Change The Language And The Code Will Follow

On Thursday, May 28, 2015, members of Metro Justice will be protesting outside the Rochester Board of Education to support the adoption of a new Code of Conduct.

The current “No Tolerance” policy has led to an unconscionable increase in the number of arrests of children in the district.

This summer, districts in the greater Rochester area will be sending teams of teachers and administrators to a Constructivist Conference in order to learn how to teach and evaluate an explorative way of teaching the common core curriculum that engages the student and promotes critical thinking skills. The Rochester City School district has no teams registered for this conference.

We continue to concentrate on the symptoms of the disease that plagues education while ignoring the malady itself.

When we change the entire system of education so that it concentrates on discovering, developing, and directing the individual gifts and talents of ALL of America’s children, their conduct will not require a code. Every child will have the opportunity to gain the self-confidence, self-respect, and self-reliance necessary to make intelligent, positive choices for their life.

Concentrating on every child’s gifts and talents while acknowledging and respecting the gift’s and talents of every member of the school community gives our children a sense of self worth that gives them the strength to resist and overcome the peer pressure and fears that lead to abhorrent behaviors in school children.

When our children understand that they are worth more than the money it takes to educate them then they will understand that they have more to offer society than their ability to join the workforce.

All of America’s children must know and understand that they were created to be great and to lend that greatness to the world, making it a better place for everyone.

It is extremely important to change the language of the RCSD code of conduct. It is more important to change the language of the Federal, State, and Local education agencies so that it concentrates on discovering, developing, and directing the gifts and talents of all children.

Join the Movement to Save Our Children!

Our Money – Their Profits


STATE OF NEW YORK 2014-15 BASE YEAR AIDS (FOR EDUCATION): 21,757,472,399 dollars


As districts plan their budgets for next year, they do so depending upon the financial aid they receive from the State which plans its budget according to what is received from the federal government.

Each year our federal and state governments spend billions of dollars collected from United States citizens in the form of mandatory taxes taken out of their yearly income to support programs and entitlements that provide our children with a “proper” education.

According to FreedomWorks: – “In New York, the {Common Core tests} cost is $25 per test, totaling a $129 million bill for the state. Oct 15, 2014″

That bill was paid to Pearson by New York State taxpayers, just as every Pearson bill is paid by the taxpayers of every state in which Common Core testing is mandatory.

It is important to understand that we, the people of the United States, through the collection of income taxes and the sale of lottery tickets, are the financial support of this country.

We, the people of the United States, through the collection of income taxes, the sale of lottery tickets, and the purchase of consumer goods, are supporting the profits of the corporations that purchase the votes of our elected leaders which maintain the failure of our current system of education to provide an excellent education to every child in America.

By segregating our children into “needy” groups, our government employs discriminatory practices that usurp the power of the people and place that power into the hands of the “hedgehogs” that control the corporations that receive federal, state, and local tax dollar funding to provide and protect their profits.

When every child in America receives a developmentally appropriate, experiential, arts based education that concentrates on discovering, developing, and directing their gifts and talents towards becoming knowledgeable, concerned, actively engaged citizens, we will regain and retain our position as the government of the United States.

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Institutionalized Humanity

Institution: an established organization: a place where an organization takes care of people for a usually long period of time: a custom, practice, or law that is accepted and used by many people.

An educational institution is a place where people of different ages gain an education, including preschools, childcare, elementary schools, and universities.

Institutionalized: to cause (a custom, practice, law, etc.) to become accepted and used by many people: to establish (something) as an institution:

Our current educational institution has become an organization that takes care of people and the practice that has become acceptable and used by many is discriminatory and segregationist for people of different ages including preschools, childcare, elementary schools, and universities.

Our current system of education has institutionalized the beliefs of the American public into thinking that we must classify and strengthen the disabilities of our children without regard to their gifts and talents.

Our institutionalized thinking has us believing that the Arts should be no more than “push-in” services that can be delivered on a cart in twenty minutes, twice a week and dispensed with during seasons of budget crises.

The American citizen has accepted the practice of allowing their elected leaders to pass education legislation that is contrary to relevant research concerning childhood education and they have accepted the established language of education that disparages all cultures and the value they add to the fabric of America.

When we become committed to changing the institution of education so that it becomes a place where people of different ages gain an education, we will break the institutionalized attitude of American citizens and begin to think freely.

When we provide ALL children in America with a developmentally appropriate, arts based, experiential education that concentrates on discovering, developing, and directing their gifts and talents towards becoming knowledgeable, concerned, actively engaged citizens who take seriously their civic responsibilities and are proud to pledge their allegiance to the United States of America, we will lead the world in a new direction, the direction of love and respect for self and others.

Join the Movement to Save Our Children!

We Must Act On What We Know

The following excerpts from “Let the Kids Learn Through Play” By David Kohn on May 16, 2015 state what educators have always known.

“TWENTY years ago, kids in preschool, kindergarten and even first and second grade spent much of their time playing: building with blocks, drawing or creating imaginary worlds, in their own heads or with classmates. But increasingly, these activities are being abandoned for the teacher-led, didactic instruction typically used in higher grades. In many schools, formal education now starts at age 4 or 5. Without this early start, the thinking goes, kids risk falling behind in crucial subjects such as reading and math, and may never catch up. . .”

“But a growing group of scientists, education researchers and educators say there is little evidence that this approach improves long-term achievement; in fact, it may have the opposite effect, potentially slowing emotional and cognitive development, causing unnecessary stress and perhaps even souring kids’ desire to learn. . .”

“Rebecca A. Marcon, a psychology professor at the University of North Florida, studied 343 children who had attended a preschool class that was “academically oriented,” one that encouraged “child initiated” learning, or one in between. She looked at the students’ performance several years later, in third and fourth grade, and found that by the end of the fourth grade those who had received more didactic instruction earned significantly lower grades than those who had been allowed more opportunities to learn through play.”

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

Making music, dance, and art the foundation of early childhood education excites the imagination, creating an interest and eagerness in children to learn about the world they will grow into.

Creating a developmentally appropriate, experiential curriculum that inspires children to question and explore their world, provides the impetus for the creative thinking necessary to solve the problems encountered in life.

Every child in America deserves to be educated in a free and public system of education that acknowledges and respects the gifts and talents they all possess.

Join the Movement to Save Our Children!

Change Is Necessary

Public, private, charter schools, and vouchers. Concentrating on the type of schools children attend will not address the problems that are inherent in our current system of education.

Testing, evaluation, and curriculum have nothing to do with the fact that our children, under the current system of education are not being properly educated publically, privately, or in any other way.

Until we change the focus of education from providing workers for the workforce back to its original intent, creating a knowledgeable, respectful, actively engaged citizenry, we will forever be controlled by the corporate “hedgehogs” that profit from the educational failure of our children.

Until we change the language of education from concentrating on our children’s disabilities to recognizing and strengthening their gifts and talents, we will forever be controlled by the corporate “hedgehogs” that profit from the inability of our children to beome independent, self-confident, and self-respecting adults.

Until we change the discriminatory and segregationist practices of education legislation that keeps us divided, conquered, and controlled as a nation by the corporate “hedgehogs” and begin to work together towards becoming united in our efforts to change our current system of education, our children will not experience the freedoms guaranteed by the Constitution of the United States.

When every child in America is afforded a free and public education that is developmentally appropriate, founded in the Arts, experiential, and that concentrates on discovering, developing, and directing their gifts and talents towards becoming knowledgeable, concerned, actively engaged citizens;

when we change the language of education to remove the “white male” bar of achievement and make the level of achievement individual excellence;

when we work together to remove the barriers of race, color, creed, and socio-economic status from the legislation, policies, practices, and procedures of our federal, state, and local governments;

We will begin to create the America that was unintentionally yet righteously guaranteed by our Constitution where freedom and justice for all are not simply words on paper but the code by which we live our lives and govern our society.

Join the Movement to Save Our Children!

The Wheels On The Bus

On any given street, on any given school day, as many as ten school buses will pick up children and deliver them to as many schools when there is, most likely, a school within walking distance of everyone of those children.

Some of these children must catch their bus as early as 6:30 AM in order to arrive at their destination in time to receive breakfast in school, time that could be spent having breakfast together with their family.

At the end of the school year, when all the tests have been taken and the school year is unofficially over for some, public school children are afforded the opportunity to go on field trips for which they must pay or raise money since field experiences are not paid for by the district.

When school ends, many children are bussed home while others who are enrolled in after-school programs, stay in school and are given dinner, another meal that research has proven, should be had at home, with the family. Many of these children are dropped off as late as 6:00 PM.

School choice is the reason for this bussing schedule, parents choosing to send their children to a better school than the one in their neighborhood. However, with 83% of the Rochester City School Districts schools either failing or in danger of being closed, there is not much of a choice or reason for the amount of bussing that occurs.

Should the district contract with other learning institutions such as museums, our children could be bussed to those alternative learning institutions for free. They would also experience the opportunity learn about their own culture and the many other cultures that contribute to the fabric of America.

Children, whose parents cannot afford memberships to museums, would not be denied the opportunity to visit and learn from these places, closing the “opportunity gap” that poverty creates.

When we provide every child in America the same opportunities to learn that the children of the wealthy receive, we will remove the stigma of poverty from the lives of our children.

Join the Movement to Save Our Children!

Fred LeBrun of the Times Union reported, “The governor had recently forced, using budget bills as leverage, passage of a plan that would have required school districts to have teacher evaluation plans in place by Nov. 15 or risk losing a percentage of state aid.”

Both the federal and state governments have threatened to withhold tax dollars from LEA’s whose parents opt their children out of taking standardized tests.

According to the IRS, taxes were originally collected to offset the cost of the war in 1862 and was repealed ten years later. In 1913, “the first Form 1040 appeared after Congress levied a 1 percent tax on net personal incomes above $3,000 with a 6 percent surtax on incomes of more than $500,000. In the 50s, the agency was reorganized to replace a patronage system with career, professional employees. The IRS Restructuring and Reform Act of 1998 prompted the most comprehensive reorganization and modernization of IRS in nearly half a century. The IRS reorganized itself to closely resemble the private sector model of organizing around customers with similar needs.”

Taxes were originally collected from every citizen to support the freedom of every citizen. The reorganization of the IRS in the 50’s made it an entity that became myopic in its vision of American freedom. The restructuring of 1998 made the IRS division of our federal government confirmed its change of intent from supporting the freedoms of every American, to employing discriminatory and segregationist practices to categorize, standardize, and ultimately dehumanize American citizens by reducing us to the position of customer in our own country.

As tax paying citizens, we are not customers, we own the store that is America.

We must, for the sake of our children, take our rightful place as Americans and rebel against our current system of education that forces our children into a life of servitude.

We must provide every child in America a free and public, developmentally appropriate, arts based, experiential education that seeks to discover, develop, and direct their gifts and talents towards becoming knowledgeable, concerned, actively engaged citizens that will lead this country to greatness.

Join the Movement to Save Our Children!

Failure Fuels Funding

This article reported by Metro Justice is not news but yet another reason to change our current system of education:

“Ana Casserly, . . . has been working with Rochester Democrat & Chronicle reporter Justin Murphy for months on his front page story in the Sunday D&C.

“Latino students with disabilities face systemic mistreatment in the Rochester School District, a Democrat and Chronicle investigation has found. Interviews with a dozen families and extensive documentation show that they are suspended more often than other students, often as punishment for misbehavior associated with their disabilities.”

This is an important part of our campaign for “Solutions Not Suspensions” We are working to change the Rochester City School District code of conduct as part of our overall campaign to “Breaking the School-To-Prison Pipeline.” Join us in the vital work!”

Unfortunately, the RCSD operates on a deficit funding model of economic organization.

This means that if they want to receive more educational funding tax dollars, they must spend the money they received the year before and show a need for more financial support in the coming year.

Since children who are classified with special needs receive more educational funding through federal and state programs, having a large population of classified students means having a large funding stream coming into the district.

Charter and private schools siphon off those students who meet “normed” standards, leaving the greatest population of students with “special needs” in public schools.

The humane response to this situation would be to change the system of education so that it concentrates on a child’s gifts and talents in order to create a feeling of self-worth and self-confidence in those children who experience difficulty learning under the current form of education offered in most public schools.

Unfortunately, because failure fuels funding, the failure of our children to thrive educationally, is profitable not only for the Local Educational Agencies, but for the “hedgehogs” that determine what the standards and norms are through their testing and acceptance of the common core curriculum.

Schools do no fail, schools fail to educate children!

Join the Movement to Save Our Children!

From The Federal Register

Final Priorities, Requirements, Definitions, and Selection Criterion-First in the World Program

Purpose of Program: Earning a postsecondary degree or credential is a prerequisite for the growing jobs of the new economy and the clearest pathway to the middle class.

Our children deserve an education that provides a path to becoming a knowledgeable, actively engaged citizen. Is being “middle class” the best most Americans can hope to become.

Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Roads to Success in North Dakota: A Randomized Study of a College and Career Preparation Curriculum

Abstract: The Office of Career, Technical, and Adult Education in the U.S. Department of Education is supporting an evaluation that will examine the impact of a college and career preparation curriculum for students in the 11th and 12th grades on students’ college and career aspirations, planning for postsecondary transitions and adult life, and attitudes toward education and careers. The evaluation has an experimental design with school-level random assignment; this Information Collection Request includes surveys of students, instructors, and principals and protocols for site visits.

Collecting more data on our children does not foster academic or personal success.

Applications for New Awards; First in the World Program-Development Grants

Purpose of Program: The FITW program is designed to support the development, replication, and dissemination of innovative solutions and evidence for what works in addressing persistent and widespread challenges in postsecondary education for students who are at risk for not persisting in and completing postsecondary programs, including, but not limited to, adult learners, working students, part-time students, students from low-income backgrounds, students of color, students with disabilities, and first-generation students.

For many, the challenges of completing college have always existed and been met by these same groups of individuals throughout history.

We must change our system of education at the elementary level.

We must change education so that it concentrates on our children’s gifts and talents.

Every child in America deserves a free and public education that prepares them for personal and academic success.

Join the Movement to Save Our Children!

Here We Go Again

As the school year comes to an end the issues that revolve around our current system of education remain.

The federal, state, and local governments have done little to nothing about changing the intent of education.

Changing the intent of education so that it focuses on our children, their gifts and talents, their personal success as human beings, not an impending workforce, is a responsibility that belongs to the people.

The efforts made by many to protest the standardized testing forced upon our children have made the general public aware of the problems associated with common core testing. However, the American public is still unclear as to the illegality of the federal government’s mandatory control over classroom curriculum.

The public also seems unaware of the federal government’s denial of educational tax dollars, collected from the citizens of these United States, to states that do not comply with their illegal tactics.

Though most will agree that our current system of education is inherently discriminatory and segregationist, few have openly challenged the legality of the federal government to control curriculum.

Few have openly challenged the states who submit to the bullying tactics of the federal government and who employ those same tactics to bully LEA’s into purchasing standardized tests from Pearson in order to protect their budgets.

It is evident that our current federal, state, and local governments are ineffective and inefficient where education policy is concerned.

It is evident that our current system of education is ineffective and inefficient in providing our children with an excellent education.

It is also evident that the people of the United States must come together as one united voice, to change our current government and its system of education so that we, the people, will benefit from the individual freedoms that our Constitution guarantees.

When we provide every child in America with a free and public education that concentrates on discovering, developing, and directing their gifts and talents towards becoming knowledgeable, concerned, actively engaged citizens, every American will be able to be proud to be an American.

Join the Movement to Save Our Children!


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