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Remembering 9/11 in'09
Fresh Hope, the ministry of Susan Sieweke, D.Min.
Laminin

For in him we live (zao {dzah'-o}, and move, and have our being; Acts 17:28

Fields White To Harvest

 

 

Lord, I thought I knew you,

   but know the winds have changed.

Tossed away, will you find me?

   Can still , my heart be sustained?

Just me and you when things were new,

then the season's storms blew by.

   Did I forget to worship you?

 

Will you come, Lord Jesus to gather us- your sheep.

   For the days grow long and still,

If we watch and wait, will you hear us yet-

   Can we stand strong to do you will?

 

 The wheat has been blowing in that field,

   While the laborers are so few.

What then, now are we waiting for?

   Can hardened hearts become like new?

 

 Safely can we stay behind you,

   as we march with your trumpet sound?

Or- have we stayed and hid so long now,

   That our roots dry underground?

 

 I pray Lord that you will find me.

   I pray not to be ashamed.

I seek you when it's early Lord.

   I pray not to fall away.

 

So come Lord Jesus come quickly-

   The terrible day is at hand.

I pray we'll all be steadfast.

   So you may strengthen our spirits ,

as we stand.

 

Loree Brownfield

What If A Nation Prayed

See Prayer List

 

 


Let us do our part to keep this the Land of the Free and Honor the Brave

  

Get to speed--basic info you must know as there is not enough news still for K-12th hidden agenda and about the ROE--so please share!

Homosexual Indoctrination for K-12th hidden in Anti-Bullying Law: The Bill   The Agenda  Federalizing

Revised Rules of Engagement--Empowering The Enemy:  Joshua's Death  The Father's Letter & Interviews

Czars and Their Unconstitutional Powers

Health Care Bill Or The Derailing Of America

Cap and Trade--Skyrocketing Utilities For Almost Bankrupt America/ For Whose Benefit? EPA Report

Know How They Voted

Truths To Share As Freedom Isn't Free

Click on pic to see samples of what's on site

Join with us in prayer (National Prayer List)

EPHRAIM'S ARROW--JEWISH STUDIES


Weather By The Hour

Don't forget as you check on the weather to check in with the One who calms the storms!

 

Wednesday
Nov192014

Alabama Baptist Resolution Against Common Core

click on picture for link to download a pdf--at end of all resolutions

Tuesday
Oct282014

Alabama's Unified and Comprehensive System of Learning Supports Under Tommy Bice --Will It Lead Children To Stumble And Can Pastors Afford To Be Silent?

"When schools experience chronic underachievement, the reasons are most often the social, emotional, and/or physiological problems of the child and his or her family situation," Dyer said. "The work of Dr. Adelman and Dr. Taylor faces this challenge straight on by bringing the theory of mental health issues to a practice that improves the learning conditions for all students."

Above is an excerpt from an article that touts Tommy Bice's leadership in developing a Unified And Comprehensive Learning Supports that can influence many other states.

According to Linda Murphy, a nationally renowned Educator/Activist, who has studied Dr. Bice's Comprehensive Counseling Guidance Proposal (as this is part of the Unified Supports)-- "This is a dangerous expansion of the authority of public schools into the private lives of students, which has never been allowed in American schools. This plan sets goals for changes in students’ emotions, feelings, attitudes, values and beliefs. The area educators call the "affective domain" (from Blooms Taxonomy)." 

The Alabama State Plan "is an integral part of the preparation of all students to be college and career ready. It serves as a framework to guide school districts, individual schools, and individual counselors in designing, developing, implementing, and evaluating a comprehensive, developmental, and systematic counseling program."

1. It "should be used by all Alabama public schools for developing and implementing comprehensive, outcome-based school counseling and guidance programs that meet the needs of all students."

2. "All students will receive a data-driven counseling program that promotes academic achievement, career readiness, and personal/social development", which includes their "attitudes, character, values and beliefs."

3. It is "aligned with ASCA National Model and its revisions and includes four interrelated components: foundation, delivery system, management system, and accountability."

4. The "ASCA National Model: A Framework for School Counseling Programs, and three revisions promulgate national school counseling standards." 

5. It "helps students achieve their full potential through four program delivery components: School Guidance Curriculum, Individual Student Planning, Responsive Services, and Indirect Services."

6. "Comprehensive school counseling and guidance programs are data-driven by student needs and provide outcome-based accountability measures that align the school counseling and guidance program with the school’s overall academic mission."

7. "VII. RESPONSIVE SERVICES--7.1 Every K-12 student receives prevention education to address life choices in academic, career, and personal/social development."

 Rest on Linda's important summary and warnings here.

Recent examples of one size-fits all mentality that is foundational to this nationalized education aka common core (which is invalid according to Professors Sandra Stotsky and Jim Milgram--see audio link to his and her interviews) was the story of the 5-yr old from Mobile, Al who did a suicide checklist and signed a safety contract without her parents.  This, because she drew a picture of a gun and said pew pew with her crayons. 

Mobile County school system Superintendent Martha Peek said the school counselor used the system-wide safety protocol that school system officials were instructed to use in any situation in which "a student indicates they may be considering any actions such as hurting themselves or hurting someone else," she said. "Unfortunately, with this incident, the one size fits all."

Another example is where schools in Dothan, Al gave out this suicide prevention flyer to all children from Elementary to 12th Grade."This introduces a concept about something very negative that can cause depression, fear and worry that is not necessary.  In the effort to prevent these problems they are actualy creating problems with children that have no connection to that in their life"-per Linda Murphy. 

It is ironic that Common Core Standards Initiative has been known to increase stress in children.  In states like Alabama where the implementation is slower because there is a waiver for teacher's evaluation not to yet be based on student's test results, many teachers are still rallying behind it.  However, many warnings of dangers are there, such as the signed statement from 500 Early Childhood and Mental Health ExpertsMary Calamia's testimony (she's a licensed clinical social worker who testified before New Yord's Board of Ed.), a NY teacher's testimony of the danger, Joan Landes--mental health therapist on the Psychological Damage of Common Core and video from child psychologist-Megan Koschnick.

The proposal by Alabama Superintendent Tommy Bice to pass a Comprehensive Counseling Guidance was presented to the SBOE on 9/11 worksession see pdf file on this link:https://eboard.eboardsolutions.com/Meetings/ViewMeetingOrder.aspx?S=70577&MID=1610

Note the  Preface of the document:

 

The Comprehensive Counseling and Guidance State Model for Alabama Public Schools (the State Plan) presents a model that helps students prepare to be college- and career-ready in the areas of academic, career, and personal/social development. Counseling and guidance is an integral part of each school’s total educational program. The counseling and guidance program helps students achieve their full potential through four program delivery components: School Guidance Curriculum, Individual Student Planning, Responsive Services, and Indirect Services. This document, The ASCA National Model: A Framework for School Counseling Programs, and its revisions should be used by all Alabama public schools for developing and implementing comprehensive, outcome-based school counseling and guidance programs that meet the needs of all students.

With that in mind look at what's in the ASCA Standards For Students:

PS:A2 Acquire Interpersonal Skills
PS:A2.1 Recognize that everyone has rights and responsibilities
PS:A2.2 Respect alternative points of view
PS:A2.3 Recognize, accept, respect and appreciate individual
differences
PS:A2.4 Recognize, accept and appreciate ethnic and cultural
diversity
PS:A2.5 Recognize and respect differences in various family
configurations

Above should be studied by Pastors throughout.

Importance of Data: Yes. Data may be the most important part of the ASCA National Model!

Research for yourself and if you don't think Alabama needs to pass Dr. Bice's Comprehensive Counseling Guidance then please call your school board and let them know and while you're at it--call Governor Bentley (334) 242-7100 and send him a fax too at (334) 353-0004 (leave paper trail.)

There is so much to learn about the Common Core Standards Initiative and we hope you will make time to listen to Dr. Duke Pesta explain to you what's in store with this nationalized education system.  Knowledge is powerful...come join us links to conferences here:  http://www.standinthegapnow.com/

 





Friday
Oct172014

Loss of Parental Authority=Out of Control Departments of Education=Common Core Standards Initiative=Comprehensive System of Learning Supports=Affecting Students' Emotions, Feelings, Attitudes, Values and Beliefs

For too long, majority of parents have forgotten that the price of freedom is vigilance.  A country that led the world in industrial advances, the land of so much opportunity, had what we thought as an excellent education system.  We trusted that system for far too long.  Unfortunately, we are now having to get informed rather quickly of how the education system has changed.  Below are some points with links for you to consider whether or not it is time for you to Stand in the Gap and find out more.  We hope you will as no one can defend your child better than you -- but without knowledge how can you??  Be sure to attend one of the Stand in the Gap Conferences On November 7-9th (7th In Mobile and 9th in Helena).  Please check on www.StandintheGapNow.com

Hear interview with Professor Sandra Stotsky who was asked to be on Common Core's National Validation Committee but refused to validate them.

Hear interview with Linda Murphy, Oklahoma Educator, who helped get Oklahoma out of Common Core.

See link to pdf of SBOE September Work Session on Comprehensive Counseling Guidance Model For Alabama...Better hurry--vote by SBOE maybe coming soon...Get informed!

 

In an article from UCLA(click on right side under News Release article on  New Directions for Student &
    Learning Supports Initiative
)-Tommy Bice is touted for leading the nation.  Here are some key points:

 

Tommy Bice's unified program statewide: "Alabama's schools are off to a good start. I am very optimistic. If Alabama's schools are half as effective as we think they will be, Alabama will influence many other states."

Starting with 10 school districts, Alabama's Unified and Comprehensive System of Learning Supports places emphasis on addressing all the factors that interfere with students' success at school. Additional Alabama school districts will be phased in over the coming years.


Linda Felton-Smith, director of the Office of Learning Support in Alabama's department of education. "It unifies and moves student supports away from reacting to problems and toward system development, with a strong emphasis on prevention and early intervention."

"This new direction will help advance Alabama's PLAN 2020, which outlines four priorities, including the learners, the support systems, the school systems and the professionals," said Tommy Bice, Alabama's state superintendent of education. "Each of these four components of the plan has to function together like an 'eco-system' so that we can meet our objectives of improving student growth and achievement, closing the achievement gap, increasing the graduation rate and increasing the number of students that are college- and career-ready. Student support is a vital part of that total system."

 Be sure to look at link to the pdf to the Alabama Comprehensive Learning Supports that is listed in article see http://smhp.psych.ucla.edu/pdfdocs/aladesign.pdf.


Here's Memo on which districts are in:


Thomas R. Bice, Ed.D.
Secretary and
Executive Officer
GORDON PERSONS BUILDING • P.O. BOX 302101 •MONTGOMERY, ALABAMA 36130-2101 • TELEPHONE (334) 242-9700 • FAX (334) 242-9708 •WEB SITE: www.alsde.edu
FOR IMMEDIATE RELEASE CONTACT: Communication
July 31, 2013 334-242-9950
comm@alsde.edu
ALABAMA STATE DEPARTMENT OF EDUCATION MOVES TOWARD A
COMPREHENSIVE SYSTEM OF LEARNING SUPPORTS
Department Releases New Learning Supports Design Plan and First Districts to
Participate in Roll-Out
Montgomery, Ala. — As part of a steadfast commitment to ensure a world-class
education for all students, the Alabama State Department of Education is releasing a
Comprehensive System of Learning Supports design document and district roll-out plan.
ALSDE officials, area superintendents and representatives from Scholastic will discuss the
new design at 9:30 a.m., Aug. 2, 2013, in Room P104 of the Gordon Persons Building, 50
N. Ripley St., Montgomery, AL.
“We are so optimistic about the power of this new design that builds on previous efforts to
address the barriers to learning and teaching and re-engaging disconnected students,” said
Dr. Linda Felton-Smith, Director, Office of Learning Support. “It unifies and moves
student supports away from reacting to problems toward system development with a strong
emphasis on prevention and early intervention.”
The intent is to fully integrate the learning support system as a primary component of our
school improvement policy and practice and focus on:
• Reframing current student/learning supports programs.
• Re-deploying resources.
• Developing in-classroom and school-wide approaches, including learning
supports found effective in the state’s high-poverty/high-achieving schools.
• Developing the capacity to implement learning supports through leadership
training.
• Revamping infrastructures at the school, district, and state levels.
• Developing and implementing accountability indicators directly related to the
learning support system and fully integrating them into school improvement
accountability.
-moreTen
districts including Bessemer City, Chickasaw City, Etowah County, Butler County, Decatur City, Perry County, Calhoun County, Dothan City, Shelby County, and Lauderdale County will implement the design starting this fall. Other districts will be phased in over the coming years.
“This new direction will help advance Alabama’s PLAN 2020, which outlines four priorities, including the learners, the support systems, the school systems, and the professionals,” explains Dr. Tommy Bice, State Superintendent of Education. “Each of these four components of the plan has to function together like an ‘eco-system’ so that we can meet our objectives of improving student growth and achievement, closing the achievement gap, increasing the graduation rate, and increasing the number of students that are college- and career-ready. Student support is a vital part of that total system.”
Our work in Alabama to design and implement this exciting body of work is being supported by Scholastic Consultant Dr. Rhonda Neal-Waltman, former Assistant Superintendent with Mobile County Schools, and Drs. Howard Adelman and Linda Taylor from the UCLA Center for Mental Health.
The news conference will be available for LIVE viewing on the Alabama State Department of Education’s Ustream Channel at http://www.ustream.tv/channel/alabama-depart:ment-of-education. After the meeting, the archived video is available on the site. If you have comments or questions, please call Communications at 334-242-9950 or send an e-mail to comm@alsde.edu.
###

Look up the ASCA National Model

http://www.ascanationalmodel.org/foundation

PDF]ASCA National Standards for Students - SAS

https://www.pdesas.org/.../ASCA_National_Standards_for_Students.pdf
Citation Guide. When citing from this publication, use the following reference: American School Counselor Association (2004). ASCA. National Standards for ...


Read this from Linda Murphy:

Look at Out of Control Ed:

5 yr old forced to sign safety contract:

Middle school students who participated in a controversial sex education program in Hawaii were rewarded with gift cards from the University of Hawaii Center on Disability Studies. The gift cards, valued at between $10 and $20 each, were issued to 11-, 12- and 13-year-olds who participate in Pono Choices. About $52,200 of a $5 million grant from the U.S. Office of Adolescent Health was used to buy the cards.

Look at what you're hearing throughout the state and throughout the country and decide for yourself--can you afford to look the other way?

Hosea 4:6King James Version (KJV)

My people are destroyed for lack of knowledge: because thou hast rejected knowledge, I will also reject thee, that thou shalt be no priest to me: seeing thou hast forgotten the law of thy God, I will also forget thy children.

Saturday
Sep202014

APUSH Rightfully Rejected By Texas SBOE As Any Grateful American Should

In an 8-4 decision on 9-19-2014, the Texas SBOE rejected the highly controversial or should we say highly unpatriotic Advance Placement US History (APUSH).  In today's world where most SBOE does the wrong thing, the Texas Board of Ed did their state proud.  Of course it took a lot of work from determined individuals like Alice Linahan and Rebecca Forest of Women on the Wall along with stand up state board members such as Ken Mercer and many more wonderful freedom-loving parents, teachers etc. (including Luca Bocci of Tea Party Italia who took the time to appear before board hearing-read his thoughts here).

Rebecca Forest had talked Linahan to have a counter conference against Arne Duncan and his National PTA Convention and out of that was the realization from guest Jane Robbins and APUSH educator Larry Krieger of the new APUSH framework.  The new president of the College Board is the well known author of Common Core, David Coleman and the APUSH framework had become a promotion of anti-American sentiments (as can be seen also in the Common Core.)  Dean Kalahar's article is one of the best expose on the mindset of Common Core's authors (a must read).

 In SBOE member Ken Mercer's Op Ed is this quote:

“For today’s patriots, this is our Valley Forge and our D-Day -
this is the Revolution of 2014!”  

Indeed, the audacity of leaving out almost every Founding Father, our WWII heroes-the"Greatest Generation", Martin Luther King Jr, Rosa Parks and many other heroes (hear detailed interview from Larry Krieger) was too much for many to take.  I remember hearing the words of one whose uncle never came back from Normandy, one of many who never experienced coming home and marrying his sweetheart and becoming a proud father.  Stories about Founders who when they signed The Declaration of Independence knew they were signing away their lives as they would be hunted down and many of their families sacrificed.  Proudly today, we can say that one state stood tall against the onslaught to remove the memories of America's heroes from the minds of her children.  It is a stand that hopefully will be made across the land as freedom-loving states, whose citizen's hearts still remembers that their ability to live in this "Land of the Free", means they have to be the "Brave" (thank God too for Merril Hope).  Thank God for Brave Texans!  From one proud simple American to others...here's hoping we can find it within to stand and with help from the One from whom all blessings flow, find the strength to "keep on" and remember true history.  May God bless America.

Tuesday
Sep162014

Know Your Rights Under the Protection of Pupil Rights Amendment (PPRA)

ED.gov Printable Logo


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Model Notification of Rights Under the Protection of Pupil Rights Amendment (PPRA)



PPRA affords parents certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include the right to:

Consent before students are required to submit to a survey that concerns one or more of the following protected areas ("protected information survey") if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED)-

  1. Political affiliations or beliefs of the student or student's parent;
  2. Mental or psychological problems of the student or student's family;
  3. Sex behavior or attitudes;
  4. Illegal, anti-social, self-incriminating, or demeaning behavior;
  5. Critical appraisals of others with whom respondents have close family relationships;
  6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
  7. Religious practices, affiliations, or beliefs of the student or parents; or
  8. Income, other than as required by law to determine program eligibility.

Receive notice and an opportunity to opt a student out of -

  1. Any other protected information survey, regardless of funding;
  2. Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and
  3. Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others.

Inspect, upon request and before administration or use -

  1. Protected information surveys of students;
  2. Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and
  3. Instructional material used as part of the educational curriculum.

These rights transfer to from the parents to a student who is 18 years old or an emancipated minor under State law.

[School District will/has develop[ed] and adopt[ed]] policies, in consultation with parents, regarding these rights, as well as arrangements to protect student privacy in the administration of protected information surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. [School District] will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes. [School District] will also directly notify, such as through U.S. Mail or email, parents of students who are scheduled to participate in the specific activities or surveys noted below and will provide an opportunity for the parent to opt his or her child out of participation of the specific activity or survey. [School District] will make this notification to parents at the beginning of the school year if the District has identified the specific or approximate dates of the activities or surveys at that time. For surveys and activities scheduled after the school year starts, parents will be provided reasonable notification of the planned activities and surveys listed below and be provided an opportunity to opt their child out of such activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys. Following is a list of the specific activities and surveys covered under this requirement:

  • Collection, disclosure, or use of personal information for marketing, sales or other distribution.
  • Administration of any protected information survey not funded in whole or in part by ED.
  • Any non-emergency, invasive physical examination or screening as described above.

Parents who believe their rights have been violated may file a complaint with:

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, S.W.
Washington, D.C. 20202-5901

Tuesday
Sep162014

Updated Testing Dates For Alabama

August 25, 2014
M E M O R A N D U M
TO: City and County Superintendents of Education
FROM: Thomas R. Bice
State Superintendent of Education
RE: Testing Updates for 2014-2015
This is an update of information provided in a memorandum dated January 21, 2014, regarding the
statewide testing program. Please note the following changes:
1. The Alabama Science Assessment (ASA) for students in Grades 5 and 7 will be replaced by the
ACT Aspire science test in spring 2015. Please note that although science is required for students
in Grades 5 and 7 only, STEM scores are obtained for students who test in both mathematics and
science at all grade levels. While science scores are reported, they are not used for accountability.
2. With the small number of students taking the Alabama High School Graduation Exam (AHSGE),
the Alabama State Department of Education (ALSDE) contract with Data Recognition
Corporation (DRC) will end in September. The Student Assessment Section will handle all
scoring and printing of results. System Test Coordinators (STC) will receive detailed
information at their workshop on September 8-9, 2014.
3. Before the DRC contract expires on September 30, 2014, all districts and schools should ensure
that reports that are currently located in eDirect have been downloaded and saved or printed.
These include the ARMT+ 2011-2012, the ARMT+ 2012-2013, the ASA 2013-2014, and the
AHSGE from spring 2012 through summer 2014.
4. The ALSDE will work with ACT Aspire to make sure districts receive reports early. In order to
maintain secure handling and shipping of test materials, as well as to ensure accurate and timely
reporting of assessment results, ACT Aspire will require that all paper and pencil assessments
be completed within the first three weeks of the test window (April 6-April 24, 2015). Computerbased
testing will be allowed from April 6 through May 15, 2015.
5. Alabama has been invited to participate in the optional computer-based administration of the
ACT this spring. Schools may choose the traditional paper-pencil format or the online format.
More information will be provided to STCs at their workshop in September. For a preview of
what is coming, visit, http://www.act.org/actnext/.
Please review the revised 2014-2015 Testing Dates. If you have questions, please contact
Mrs. Rebecca W. Mims, Student Assessment Section, at (334) 242-8038.
TRB/RWM
Attachment
cc: City and County System Test Coordinators
FY14-2098
Alabama State Department of Education
Revised August 25, 2014
2014 – 2015 TESTING DATES
DAYS NEEDED
TEST TESTING PERIOD FOR TESTING
Alabama High School Graduation Exam (AHSGE)* September 15 – 19, 2014 5 days
ACT Explore** October 15 – 22, 2014 1 day**
ACT Plan** October 15 – 22, 2014 1 day**
Alabama High School Graduation Exam (AHSGE)* December 1 – 5, 2014 5 days
ACT QualityCore End-of-Course Assessments (block schedule)***December 1 – End of First Term 1–2 days***
ACT WorkKeys Internet Version January 5 – February 27, 2015 1 day
ACT WorkKeys Paper/Pencil Test February 10, 2015 1 day
ACT WorkKeys Paper/Pencil with Accommodations February 10 – 24, 2015 ****
ACT WorkKeys Paper/Pencil Make-Up Test February 24, 2015 1 day
Alabama High School Graduation Exam (AHSGE)* March 16 – 20, 2015 5 days
ACCESS for ELLs March 23 – May 1, 2015 2–3 days
Alternate ACCESS for ELLs March 23 – May 1, 2015 2–3 days
ACT Aspire Paper/Pencil April 6 – April 24, 2015 1–5 days
ACT Aspire Computer-Based April 6 – May 15, 2015 1–5 days
Alabama Alternate Assessment (AAA) Online Collection May 1, 2015 *****
ACT Plus Writing Paper/Pencil** April 28, 2015 1 day**
ACT Plus Writing with Accommodations Paper/Pencil** April 28 – May 12, 2015 ****
ACT Plus Writing Computer-Based** April 28 – 30 and May 5 – 7, 2015 1 day**
ACT Plus Writing Paper/Pencil Makeup** May 12, 2015 1 day**
ACT QualityCore End-of-Course Assessments*** Within last 4 weeks of term 1–2 days
Alabama High School Graduation Exam (AHSGE)* July 6 – 10, 2015 5 days
*Since the AHSGE will be administered only to exited students and those still enrolled who have the AHSGE as a diploma
requirement, systems may choose to consolidate test sites. (The AHSGE is required for students who entered ninth grade
for the first time in 2009-2010 or earlier.) One day is needed for each subject test.
**The pretest sessions of the ACT Plus Writing must be completed on a SEPARATE day PRIOR to the administration of
the test. Although the pretest sessions of the ACT Explore and ACT Plan must also be completed prior to the administration
of the tests, the sessions may be held on the morning of the tests or on a previous day within the window.
***The required QualityCore End-of-Course Assessments for 2014-2015 are English 10 and Algebra I. Each test is
composed of two 45-minute sessions. These sessions may be completed in one day or on two separate days.
****The number of days allowed for accommodations on the ACT Plus Writing with accommodations is determined by
ACT based on each student’s IEP; the number of days allowed for ACT WorkKeys with accommodations is determined by
the IEP team.
*****All evidence for the AAA, which is collected throughout the school year, must be posted online by 5 p.m. May 1,
2015.

Tuesday
Sep162014

Opt Out Form For 2014-2015

STUDENT PRIVACY PROTECTION OPT-OUT REQUEST
PLEASE TAKE NOTICE that in accordance with the fundamental constitutional rights of parents and legal guardians to determine and direct the care, teaching and education of their children, and the relevant state and federal statutes, I hereby request my child ______________________________ be exempted and excused for the school year _______________ from the following check marked activities:
__Any and all standardized testing or activities required by law, under which individual student data are collected and/or shared with the federal government or other entities outside of the local school district; or are used for the purposes of school, student, or teacher accountability, including but not by way of limitation to, academic, achievement and annual tests, state-wide performance assessments and Common Core State Standards aligned assessments and pilots.  Any and all tests, assessments, or surveys not limited solely to proficiency in core academic subjects. This includes:__________________________________________
___________________________________________________________________________________________________
__Any and all tests, assessments, or surveys used to measure pupils’ values, attitudes or beliefs.
__Any survey, analysis, or evaluation that reveals information concerning my child, myself or other members of my family related to: (1) political affiliations or beliefs of the student or the student’s parent; (2) mental or psychological problems of the student or the student’s family; (3) sex behavior or attitudes; (4) illegal, anti-social, self-incriminating, or demeaning behavior; (5) critical appraisals of other individuals with whom respondents have close family relationships; (6) legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers; (7) religious practices, affiliations, or beliefs of the student or student’s parent; or (8) income.
__The collection, tracking, housing, reporting, selling, or sharing with any party outside of the local school district, of non-educational related information on my child or my family, including, but not limited to: religion, political affiliations, biometric data, psychometric data, and medical information. Biometric data includes fingerprints, retina and iris (eye) patterns, voiceprint, DNA sequence, facial characteristics, handwriting, and any other unique physical identifying traits. Psychometric data includes, but is not limited to: personality traits, attitudes, abilities, aptitude, social and emotional development, tendencies, inclinations, interests, and motivations.
__The sharing with any party outside of the local school district of my child’s directory information, including, but not limited to: name, address, telephone listing, e-mail address, photograph, date and place of birth, major field of study, grade level, enrollment status, dates of attendance, participation in officially recognized activities and sports, weight, height, athletic teams, degrees, honors, awards, and most recent educational agency or institution attended.
__The sharing with any party outside of the local school district of my child’s student ID number, social security number, or other unique identifying number.
__Any computer or online based educational services activities or assessments through which individual student data or metadata is stored in a manner inconsistent with industry requirements and best practices or is shared with any party outside the local school district.
__Any Common Core State Standards aligned activities, surveys or assessments that concern the attitudes, beliefs, including religious or political beliefs, or value systems of individual students.
This executed form supersedes all prior Opt-Out forms. ______________________ Grade _________
Date_______________Phone # __________________________E-Mail_________________________________________
Parent/Guardian’s Name(s)_________________________________________________________
Signature_____________________________________________________________________
Received by (name) ____________________________________________________________
Signature________________________________________ Date received________________