Stopping Common Core and Homescholing
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Stopping Common Core and Homescholing

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Stopping Common Core and Homescholing Stopping Common Core and Homescholing Presentation Transcript

  • Wyomingfreedomineducation.org
  • Acronyms to know: WDE and WYDOE- Wyoming Department of Education, BOE- Board of Education, CCSS- Common Core State Standards, SBAC- Smarter Balanced Assessment Consortium, RttT- Race to the Top, NCLB- No Child left Behind, ARRA- American Recovery and Reinvestment Act, NGA- National Governors Association, CCSSO- Council of Chief State School Officers, MOA- Memorandum of Agreement, MOU- Memorandum of Understanding, OSEP- Office of Special Education Programs, IDEA- Individuals with Disabilities Education Act
  • Who am I? I am a homeschool Mom I am also determined to STOP Common Core
  • It doesn‟t matter if your kids attend public school, if you homeschool, or if you no longer have or have yet to have school aged children, Common Core should be a concern to you. No Child is Common All Children are individuals It is all about the money CCSS was a string on the carrot known as the Race to the Top Grant CCSS is a part of the federalizing of education CCSS is tied to federal money This could overreach into homeschooling Striping our rights as homeschoolers, and becoming a gateway to making homeschooling illegal in the United States This generation of children are the future of this country Public Children are taught only what the government wants them to be taught
  •  “The education of  “Give me 4 years all children, from the moment that they can get along without a mother's care, shall be in state institutions.” to teach the children, and the seed I have sown, will never be uprooted” Vladimir Lenin
  • THE WHITE HOUSE Office of the Press Secretary FOR IMMEDIATE RELEASE June 4, 2013 Increasing Access to High-Quality Early Childhood Education in Wyoming The President believes we need to equip every child with the skills and education they need to be on a clear path to a good job and the middle class. That education has to start in the earliest possible years to prepare our children for later success in school and in life. To ensure these opportunities are available to all, President Obama has put forward a comprehensive early learning proposal to build a strong foundation for success in the first five years of life. These investments – made in partnership with States and fully paid for in the President’s budget – will help close America‟s school readiness gap and ensure that America‟s children enter kindergarten ready to succeed:
  • • Providing High-Quality Preschool for All. In partnership with the States, President Obama’s Preschool for All proposal would provide every four-year-old child with access to highquality preschool, while also incentivizing States to adopt full-day kindergarten policies. Providing a year of free, public preschool for every child is an important investment in our nation‟s future, providing our children the best start in life while helping hard-working families save thousands each year in costs associated with early care and education. This proposal would invest $75 billion over 10 years without adding a dime to the deficit. • Under the President’s proposal, Wyoming is estimated to receive $4,000,000 in the first year it participates in the Preschool for All program. This funding, combined with an initial estimated state match of $400,000, would serve about * These figures estimate the funds a State could receive in the first year if it chooses to participate in the Preschool for All program. The 489 children State‟s current population of four-year-olds in families at or below families in the first estimate is based on the from low- and moderate-income the 200 percent federal poverty level. Estimates will vary based on the scope of the State‟s preschool expansion and the cost of providing high-quality preschool services. Thisyear of the program alone.* estimate assumes that States will expand to 20 percent of their eligible four-year-olds in the first year at a per child cost of $9,000 a year. The federal share of the total cost is calculated at 90 percent, which is the regular match rate the State would receive in the first year. Please note that this estimate is designed to be illustrative only and does not attempt to represent how the
  • • Investing in High-Quality Infant and Toddler Care. In order to increase high-quality early learning opportunities in the years before preschool, a new $1.4 billion competitive Early Head Start-Child Care Partnership grant program would support communities that expand the availability of early learning opportunities with child care providers that meet high Early Head Start quality standards, growing the supply of high-quality child care for children from birth through age 3 • About 2,428 children in Wyoming from birth to age three are currently served by the Child Care and Development Block Grant. Through Early Head Start-Child Care Partnerships, more of these children will have access to high quality early care and education.
  • Expanding Effective Parent and Family Support. Quality education begins at home as parents support their child‟s learning and development. As part of a comprehensive early learning agenda, the President proposes $15 billion over 10 years to extend and expand voluntary home visiting programs. These programs allow nurses, social workers, parent educators, and other professionals to connect families to services, supports, and tools that positively impact the health, development, and education of their children. Under the President’s proposal, Wyoming is estimated to receive $6,900,000 in the first year it participates in the expanded Home Visiting program.** Each year, 2,432 lowincome mothers in Wyoming give birth to a new baby and may benefit from these voluntary services. ** This figure estimates the funds a State could receive in the first year of an expanded Home Visiting program. The estimate assumes $15 billion of total funding over 10 years and assumes the same proportion of total funding is allocated for statutory set-asides, formula and competitive grants as in FY 2012 and States received an equal amount of competitive funding. Please note that this estimate is designed to be illustrative only and does not attempt to represent actual first year awards. The methodology and criteria for funding allocations beyond FY 2014 has not yet been determined.
  • What is Common Core? “The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” They are also copyrighted. Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school. Teachers, parents and community leaders have all weighed in to help create the Common Core State Standards. The standards clearly communicate what is expected of students at each grade level. This will allow our teachers to be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them. With students, parents and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed in college and in a modern workforce. To appropriately cite the Common Core State Standards, use the following: Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
  • • Along with the National Governor‟s Association and the Council of Chief State School Officers, New Yorker, David Coleman has come out and admitted to being the leading architect of the standards. • David Coleman has connections to Weather Underground bomber, William (Bill Ayers), Barack Obama and the Chicago Annenberg Challenge, headed by Obama and appointed by Ayers. • David Coleman is not an educator, but rather a business man. • David Coleman also donated about $15, 000 to the last [2012] Barack H. Obama Presidential Campaign.
  • nga.org
  • nga.org
  •  David Moore, Director NGA Center for Best Practices  EXPERTISE  Moore brings extensive expertise to the NGA Center in numerous policy areas     of relevance to governors. During his time at the Congressional Budget Office he managed the development and production of policy-relevant research in a number of topic areas including energy, environment, transportation, the economics of innovation, the federal government‟s influence on the pharmaceutical industry, the compensation of public employees and the private sector‟s role in enhancing homeland security. The NGA Center is the only policy research and development firm that directly serves the nation‟s governors by helping them and their policy advisors develop and implement innovative solutions to governance and policy challenges. This mission encompasses identifying and sharing information on states‟ best practices, providing customized technical assistance to governors, identifying and providing solutions to emerging state issues and developing evaluation strategies for existing state programs. BACKGROUND Previous Positions: Deputy Director of the Microeconomics Studies Division at the Congressional Budget Office (CBO); Staff Economist, Center for International Technical Cooperation; Staff Economist, The Analytic Sciences Corporation. Education: B.S. in political science with a minor in economics; M.A. in economics; Ph.D. examinations in economics, American University
  •  Ryan Reyna Program Director Education Division Common Core State Standards, STEM, finance and data systems  EXPERTISE  Reyna leads the Education Division's work on college and career readiness, including standards, assessment, accountability and transitions into postsecondary education and training. He also directs work on dropout prevention and recovery and resource reallocation.  BACKGROUND  Previous Positions: Senior Policy Analyst and Policy Analyst, NGA Center for Best Practices; Research Associate, Data Quality Campaign.  Education: B.A. in American Politics, University of Virginia; M.P.Aff., LBJ School of Public Affairs, University of Texas at Austin.  SELECTED PUBLICATIONS  Reindl, Travis and Ryan Reyna (2011), From Information to Action: Revamping Higher Education Accountability Systems, National Governors Association.  Reyna, Ryan (2011), State Policies to Reengage Dropouts, National Governors Association.  Reyna, Ryan (2010), Setting Statewide College- and Career-Ready Goals, National Governors Association.  Reyna, Ryan (2010),Complete to Compete: Common College Completion Metrics, National Governors Association.
  • The Claims of the CCSSO The Council of Chief State School Officers (CCSSO) is a nationwide, nonpartisan, and nonprofit membership organization. The only one of its kind to bring together the top education leaders from every state in the nation. Our nation's chief state school officers are committed to creating a public education system that prepares every child for lifelong learning, work, and citizenship. CCSSO's promise is to lead chiefs and their organizations in this effort by focusing on those state-driven leverage points they are uniquely positioned to address-and increasing their capacity to produce students ready to succeed as productive members of society. Through decisive leadership and collective state action, we are committed to delivering on this promise.
  • Meet the CCSSO Board of Directors
  • More CCSSO Directors… Have you found one from Wyoming yet?
  • Did you notice the lack of WYOMING in those last few slides? Many of our Republican legislators have parroted “But the Common Core Standards are „State‟ led…” “If you tell a lie big enough and keep repeating it, people will eventually come to believe it. The lie can be maintained only for such time as the State can shield the people from the political, economic and/or military consequences of the lie. It thus becomes vitally important for the State to use all of its powers to repress dissent, for the truth is the mortal enemy of the lie, and thus by extension, the truth is the greatest enemy of the State.” -Joseph Goebbels, Hitler's chief propagandist.
  • “But Common Core Standards have rigor….” What does the dictionary say about these key words, “Common” and “Rigor”?
  • Common:  Not unusual; Quite usual and average  ENTIRELY ORDINARY and undistinguished esp. by anything superior.  Falling below ordinary standards; inferior  1: belonging to or serving the community: Public 2: Shared by a number in a group 3: widely or generally known, found or observed: Familiar <~Knowledge> 4: Vernacular 3 <Names of plants>  5: NOT ABOVE THE AVERAGE, ESP. IN SOCIAL STATUS. syn: UNIVERSAL, GENERAL, GE Is your Child Common?
  • Rigor  Often HARSH inflexibility in opinion, temper or judgment  Severity, Sternness  The quality of unyielding or inflexible  Exactingness without allowance, deviation, or indulgence  The quality or state of being rigid Are Rigorous Standard s Right For Your Child?
  • “But the Common Core Standards are just standards and they are state led…” •Standards drive the curriculum •Assessments {like SBAC} test both the standards and the curriculum. •Common Core was required for any state that wanted to apply for the Race to the Top Grant and
  •  First, under George W. Bush there was No Child Left Behind (NCLB)  Then, under Barack Obama, and hidden in the stimulus package (American Recovery and Reinvestment Act, (ARRA) , the Race to the Top (RttT) grant was introduced.  In the RttT grant application, was a stipulation that any state applying for the grant would have to implement the College and Career Readiness Standards, later renamed: the Common Core “State” Standards. (CCSS)  CCSS are the next step in federalizing education and the dumbing down of
  • Report on the General Status of Wyoming Public Schools A Report to the Wyoming People and to the State Legislature Submitted October 15, 2013 http://legisweb.state.wy.us/School%20Finance/2013WyomingQualitySchoolsReport.pdf
  • • In 1965, the Elementary and Secondary Education Act (ESEA) was enacted, to be reauthorized every five years. With every reauthorization more compliance on the part of the states was added. • In 2001, the reauthorization of ESEA was called No Child Left Behind, (NCLB) advancing and codifying the testing movement. Although scheduled for reauthorization and amendment in 2007, this remains the law of the land. Many states have opted for greater federal controls as the condition for seeking a waiver from NCLB. • In 2009, President Obama‟s American Recovery and Reinvestment Act (ARRA) established Race to the Top funding and led to the adoption of Common Core State Standards and other requirements to receive these federal funds. As most states faced severe education funding shortfalls, many took this path, accepting the
  • • In the fall of 2011, Arne Duncan, U.S. Secretary of Education and head of the U.S. Department of Education, offered states the opportunity to sign on to greater federal control in exchange for waivers from NCLB requirements. Those federal controls included: i. A requirement to institute college and career ready standards, i.e., Common Core State Standards, ii. Adoption of accountability systems in state law, and iii. The linking of teacher evaluation to student performance data. • In January of 2010, then Superintendent Jim McBride, on behalf of the WDE, applied for $159 million in Race to the Top funding. The U.S. Department of Education‟s review of Wyoming‟s Race to the Top application revealed that Wyoming received a low ranting and would not be considered for Race to the Top monies because Wyoming had not adopted the Common Core State Standards, did not have federally approved accountability systems in place, was not linking teacher evaluations to student performance, and was not meeting
  • • In response, in June of 2010, without following rulemaking requirements, the Wyoming State Board of Education approved the Common Core State Standards. Immediately, the WDE set out to advise school districts that the Common Core State Standards had been adopted and began compliance-based efforts for standards that had not yet been adopted through rulemaking.
  • In November of 2010, I [Cindy Hill] was elected as Superintendent of Public Instruction. I had the audacity to ask why Wyoming was taking federal money, questioning the merits of federal controls. • During the two years in which I held general supervision of the public schools (prior to the passage of SF104), I questioned the need for increased federal control over education in Wyoming (e.g., seeking to place emphasis at the local level and on teacher training; giving parents the right to opt-out of data collections by requiring informed consent of parents prior to data collection rather than parents not knowing that data was being collected on their children; …not signing Wyoming up for greater federal controls through the NCLB waiver; and a myriad of other views not in conformity with the effort to federalize Wyoming education).
  • With the adoption of SF104 in 2013, the Superintendent of Public Instruction was stripped of the general supervision of public schools, and was assigned a handful of ministerial duties, this report among the duties assigned by the Legislature. • A week after signing SF104, Governor Mead flew to Washington, D.C. to apply for more federal controls over education through the NCLB waiver. Responding to public pressure, Governor Mead placed Wyoming’s waiver application on hold until after the 2014 primary election. • The Governor appointed a director of education who had no degree, no training, and no experience in education, and was not from Wyoming. He was a state senator from Arizona whose nutrition-related business relied upon contracts with
  • February 2009 To qualify for the grant a state had to agree to implement the unwritten “College and Career readiness Standards. Race to the Top Grant The College and Career Readiness Standards were later renamed the Common Core “State” Standards ARRA No Child Left Behind Waiver To qualify for the NCLB Waivers, a state had to apply for the RttT Grant We did not get the Race to the Top Grant.
  • March 2009 End of March 2009 • ARRA funds begin to “stream” for Title I, IDEA and State Fiscal Stabilization Funds. • The funds were to be sent to the states at the end of March to mid April. Only about 50%of the funds would be released at that time • The second half would be released on specific conditions and reporting that was established by the U.S. Department of Education in the fall. • “WDE continues to work with the United States Department of Education, the office of Senator Mike Enzi, and the Council of Chief State School Officers (CCSSO) to determine the best and legal uses of ARRA funds.”
  • May 2009 • Governor Freudenthal signed the “CCSSO and the NGA Center of Best Practices Common Core Standards Memorandum of Agreement” (MOA) on May 8, 2009. June 2009 • The Wyoming Department of Education, and Governor Dave Freudenthal have agreed to Wyoming’s participation in the national “common core standards” effort… Sept. 2009 • September 25th, 2009 the WYDOE sent out a memo (2009-150) to all WY school district superintendents and curriculum coordinators saying that the first draft of the CCSS was [allegedly] available for public viewing until October 21st, 2009.
  • Jan 2010 March 2010 • The Race to the Top Grant application was sent off on [Jan. 15th, 2010] • Right before Christmas [2009], the Department applied for a data grant for $11 million. McBride felt our chances for receiving either of these grant awards are excellent. • If awarded, the grant award would have been $162 million with $81 million for school districts. • Drafts of the K-12 Common Core English Language Arts and Mathematics Standards were released for public comment on Wednesday, March 10, 2010. The comment period will be open only until April 2, 2010.
  • June 2010 Oct/Nov. 2010 • WY SBOE voted to adopt the CCSS • WY SBOE approves the adoption of the CCSS in English Language Arts and Mathematics in the next revision of the WY Content and Performance Standards to be completed by December, 2011. • The Common Core Standards will be included, in their entirety, in the WY Content and Performance Standards • The Standards Review Committees School District Superintendents continued to review and recommend revisions to the WY Content and Performance Standards through December 11, 2011, after which, the State Board of Education will be asked to adopt revised Wyoming Standards • On Oct 6, 2010 (Entered into Nov. 29, 2010) then Governor Dave Freudenthal & Superintendent of Public Instruction Jim McBride, signed the “Memorandum of Understanding [of the] Smarter Balanced Assessment Consortium [and the] Race to the Top Fund Assessment Program: Comprehensive Assessment Systems grant Application”
  • Procedure to Exit the Smarter balanced Assessment Consortium. This summer, Wyoming became a governing member
  • • the SBOE voted in favor of adopting the revised standards for health, mathematics, and language arts. The revised standards include April 2012 [the] CCSS in mathematics and language arts February 2013 • Stop Common Core in Wyoming is formed when concerned Wyoming Citizens FIRST began to hear about Common Core and became concerned about it • Wyoming Freedom in Education becomes official! July 2013
  • • When we look at the timeline of CCSS and the Smarter Balanced Assessment Consortium are not Wyoming led initiatives. • There are far too many strings and stipulations attached, and if this truly was „state led‟, there would not be a need for either. • Wyoming should chose, without bribes, the standards we expect our children to achieve, our state, and our children are unique, and our standards and subsequent curriculum need to reflect that.
  • Refuting the article in the Powell Tribune: Common Core Controversy For example, Common Core Standards say one of the things kindergartners will learn is how to count to 100. How kindergartners learn to count — through activities, worksheets, music or other ways — is up to local teachers. Not really, in a couple of slides we will hear from a teacher who is excited because her military students that transfer in and out of school will benefit, because every school in every state [that has implemented Common Core] will be taught the same things, the same way… The other thing, is if teachers have the freedom to teach the standards the way to, why are we spending tax payer money on trainings to teach teachers how to teach to the Common Core Standards?
  • Teachers determine the curriculum for their classrooms, aligning it to the Common Core State Standards, Mitchell said. The Truth: The local school boards choose the curriculum, not each individual teacher. Depending on the district, parents and teachers may or may not be allowed to participate in choosing the curriculum. Notice, they can’t even keep their lies straight, Mitchell contradicted the propaganda message he is supposed to be promoting:
  • Because our Governor, Legislators, The Wyoming Department of Education, & State Board of Education, have been contacted by people like you, they felt the need to put out a video about how wonderful Common Core is… What we need to learn from our history is that when the Government needs to sell you on something, it
  • Because our Governor, Legisla tors, The Wyoming Department of Education, & State Board of Education, have been contacted by people like you, they felt the need to put out a video about how wonderful Common Core is… What we need to learn from our history is that when the Government needs to sell you on something, it isn‟t anything you
  •  About the National Governor‟s Association: nga.org  And try to find the role Dave Freudenthal and Matt Mead played in writing the Common Core Standards  Mainly that neither were in the NGA Center for Best Practices  About the Chief Council of State School Officers: ccsso.org  The Standards themselves: corestandards.org  Read the memos on the WDOE website: edu.wyoming.gov http://edu.wyoming.gov/Communications.aspx  The Race to the Top Grant Application requiring states to implement the unwritten “College and Career Readiness Standards”, renamed the Common Core State Standards.  Learn who their partners are  The Smarter Balanced Assessment  Notice that the exact authors of Consortium, of which Wyoming is a Governing Member: the Common Core Standards are never named smarterbalanced.org wyomingfreedomineducation.org
  • Data Mining/Data Collection Data Mining is not in the Common Core Standards… HOWEVER… There is a direct correlation
  • Data Collection http://www.ed.gov/edblogs/technology/files/201 3/02/OET-Draft-Grit-Report-2-17-13.pdf
  • Data Collectio n Pg. 32 http://www.ed.gov/edbl ogs/technology/files/2 013/02/OET-Draft-GritReport-2-17-13.pdf
  • Data Collectio n Pg. 43 http://www.ed.gov/edbl ogs/technology/files/2 013/02/OET-Draft-GritReport-2-17-13.pdf
  • Data Collectio n Pg. 44 http://www.ed.gov/edbl ogs/technology/files/2 013/02/OET-Draft-GritReport-2-17-13.pdf
  • Data Collectio n Pg. 44 http://www.ed.gov/edbl ogs/technology/files/2 013/02/OET-Draft-GritReport-2-17-13.pdf
  • Data Collectio n Pg. 44 Pg. 45 http://www.ed.gov/edbl ogs/technology/files/2 013/02/OET-Draft-GritReport-2-17-13.pdf
  • Wyoming Education Coordinating Council The Wyoming Education Coordinating Council (formerly known as the Wyoming P-16 Education Council) is a nonpartisan, non-governmental, 501(c)(3) organization made up of a partnership of state leaders from business, education, and government. The Wyoming Education Coordinating Council seeks to illuminate and influence the challenges and opportunities to achieve a robust educational system. Short Term Goals •Work with Early Childhood stakeholders and ask how Council can bring a broader educational voice to their Early Childhood issues and impact state policy. (i.e. Kindergarten readiness). •Influence the Statewide Longitudinal Data System (SLDS) Task Force to complete its work so that the Council can produce a report about the key indicators that predict and document success in the This non profit happens to be in the Hathaway Building… P20 Stands for Preschool to 20+ years of age.
  • Meet Wyoming‟s P20 Council (Wyoming Education Coordinating Council) Committee Members
  • Meet Wyoming‟s P20 Council (Wyoming Education Coordinating Council)
  • • • Mr. Waters provides technology direction for the State and is responsible for oversight and management of enterprise technology initiatives. Mr. Waters has worked for the Wyoming Division of Criminal Investigation. He developed software for use in identifying predators that targeted children. That software has been used by hundreds of law enforcement agencies across the world. He has won awards for his innovative technologies from the U.S. Department of Justice, the National Center for Missing and Exploited Children and International Association of Chiefs of Police the
  • Taken from the NCES Handbook this is under Domain: Student
  • This is a FEDERAL website. (In fact the site was unavailable during the government shut down.) Why does the Federal government need to know what kind of IEP a child may be on?
  • These can be found at NCES.ed.gov
  • Look up your child’s school at: http://nces.ed.gov/ccd/schoolsearch/
  • Did you know that FERPA [Family Educational Rights “Privacy” Act] Over rides HIPPA?
  • Did you know that FERPA [Family Educational Rights “Privacy” Act] Over rides HIPPA?
  • Did you know that FERPA [Family Educational Rights “Privacy” Act] Over rides HIPPA?
  • Read More about HIPPA and FERPA at hhs.gov Look up: Joint Guidance on the Application of the Family Educational Rights and Privacy Act (FERPA) And the Health Insurance Portability and Accountability Act of 1996 (HIPAA) To Student Health Records
  •  About the Wyoming Education Coordinating Council: wp- 16.org  Read about their committee and council members, including Sen. Hank Coe  Go to http://nces.ed.gov/progra ms/handbook/toc.asp web site, and look under Domain: Student to see what data is being collected on your family.  Read more about FERPA and HIPPA at hhs.gov  Read Chapter three of „Promoting Grit, Tenacity and Perseverance: Critical Factors for Success in the 21st century.‟ http://www.ed.gov/edblo gs/technology/files/2013 /02/OET-Draft-GritReport-2-17-13.pdf wyomingfreedomineducation.org
  • What can you do to •Keep your children‟s information from being gathered without your consent? •Let the officials in Wyoming know that you are serious about stopping Common Core in Wyoming? •Make sure that the academic standards set for your child, fit your child and their abilities, their strengths and weaknesses?
  •  Our unelected state Board of Education (BOE) voted to implement the Common Core “State” Standards and all of the strings that go with it (such as joining the Smarter Balanced Assessment Consortium). Contrary to the “state led” myth, the CCSS takes local control away from our schools.
  •   Truant: : one who shirks duty; especially : one who stays out of school without permission
  • Read more about the Wheatland truancy prosecutions, and updates on Brayden‟s family at: wyomingfreedomineducation. org
  • GETTING STARTED • • • •  Join HSLDA (Home School  Legal Defense) Figure out the learning style  and method that is best for your individual children and your family Choose your curriculum Write and send in your Letter of Intent to your local Board of Trustees • A Letter of withdrawal may be needed if your child is currently enrolled in the public school system. • DO NOT fill out any paperwork given to you by the school or school district Your written Letter of intent and the letter of withdrawal if your child(ren) is/are currently enrolled in public school is all they need. Never give them more information than they ask for, by learning the state law you will know what you are required to answer and what you are not. Ask an   
  • HOMESCHOOLING IN WY IS FAIRLY SIMPLE BUT SURE THAT THE VERY FIRST THING YOU DO ONCE YOUR FAMILY HAS DECIDED TO HOMESCHOOL IS JOIN HSLDA (HOME SCHOOL LEGAL DEFENSE)
  • Choosing the style and method that is right for you  GETTING STARTED • •  Figure out the learning style and method that is best for your individual children and your family Choose your curriculum First, know the reasons why you are homeschooling and discuss your goals with your spouse. Learn about the different styles and methods:  Traditional  In the Traditional Approach, graded textbooks or workbooks follow a scope and sequence that covers each subject in 180 daily increments over a span of 12 years. Textbook curricula assume you will run your home school like an institutional school.  Classical (includes Principle Approach)  Living Books  Charlotte Mason  The Living Books and Life Experiences Approach of Charlotte Mason treats children as persons, not as containers to be filled with information.  Eclectic  The Eclectic Approach takes a cafeteria-style view of home schooling and chooses suitable teaching materials from all different approaches.  Unit Studies  A Unit Study takes a theme or topic (a unit of study) and delves into it deeply over a period of time, integrating language arts, science, social studies, math, and fine arts as they apply. Instead of studying eight or ten separate, unrelated subjects, all subjects are blended together and studied around a common theme or project.  Relaxed/Unschooling  Unschooling refers to any less structured learning approach that allows children to pursue their own interests with parental support and guidance. The child is surrounded by a rich environment of books, learning resources, and adults who model a lifestyle of learning and are willing to interact with him. Formal academics are pursued when the need arises. Christians who favor less structured schooling, but with definite goals, prefer to be called “relaxed home educators,” not unschoolers. http://www.homeschoolmarketplace.com/e-zines/ejournalapr2706.htm
  • GETTING STARTED • • Figure out the learning style and method that is best for your individual children and your family Choose your curriculum A great place to start is Cathy Duffy Reviews. There you can compare and contrast curriculum, to see which is best not only for your family, but for individual children.  Traditional: The curriculum you find with traditional (both Christian/religious and secular) is more likely to be aligned with Common Core. If this is a concern of yours, be sure to call the publisher and ask where they stand concerning Common Core.  Classical (includes Principle Approach) There are both Christian/religious and secular approaches to Classical education, be sure to know which is right for you and really research the curriculum you are looking into. Living Books  Charlotte Mason allows you to foster a love of learning, through reading. Charlotte Mason can be catered to the interests of the children.  Robinson is more structured and is also reading based (specifically historical books: biographies and historical fiction) with a heavy emphasis on math, and writing. Science in the early years takes a unit study approach, and is based on the child‟s interests. Eclectic  You can mix and match, piecing together curriculum to suite the individuality and learning styles of each child.  The McGuffey series is considered to be Eclectic, but could also be considered Classical (just more modern, in that is 1800‟s education, not middle ages)     Unit Studies  Unit Studies and Lapbooking are a great way to educate according to a child‟s interests in a hands on way. Relaxed/Unschooling  Unschooling is not the absence of education, it is allowing the child to take the initiative to learn through the world around them, and the things that interest them. Children will learn when they are interested.
  • •Write and send in your Letter of Intent to your local Board of Trustees •A Letter of withdrawal may be needed if your child is currently enrolled in the public school system. •DO NOT fill out any paperwork given to you by the school or school district Your written Letter of intent and the letter of withdrawal if your child(ren) is/are currently enrolled in public school is all they need. Never give them more information than they ask for, by learning the state law you will know what you are required to answer and what you are not. Ask an experienced homeschooler if you are unsure.
  • THE GOOD NEWS •Write and send in your Letter of Intent to your local Board of Trustees •A Letter of withdrawal may be needed if your child is currently enrolled in the public school system and is to be sent to the principal of the school they are enrolled in. •DO NOT fill out any paperwork given to you by the school or school district Your written Letter of intent and the letter of withdrawal if your child(ren) is/are currently enrolled in public school is all they need. Never give them more information than they ask for, by learning the state law you will know what you are required to answer and what you are not. Ask an experienced homeschooler if you are unsure.
  •  Parents Here are some good things to know about homeschoolin g in Wyoming  do not need a degree in order to teach their own children in the home.  We do not need to report grades or keep track of days  Our children are not required to take standardized tests  Homeschooled children can participate in school sanctioned sports, activities and special services
  • Michael likes to bake, here he is making chocolate chip cookies (on his own). Rachael is “supervising” Stonehenge built out of clay Each child will also get to choose other things that interest them, such as a foreign language, art, ho me ec, etc... The children also learn how to cook and bake by helping out with meals. The kids built a boat for their lesson on the Epic of Gilgamesh. The story of Utnapishtim is much like the story of Noah (this would be maybe 7 generations after the flood) We took the boat to Independence Rock, to show it resting on I recommend: •The McGuffey Eclectic series •McGuffey Readers, Primers and Speller •Harvey‟s Grammars •Ray‟s Arithmetic •Spenserian Penmanship • The Blue Back Speller (1824) •The New England Primer (1777) •Making Math Meaningful •Learning Language Arts Through Literature •A Reason for Handwriting •Apologia Science •Answers in Genesis Science (this is better if you have multiple children at different levels.) •The Mystery of History
  • Michael had to do a report on his state for Language (Learning Language Arts Through Literature). He hates to write, so I allowed him to make a lapbook instead. Cheyla was interested in tornadoes so, she researched and made a lapbook Cheyla working on the timeline for history (Mystery of History Vol I) The boat from the Epic of Gilgamesh lesson became a sarcophagus for a lesson on early Egypt. Here Joshua was wrapped up as a mummy by his siblings and placed in the sarcophagus with his “most cherished” possessions. Josh and Rachael worked on cutting and pasting skills during a math lesson (making graphs)
  •  Go to HSLDA.org to become a member and learn more about homeschooling in WY  Go to Cathy Duffy Reviews (cathyduffyreviews.com) to compare curriculum (**She does not include whether or not the curriculum is aligned with Common Core in her review**) The Education Freedom Coalition has a list of where different homeschool curricula stand concerning Common Core.  Research different homeschooling methods  Go to triplethreatmomma.com and shop my store for curriculum and more. (No Common Core in my store)  Find a local homeshool group there is a list of „support‟ groups in WY at: homeschoolersofwy.org  Call me, e-mail me, send me a private message on Facebook with any questions you have.
  • So what can you do with all of this information? •Sign the petition to Stop Common Core in Wyoming and donate to help us with our fight •Write to your legislators, our Governor, and the State Board of Education and ask them why there are federal strings and mandates in this “state led” initiative. • Ask how much the implementation of the Common Core Standards and Smarter Balanced Assessment Consortium will cost the citizens of Wyoming. • Homeschool! Pull your kids out of the public schools, and the schools will no longer receive funds for your child (est. $1600/child a year). When enough parents pull their kids out of school because of Common Core, there will no longer be a benefit for the state to keep it. wyomingfreedomineducation.org