From The Federal Register

Applications for New Awards; Ready-To-Learn Television

Purpose of Program: The Ready-to-Learn Television Program (Ready-to-Learn) is designed to: (1) Facilitate school readiness and academic achievement by supporting the development and national distribution of educational television and interactive media programming for preschool and elementary school children and their parents(2) develop and disseminate educational outreach materials and programs that are designed to deepen and extend the effectiveness of the educational television and interactive media and (3) build social and virtual communities of parents, educators, and children devoted to using the media materials

Type of Award: Cooperative agreements.

Estimated Available Funds:$25,621,000 for FY 2015.

Estimated Range of Awards:$4,000,000-$12,000,000 for the first year of the project.

Estimated Average Size of Awards:$8,000,000 for the first year of the project; $40,000,000 over five years.

Estimated Number of Awards: 3 . . . an entity must be a public telecommunications entity

The University of Michigan reports, “TV viewing starts earlier than other forms of media—often beginning before age two. In recent years, TV, video and DVD programs geared to babies and toddlers have come on the market—and now even a cable channel for babies. We don’t know yet what effect TV-viewing by babies may have on their development. We do know that time spent watching TV replaces time spent interacting with caregivers and other children. Social interaction is critical to a baby’s healthy development.”

“The Parents as Teachers National Center says that young children need to “explore, move, manipulate, smell, touch and repeat as they learn.” Research tells us that watching television or sitting in front of a screen does not increase attention, promote social skills, or foster creative play. Children should engage in the activities they need to help them develop their bodies and brains instead of watching television.” The University of Maine

Our federal government is willing to support three vendors with $40,000,000 over the next five years to develop a television show and six to ten vendors with only $2,500,000, to discover and develop the gifts and talents of America’s children.

Our children deserve to live in a “real” world that appreciates and respects their gifts and talents.

Join the Movement to Save Our Children!

Thank God For The One Percent

To openly admit that one percent of Americans control our government is not an indictment of the one percent but of the ninety-nine percent that allow the one percent to rule.

In an America whose citizens are Constitutionally guaranteed freedom of speech and the right to vote, having anything less than a democratic government that works for the majority of its citizens is unconscionable. Yet, this is true of America.

We are given the responsibility, through the Declaration of Independence, to change our government when it becomes ineffective, inefficient, and/or tyrannical. And, though most agree that this is the current state of our local, state, and federal governments, ninety-nine percent of Americans feel it would be un-American to peacefully bring about the changes necessary to operate an efficient, effective, democratic government.

No one will deny that ALL children are, in some way, gifted and talented.

It has been proven that the collective voice of the ninety-nine percent has the power to change the direction of legislation.

To remain mired in the rhetoric that it is the one percent opposing a free and public “excellent” education for ALL of America’s children is to neglect our responsibility as Americans to change our currently ineffective, inefficient, and dehumanizing system of education.

To accept various educational concepts, those known to succeed and those known to fail, to operate according to the socio-economic conditions of a child’s parents is to accept the conditions of entitlement that continue to divide our nation.

When we Constitutionally guarantee every child in America a free and public “excellent” education that concentrates on discovering and developing their gifts and talents, by exposing them to and showing respect for the various cultures in America, having high expectations for their personal success, and engaging them in their community, we will guide our posterity towards becoming knowledgeable, respectful, actively engaged citizens of these United States who will take responsibility for making informed choices with regards to the legislation that governs our society. It is then we can say, “Thank God, only 1% oppose us.”

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Gearing Up For Failure

Agency Information Collection Activities; 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.

“There are two basic ways in which subliminal messages can be sent to the unconscious- visual and auditory. Since at least the 5th century B.C., the early Greeks created the science of rhetoric as a way of influencing people. By infusing pieces of mind-persuading data into sentences people can be manipulated by the language they use. If they see or hear certain bits of information (i.e. words, fragments, or sentences) placed strategically, a person can be persuaded one way or another (without perhaps knowing). Based on experimental findings in social psychology and the way in which we process information, the effectiveness of subliminal perception has been continually examined throughout history.” University of Michigan

“The effectiveness in subliminal messaging has been demonstrated to prime individual responses and stimulate mild emotional activity. Applications, however, often base themselves on the persuasiveness of the message. Importantly, research on action priming has shown that subliminal stimuli can trigger only those actions that one plans to perform anyway: an action can be triggered subliminally only if the person already has the specific intention to perform this specific action.” Wikipedia

When we Constitutionally guarantee every child in America the right to a child centered, developmentally appropriate, experiential education, founded in the arts and focused on discovering, developing, and directing their gifts and talents it will no longer be possible to influence and empower the hate that perpetuates the educational failure of our children.

Join the Movement to Save Our Children!

From The Federal Register

Applications for New Awards; Jacob K. Javits Gifted and Talented Students Education Program

Purpose of Program: The purpose of this competition . . . is to provide grants to State educational agencies to enable them to carry out a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary and secondary schools nationwide to meet the special educational needs of gifted and talented students, particularly those from disadvantaged backgrounds or underrepresented groups.

Type of Award: Discretionary grants.

Estimated Available Funds:$2,500,000.

Estimated Average Size of Awards:$350,000.

Estimated Number of Awards: 6-10.

The federal education budget for 2014 was $141 billion dollars. The total award for discovering the gifts and talents that ALL children possess is .002% of that budget.

In its beginning, the Jacob K. Javits program was awarded much more money and relevance.
II. Funding History
Fiscal Year Appropriation
1989 $7,904,000
1990 $9,888,000
1991 $9,732,000
1992 $9,732,000
1993 $9,607,000
1994 $9,607,000
1995 $4,600,000
1996 $3,000,000

Contained within the report released in 1995 by:
The National Research Center on the Gifted and Talented
“Reaching the Destination” Presentation Guidebook
E. Jean Gubbins
The University of Connecticut Storrs, CT 1995

A Vision for Excellent Schools
All children progress through challenging material at their own pace.
Diversity is honored in students’ background as well as in their abilities and interests.
• Students know that parents, educators, and other important adults in their lives set high expectations.
• The community provides the resources needed to adapt and enrich the curriculum to meet student needs.

We have evidence that our government has researched knowledge of what could be considered an “excellent” education.

When we understand and begin to believe that ALL children are gifted and talented we will recognize the necessity to provide an “excellent” education to ALL children in America and Constitutionally guarantee every child’s right to a free and public “excellent” education as defined by the National Research Center on the Gifted and Talented.

The original Javits’ program ended in 1999. NCLB began in 2001.

All children deserve to be recognized and respected for the gifts and talents they possess, making the world a better place to live for everyone.

Join the Movement to Save Our Children!

What Is The Question?

In November of 2014 it was reported that actor Bill Cosby had sexually assaulted thirty-three women. The media would have you asking if these women are telling the truth.

The question that should be asked is, “Would any of these women have remained silent about their attack had it come from a restaurant busboy or homeless veteran?”

In every case these women remained silent because of their belief that Cosby’s “position” in life outweighed their human right to be treated with respect. This is what we are teaching our children, that money and power are more important than self-respect and self-preservation, that if they don’t have money and power they are useless until they are useful.

If they do not conform to the standardized norm of “college and career” ready for the 21st Century workforce, they are failures. If they do not score within the acceptable Federal, State, District, mandated testing requirements, none of whom have any connection to the teachers or students in the classroom but base their decisions for what is normal by the data they collect from their tests, we tell our children that they have failed their teachers, their school, their district, and their state.

This is “Bullying” by any definition.

When we Constitutionally guarantee every child in America the right to a free and public education that is focused on, discovering, developing, and directing their gifts and talents and those of every member of the school community;
creating a curriculum that is child-centered, developmentally appropriate, experiential, and grounded in the arts;
providing a school environment that is safe and supportive of the individual contributions everyone has to offer their community; we will have changed the system of education back to its original intent, to create a society of knowledgeable, caring and concerned, actively engaged citizens of these United States.

We must change the focus of education away from standardization and towards our children.

We the people of the United States, in order to form a more perfect union must first form a more perfect system of education.

Join the Movement to Save Our Children!

The Power Of Poverty

While there are those who maintain that poverty is debilitating, this world’s greatest innovations have come from those who were living in poverty. In fact, the old saying, “Necessity is the mother of invention.” speaks directly to this fact.

There will always be those who live in poverty. However, it is best that living in poverty is the choice of the individual and not of a few who seek to control the conditions of poverty.

This is the basis of honest competition, if you choose to buy then “caveat emptor.” The buyer must take some responsibility for taking ownership. If one chooses not to do the due diligence required to make a knowledgeable decision then there should be no legal recourse necessary.

However, if one does an appropriate amount of due diligence in understanding the contract parameters then one walks away from an unsuccessful venture having learned what not to do as well as what should be done but again, there should be no legal recourse necessary.

There is a difference between living in poverty and having an impoverished spirit.

An impoverished spirit tells a child that selling drugs to get money is more important than fighting for their right to an excellent education.

An impoverished spirit tells a child that suing an individual for being hit by a car while walking in the street makes getting hit by a car and possibly suffering paralysis, an answer to realizing their gifts and talents to become something wonderful in life.

It is not poverty that is debilitating it is the impoverished spirit of poverty that perpetuates the despair felt by those who have become enslaved to a system of education that emphasizes dollars and data over gifts and talents in order to guide the direction of educational success.

We must change the direction of education towards providing every child in America with a developmentally appropriate, experiential, arts based, education that concentrates on discovering, developing, and directing their gifts and talents towards becoming a knowledgeable, concerned, actively engaged citizen of these United States.

Join the Movement to Save Our Children!

From The Federal Register

Agency Information Collection Activities; Comment Request; Middle Grades Longitudinal Study of 2016-2017 (MGLS:2017) Recruitment for Item Validation and Operational Field Tests

“The Middle Grades Longitudinal Study of 2016-2017 is the first study sponsored by the National Center for Education Statistics (NCES), within the Institute of Education Sciences (IES) of the U.S. Department of Education (ED), to follow a nationally-representative sample of students as they enter and move through the middle grades (grades 6-8). The data collected through repeated measures of key constructs will provide a rich descriptive picture of the academic experiences and development of students during these critical years and will allow researchers to examine associations between contextual factors and student outcomes. . .

The primary purpose of the Item Validation Field Test is to determine the psychometric properties of items and the predictive potential of assessment and survey items so that valid, reliable, and useful assessment and survey instruments can be composed for the main study. The primary purposes of the Operational Field Test are to obtain information on recruiting, particularly for the targeted disability groups; on obtaining a tracking sample that can be used to study mobility patterns in subsequent years; and on administrative procedures.

None of the information collected by this study will in any way positively affect the educational success of our children.

Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Charter Schools Program (CSP) Grant Award Database

“This current data collection is being coordinated with the EDFacts Initiative to reduce respondent burden . . . Specifically, under the current data collection, ED collects CSP grant award information from grantees (State agencies, charter management organizations, and some schools) to create a new database of current CSP-funded charter schools. Together, these data allow ED to monitor CSP grant performance and analyze data related to accountability for academic purposes, financial integrity, and program effectiveness.”

Why does the federal government want to reduce the burden of accountability for CSP grantees?

Our children deserve a system of education that concentrates on discovering, developing, and directing their gifts and talents.

Join the Movement to Save Our Children!

Nothing New Under The Sun

Fortune Magazine reports in its March 15, 2015 issue, page 75, “The Science of Making Money in Biotech”, “biotech companies are churning out innovations at a breakneck pace, from near cures for cancer and hepatitis C to unprecedented achievements in editing a person’s actual DNA.”

While this may sound alarming it is no more technologically advanced for our time than the cloning research of Hitler’s scientists after he returned from Africa with the scientific scripts he found in the temple of knowledge that was destroyed after it was emptied.

Without the divine intervention of God, man would have gone extinct long ago. We are constantly living to destroy ourselves in an effort to prove that we are mightier than the One that created us.

Understanding the data to manipulate the outcome does not acknowledge the fact that the outcome still depends on the existing data which can be manipulated. Life cannot be created by man it can only be re-created. And, since life and death are no longer within our locus of control, the question becomes, over what do we have control?

We are given the choice between good and evil.

We are asked to love or hate and not stand on the fence, but make a choice and take responsibility for the choice you make.

When we provide our children with a child-centered, developmentally appropriate, experiential, arts based education that concentrates on discovering, developing, and directing their gifts and talents towards becoming the wonderful expression of love that they were created to be, we will begin to make better choices and evolve into human beings that can see beyond the physical attributes of life and connect to the Spirit of love within everything placed in our existence.

We, the people of the United States, must Constitutionally guarantee every child in the United States the education we know and understand to be a “sound” free and public education in a safe neighborhood environment where everyone in the school community is recognized for the gifts and talents they lend to the education of America’s children, our posterity.

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Another Fortune-ate Article

In this month’s issue of Fortune Magazine, page 34, writer Nina Easton quotes Daniel Loeb, CEO of the hedge fund Third Point and Success Academy board chair, “The intensity of focus that leads to outstanding results, the use of data, the recruitment and cultivation of talent – it feels like you are on a mini-Google campus.”

The difference being, these are elementary school children, not company employees; the outstanding results are high test scores and lowered human expectations; data is used to control minds not outcomes; and, talent is cultivated not nurtured.

The article continues to point out, “Kids should struggle . . . Chess is key to building agile minds. Every kid is required to study the game . . . Assume all your students are going to college . . . Extend the same college expectations to special-ed students . . . No coddling for teachers either . . . Principals, not just teachers, have to know their students.”

All of these aspects are seen as the “good” results of Success Academy Charter Schools which “rank in the top 1% of all the state’s programs in math – and the top 3% for English.”

Charter school proponents who proudly boast the achievement of these schools fail to recognize the true intent of public education which is to create a knowledgeable, concerned, actively engaged citizen of these United States.

While there may be a necessity for this type of schooling, it cannot be considered “public” education since it does not follow or commit to public education’s intent.

In order to fully guarantee every child in America a free and public education that concentrates on discovering, developing, and directing their gifts and talents towards becoming a knowledgeable, concerned, actively engaged citizen of these United States, our elected leaders must have the courage to amend our Constitution.

We, as a nation, must make the commitment to provide every child in America with a free and public education that is child centered, developmentally appropriate, experiential, grounded in the arts, delivered in safe neighborhood schools by knowledgeable dedicated teachers who know and understand that everyone in the school community is gifted and talented, especially our children.

Join the Movement to Save Our Children!

The Power Of Love

Commandment: An important rule given by God that tells people how to behave.

Religion: An organized system of beliefs, ceremonies, and rules used to worship a god or a group of gods.

Belief: Conviction of the truth of some statement or the reality of some being or phenomenon especially when based on examination of evidence.

Neighbor: A person or thing that is next to or near another(Merriam Webster)

Once the Israelites were freed from slavery, they were given ten commandments by which to live.

When asked which was the greatest of all commandments, the answer given was:

“Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbor as yourself.’ All the Law and the Prophets hang on these two commandments.”

The two most important rules given by God as to how we are to behave is to love. Love the God, “I am”, the creator of all life, the impetus upon which most religions beliefs rest, and love that person or thing next to you as you love yourself.

Therein lies the “rub”.

It is difficult to love yourself in a system of education that supports self-hatred by emphasizing the disabilities of our children and ignoring their gifts and talents.

All children love to play in their own way yet once they enter our current system of education, at the age of five and very soon three, play becomes unnecessary and “schooling” takes its place.

The love of self is replaced with the admiration of things and the gifts and talents that every child possesses are replaced with data bits of information that are inconsequential to building the self-confidence, self-reliance, self-motivation, and self-pride necessary to truly experience self-love.

Understanding that all love comes from a loving God is to understand that everything in our existence is deserving of our love.

When we provide all children with an excellent education we will begin to experience the power of love.

Join the Movement to Save Our Children!


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