Next Tuesday, January 15th, Delaware Governor John Carney and Delaware Secretary of Education Dr. Susan Bunting will hold a press conference at Legislative Hall to announce a weighted funding system for Delaware students. Luckily, this blogger got the details of it this evening. The devil, as they say, is in the details.
Grants
My Email To Attorney General Matt Denn and Governor Carney Regarding Family Services Cabinet Council
Governor CarneyI sent an email to Delaware Attorney General Matt Denn and Governor Carney a few seconds ago alleging the legal opinion in regards to my FOIA complaint about the Family Services Cabinet Council was false in nature. Since the Council disburses funds, they fit the category of a public body.
Hello again,
While I would sincerely hope this very big omission was not intended, I found categorical proof the Family Services Cabinet Council IS a public body as defined within Delaware State Code.
From Title 14:
§ 1605A Prevention component.
The Family Services Cabinet Council (Council), with the Department of Education and the Department of Services for Children, Youth and Their Families acting as lead agencies, shall administer a program to offer prevention-related student support services (prevention services) to students to prevent them from becoming discipline problems and from failing academically in our schools. Within the limits of appropriations made for this purpose, the Council shall provide rules and regulations for the award of prevention grants and the conduct of prevention programs authorized under this section, subject to the following limitations:
(1) The Council shall issue prevention funding to local school districts proposing to establish an integrated plan to deliver prevention services including, but not limited to, academic tutoring and student mentoring programs to provide at-risk students with the extra help they may need to succeed academically and with positive adult role models; outreach programs to promote parental, family and community involvement in students’ academic studies and in reducing and resolving school discipline problems; school-linked support services to help students with family or health problems that may be adversely affecting their academic performance and their conduct at school; training to help students and school personnel resolve conflicts peacefully and non-disruptively; and assistance to help teachers better manage the behavior of students in their classrooms.
(2) Applications for funding pursuant to this section shall be made by school districts in accordance with procedures and standards established by the Council. Each applicant shall set forth an integrated plan to provide prevention services consistent with paragraph (1) of this section. To avoid duplication of effort, maximize the impact of limited resources, and increase the effect of efforts by state, local, community and private, nonprofit agencies through increased coordination and cooperation, the Council shall give preference to applications which:
a. Are submitted by 2 or more school districts working in concert, where appropriate;
b. Include private, nonprofit agencies and community organizations as partners in the application, and identify the roles those agencies and organizations are to play in delivering prevention services in the community;
c. Indicate how grants from the federal government and foundations will be used or sought to help deliver prevention services in the community; and
d. Identify the roles state and local agencies are to play in delivering prevention services in the community.
(3) The Council shall provide technical assistance to districts preparing applications and ongoing assistance to districts awarded funding pursuant to this section.
(4) The Council shall establish a timetable for the award of grants pursuant to this section which shall provide, at minimum, for a period of 1 month for joint planning between the Council and the applicants that the Counsel selects as finalists eligible for a funding award. During such joint planning, the Council and the applicant shall refine the applicant’s prevention plan, ensure that the plan makes cost-effective use of the resources and services of state, local, community and private, nonprofit agencies, and consider the incorporation of successful elements of other districts’ prevention programs into the applicant’s plans. Final awards shall be made by the Council on or before January 15 of each year for the subsequent school year, contingent upon the appropriation of funds for such purpose in the annual appropriations act.
70 Del. Laws, c. 215, § 1; 71 Del. Laws, c. 180, § 92.;
And in the legal opinion issued today from the Attorney General’s Office:
Delaware’s FOIA defines a “public body” as:
any regulatory, administrative, advisory, executive, appointive or legislative body of the State, or of any political subdivision of the State, including, but not limited to, any board, bureau, commission, department, agency, committee, ad hoc committee, special committee, temporary committee, advisory board and committee, subcommittee, legislative committee, association, group, panel, council or any other entity or body established by an act of the General Assembly of the State, or established by any body established by the General Assembly of the State, or appointed by any body or public official of the State or otherwise empowered by any state governmental entity, which:(1) Is supported in whole or in part by any public funds; or
any regulatory, administrative, advisory, executive, appointive or legislative body of the State, or of any political subdivision of the State, including, but not limited to, any board, bureau, commission, department, agency, committee, ad hoc committee, special committee, temporary committee, advisory board and committee, subcommittee, legislative committee, association, group, panel, council or any other entity or body established by an act of the General Assembly of the State, or established by any body established by the General Assembly of the State, or appointed by any body or public official of the State or otherwise empowered by any state governmental entity, which:(1) Is supported in whole or in part by any public funds; or
(2) Expends or disburses any public funds, including grants, gifts or other similar disbursals and distributions; or
(3) Is impliedly or specifically charged by any other public official, body, or agency to advise or to make reports, investigations or recommendations.[21]
Since the Family Services Cabinet Council DOES disburse public funds, including grants, it IS a public body and needs to call itself that. This is not the first time I have had to do my own research on a FOIA complaint opinion rendered by the Attorney General’s Office and found the opinion to be invalid because not enough research was done to see HOW it was a FOIA violation to begin with.
Thank you,
Kevin Ohlandt
Mike Matthews Lampoons Governor Markell And Does A Damn Good Job!
World Immersion ProgramThe Delaware World Language Immersion program is in many of our school districts. Students in Kindergarten start learning Spanish and Chinese (Mandarin) and continue through school learning one of the languages. Spanish I can understand. Chinese? I know China is a major world power, but come on! Okay, this is old news. But what happened when Delaware Governor Markell sold the idea to Delaware Superintendents? Mike Matthews has the scoop!
Gov. Markell (speaking to a roomful of superintendents): “OK folks, we’ve had so many education successes in my eight years. Race to the Top. Priority Schools. Educator Compensation. Lots of brand new successful charter schools. Smarter Balanced. Time for something new. I want you all to put language-immersion programs in your schools.”
Superintendent: “That’s a good idea, Governor, but how are we gonna do that?”
Gov. Markell: “Well I’ll leave all of that up to you, but I want Spanish and Chinese in our elementary, middle, and high schools, and I want them now.”
Superintendent: “Well, we don’t have enough Spanish- and Chinese-speaking educators in this state. Our Districts will have to bear great costs of not just the salaries of these folks, but the fees associated with getting them into the country and getting them work visas as well as the fees of the programs sponsoring them.”
Gov. Markell: “So…?
Superintendent: “And this will be very disruptive to our schools. At elementary levels, we will need to get rid of two teachers per grade level so we can bring in the Spanish- and Chinese-speaking teachers. And not to mention all the content-area teachers at the middle and high schools who will be impacted.”
Gov. Markell: “And the problem is…?”
Superintendent: “Well, Governor, have you actually thought any of this through? Are you going to be funding these positions above and beyond the unit count so the teachers with whom our students have built relationships won’t be impacted by this huge change?”
Gov. Markell: “Funding additional positions? No. But we do have a few thousand dollars in grant money your districts can fight over to get the ball rolling.”
Superintendents: (crickets)
Gov. Markell: “So who’s gonna go first?!?!?”
And fight they did for the paltry sums to get this program going. This was actually a lampoon written by Mike Matthews on Facebook. I have to imagine there have been many similar conversations with all of Governor Markell’s education programs. This is Delaware. If it sounds to good to be true, we throw caution to the wind and do it anyway! I’m sure half of Delaware has seen this already since Mike seems to be friends with about half of the state. But for the other half…
The Creepy Personalized Learning Virtual Reality “Genie” In Reasoning Mind Math: Who Is Behind The Avatar?
Personalized Learning, Student Data PrivacyWhen a “personalized” MATH program admittedly creates a virtual reality “Genie” to become a child’s best friend… what happens when email secrets start to go out, along with confessions about themselves and their home life? Many parents in America are very concerned. Who is behind the Genie? Who gets the information? When they found out that BILL GATES, RUSSIA, and the US DOE are promoting and/or paying for this…. let’s just say they became more concerned. Please read and share this so more parents can become aware of this child predator in the making! As for the Genie… Well, how would you feel if your child was emailing grown men, disguised as a friendly Genie? In another country?
The non-profit Reasoning Mind offers “personalized” on-line math curriculum and a computer-based “Genie” who is virtually a child’s best friend, and knows personal things about them, even confessions. As first noted in this RM document posted by a blogger known as Educray, Reasoning Mind math curriculum places a large emphasis on teaching Soviet-style morals, collectivism, and the importance of labor (Tudge, 1991). Reasoning Mind has given some parents reason to worry. So, let’s take a look at Reasoning Mind and see what could possibly cause concern.
“The Genie”, according to this Reasoning Mind report:
“Anecdotal evidence suggests that students are quite “attached” to Genie, who regularly receives (and answers) email on topics beyond the scope of the learning software, including jokes, requests for friendship, and confessions about students’ home life.”
“Every day, Reasoning Mind elementary students send hundreds of messages to the Genie, a “friend and mentor” who guides …students through their studies. Here’s our favorite student message from this week. And yes, the Genie does respond!”
Since Reasoning Mind offers “personalized” curriculum that knows and also remembers the student, a child can log into RM from home or school. And since it’s adaptive and personalized, RM and Genie will keep track of the child, will remember their profile. If RM and Genie can track a child into consecutive grades, like an old friend, Genie will be able to pick up the profile where the child left off last year. While proponents would say keeping track of learners’ profiles is beneficial, this massive accumulation of student information also begs the question of data privacy, risk, and security.
With all that PERSONAL communication being directly and indirectly (ie: analyzing emotions) shared with RM’s Genie, we wondered what their data sharing agreements and Privacy Policy look like. If a parent were curious what data was collected and shared on their child, this is what they would find if they went to Reasoning Mind’s website. There is nothing posted about how RM uses and analyzes and shares the noncognitive and personal information that children are providing to RM and to Genie while logged onto their curriculum. There is no mention of how RM complies with COPPA law.
Given the many Supporters and In-Kind Contributors of Reasoning Mind, spanning the globe, parents wonder if organizations like Salesforce, Microsoft, Russian Petroleum, Google, Swagger Films, etc. are allowed access to their child’s profile or personal information. We know that data is money.
Money and Moscow Connections:
Non-profits must make public their tax returns (form 990). Here are 990 returns available for Reasoning Mind. Looking at the 2014 return tells us a lot; for starters, Reasoning Mind is connected.
Connected to each other: Page 32… FORM 990, PART VI, SECTION A, THE PRESIDENT AND CEO IS MARRIED TO ONE OF THE SENIOR VICE PRESIDENT’S AND THEIR SON IS (LINE2) ALSO A SENIOR VICE PRESIDENT
Connected to Russia:
Pages 7 and 8 of their 2014 form 990 tax return. Note the Russia Connections:
Page 22 of RM’s 2014 return shows Moscow did the computer Programming and Testing of end product (remember that GEF MAP I posted a few months ago).
Reasoning Mind is Connected to Bill Gates, with this $300k grant for a math pilot as seen in Gates Foundation 2011 990 form (hint: take a look for other interesting awardees)
Reasoning Mind is AGAIN connected to Bill Gates with this $700+ grant awarded in 2011 for alternative human capital models and Common Core aligned math pilot targeting minority children.
Reasoning Mind is featured in this 2013 US Department of Education publication that focuses on “New technologies using educational data mining and “affective computing”:
“There is a growing movement to explore the potential of the “noncognitive” factors—attributes, dispositions, social skills, attitudes, and intrapersonal resources, independent of intellectual ability—that high-achieving individuals draw upon to accomplish success… —it is the responsibility of the educational community to design learning environments that promote these factors so that students are prepared to meet 21st-century challenges.…Several private foundations have recently initiated programs to push the frontiers of theory, measurement, and practice around these and related factors, particularly for at-risk and vulnerable students. In national policy, there is increasing attention on 21st-century competencies (which encompass a range of noncognitive factors, including grit), and persistence is now part of the Common Core State Standards for Mathematics….
Promoting Grit, Tenacity, and Perseverance mentions Reasoning Mind as an example of a system that customizes to a student’s cognitive profile and emotional state (e.g., frustration or boredom) using inputs from physiological indicators and facial expressions” and they also mention experimenting with “animated, affective [digital] agents perceived as caring can increase the likelihood that students will persist through frustrating portions of instruction”.
Reasoning Mind is connected to this prominent Foundation, who has a button to DONATE money to RM.
Reasoning Mind is connected to Rice University, an advisor to Reasoning Minds, Ambassador Edward P. Djerejian is also the Director of the James A. Baker III Institute for Public Policy at Rice University. Additionally, Dr. Neal Lane, Professor Emeritus, Rice University; Former Director of the White House Office of Science and Technology Policy; Former Assistant to the President for Science and Technology; Former Director of the National Science Foundation–sits on the board of RM.
Reasoning Mind is connected to Columbia University and Worcester Polytechnic Institute who did a study on the “affect and behavior among students at three schools using Reasoning Mind, a game-based software system”. This study was paid for by a grant from the Bill and Melinda Gates Foundation. The researchers report “high student engagement with this learning system“. The researchers attribute student engagement to the game-based nature and also because children were embracing the genie as a friend and confidant:
“Anecdotal evidence suggests that students are quite attached to Genie, who regularly receives (and answers) email on topics beyond the scope of the learning software, including jokes, requests for friendship, and confessions about students’ home life. On the basis of these reports, it seems that the effect of Genie deserves more careful consideration, as the success of her design may contribute significantly to the high levels of engagement observed. Finally, we should consider the many game-like elements in its design, including a point system that rewards students for speed drills and puzzles. Once sufficient points have been accumulated, students may furnish their own virtual space within RM City or buy virtual books. Particularly at a young age, this kind of autonomy is likely very appealing.”
Some have questioned whether RM’s Genie is gaining children’s trust and using a reward system to train children to respond in much the same way that the Russian researcher, Pavlov, conditioned his dogs. Speaking of experiments and research…
Is it any wonder that students areengaged in this video-gaming atmosphere? They are engaged because many like Dr. Kardaras, author of Glow Kids, know: online games are addictive.
Online Curriculum– or Spying on Children?
This 1984 quote by Dustin Heuston (Geuston), Utah’s World Institute for Computer-Assisted Teaching, seems remarkably fitting if not foreboding:
“We’ve been absolutely staggered by realizing that the computer has the capability to act as if it were 10 of the top psychologists working with one student… you’ve seen the tip of the iceberg. Won’t it be wonderful when the child in the smallest county in the most distant area or in the most confused urban setting can have the equivalent of the finest school in the world on that terminal and no one can get between that child and that curriculum?”-Dustin H. Heuston, “Discussion–Developing the Potential of an Amazing Tool,” Schooling and Technology, Vol.3, Planning for the Future: A Collaborative Model, published by Southeastern Regional Council for Educational Improvement, P.O. Box 12746, 200 Park, Suite 111, Research Triangle Park, NC 27709/ Grant from National Institute of Education, p. 8.
Even more fascinating and startling is this 2010 research on monitoring engagement [curriculum-usage compliance and Academic learning time (ALT)] of preschoolers while interacting with online curriculum, done by Edward B Heuston of Brigham Young University. His conclusion:
“The ability to remotely and accurately quantify interaction with a computer-based curriculum and assessment in the home defines a new vista in ALT research.”
Should parents and teachers (and friends) and human social interactions be replaced by online “affective” avatar agents, who profile childhood secrets, moods, emotions, failures, and flaws? Will artificial, virtual “friends” like Genie become the Oracle that children consult, confide in? … and take direction from?
Perhaps, parents are wise to question who the Great Oz is behind the curtain. The entity (or persons), receiving and profiling the hearts and minds of their connected children, both at home and in classrooms. What has to happen before parents realize the danger they are allowing to come into their child’s life? Every time you sign a consent form, are you getting this kind of information? I highly doubt it. And are parents bothering to educate themselves on privacy policies and how data is disseminated? I doubt it. The wolf isn’t at the door. It is in your home…
Governor Markell Gives $400,000 To 21 Delaware Schools On Common Core Tour
Common Core, Governor MarkellAs Delaware Governor Markell went on his “common core” tour today at W. Reilly Brown Elementary School in the Caesar Rodney School District, he announced $400,000 in competitive grants going to 21 Delaware schools. The goal of these grants are professional development for teachers to further implement Common Core to increase student outcomes. And God wept…
Why is Jack Markell, with nine months left in his reign as Governor, doing this Common Core tour? Which company is paying him for this? What disgusts me is the way the Governor and the DOE lure teachers in by making it look like it is for them. How much professional development do teachers need? Let’s not forget the two purposes of this tour: to thank teachers for implementing Common Core and to “debunk” the myths surrounding it. You may fool some of our teachers and administrators Jack, but this is corporate tomfoolerty at its best. Far too many Delaware parents know better and you may have fooled us once, but not twice. As the state looks for funding, our districts will take any money they can get regardless of the cost to students. I will ask again Governor Markell: where are the funds for basic special education for students in Kindergarten to 3rd grade? Answer the question Jack!
This is, in my opinion, a strong push towards the blended/personalized learning the Rodel Foundation has pushed on Delaware the past couple years. The press release doesn’t even mention this, but events from last night suggest otherwise. Last night at the Capital Board meeting, their board unanimously voted to apply to BRINC, the blended learning consortium that already includes the Brandywine, Indian River, New Castle County Vo-Tech, Colonial, Red Clay, Appoquinimink and Caesar Rodney School Districts. Despite my public comment about the very obvious data privacy loopholes in existing law.
While student identifiable information doesn’t go out, it all filters through the Delaware DOE who simply gives education “research” companies the student’s identification number. When that information comes back, the DOE has all that data attached to a student’s identification number. As well, Schoology uses a cloud system called IMS that would allow any aggregate information through the Schoology application to be shared with their members. The Capital board seemed a little too eager to get this passed. At one point, Superintendent Dr. Dan Shelton didn’t know how much it would cost the district and it took him over fifteen minutes to find the information. The board discussed how it would be good professional development for teachers without talking about what it means for students or their personal data. Their CFO, Sean Sokolowski, said it would be paid for through Federal Consolidated Grants. Are these the same grants Markell announced today or are they separate? I would assume they are separate, but I’ve found many grants tend to have strings attached to them, just like the federal waiver scheme the US DOE abused under Race To The Top. As we rush headfirst into this personalized learning/competency-based education/career pathway future for our students, those in the power to question things are going along to get along. I can’t understand, for the life of me, why teachers are jumping on this bandwagon. This will eventually cause their job functions, as instructors, to diminish in the future. To the point where they will become “facilitators” instead of “instructors”. Does anyone think it is a coincidence paraprofessional salaries will eventually start at the same point as a first-year teacher in Delaware? Don’t believe me? Check out Governor Markell’s proposed FY2017 budget. Go to page 202 on the pdf, section 286. While many feel, and rightfully so, that paras in our schools are underpaid, should they be paid the same as a first-year teacher? If they performed the same job function…
I have not been too impressed with Caesar Rodney Superintendent Kevin Fitzgerald in the past year. He seems to have been sucked into the DOE/Markell/Rodel whirlpool of corporate education reform. You can read more on his role in today’s announcement below.
Just today, the National Education Policy Center issued a damning report on the success of blended and personalized learning schools and pointed out they are less successful than schools who don’t use these services. So if it is all about proficiency and increasing standardized test scores and growth, why are we pushing, as a state, a system that just isn’t working? Could it have anything to do with the billions of dollars companies are making off this smoke and mirrors? And how many of these companies are incorporated out of Wilmington, DE? As per the IMS article I linked to above, they are incorporated out of Delaware.
It is my opinion the Governor’s time could have been better spent heading to Wilmington to do more than issue a statement on the tragic and pointless death of a student at Howard High School today. His visit to W. Reilly Brown was at 11am, well after this hit the media today. As a state tries to understand the absolute horror that went on in that school today, our Governor is off playing corporate lap-dog for his education buddies. I will never understand that man.
Here is the DOE press release on these “grants”:
21 schools win professional learning grants
Interesting Press Release From DE DOE Today, Link To Priority Schools? @KilroysDelaware @ed_in_de @RCEAPrez @ecpaige @Apl_Jax @danny_o @nannyfat @TNJ_malbright #netde #Delaware #edchat #eduDE
Delaware Priority Schools TakeoverAlison May at the DOE has been busy with all the press releases coming out of their lately. Today’s press release “celebrates” 197 educators in Delaware who have helped students increase their standardized test scores and decreased the proficiency gap. Two public school district high schools and three charter schools each received a $10,000 grant as a thank you from the state. Didn’t one of these charters just get a huge amount from their “performance fund”? Read on to see the extra incentive these teachers will get if they go to a “high needs” school, aka, priority school, aka future charter school.
Almost 200 top educators invited to join third cohort of Delaware Talent Co-Op
The Season Of Myths 