides the feeling of loss experienced at the end of the year.

Urban school children quickly become desensitized to the feelings of friendship and caring formed in school and instead defend themselves against them with negative behaviors.

All of our children deserve to be taught in a safe nurturing environment that is consistent and caring.

Join the Movement to Save Our Children!


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