Connecticut legislators don’t want to protect students after all. Attacking Student Data Privacy Law–AGAIN

I am reblogging this from my friend Cheri Kiesecker’s Blog Missouri Education Watchdog:

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Connecticut passed a student data privacy and transparency bill, Public Act 189,  in 2016.

The bill adopted common sense policies associated with contracts between school districts and corporations that collect, maintain, and share student data.  The CT law does NOT limit data collection, does not require parental consent prior to collecting data, it only asks that NEW  or renewed contracts and bids collecting student data must handle data appropriately. The law requires parents to be notified if their child’s data is breached. To their credit, the CT Commission on Educational Technology has done great work and is prepared and ready for this law to be implemented.  You can see their plan here: Operationalizing Public Act 189.

Why then, are some lawmakers in CT  introducing bills to cripple this new law that protects student data privacy? Do they not think that keeping student data safe, notifying parents of a breach is important?

You may remember one Connecticut legislator introduced a bill in January to entirely repeal this new student privacy law.  As CT blogger and parent Jonathon Pelto wrote,

“…in an astonishing, baffling and extremely disturbing move, State Representative Stephen Harding (R-107th District) has introduced legislation (HB 5233) to repeal this important law (Public Act 16-189)

…It is not clear who would ask Representative Harding to propose such a bill or why the representative would seek to do such harm to Connecticut’s students, parents and public schools.”

Fortunately, Representative Harding withdrew the bill after receiving much pushback (understandably) from the parent community.

New bill “Revising” CT Student Privacy to be heard Monday, March 6

This past week a new bill,  7207 to “revise” the student data privacy law,  was introduced, and will be heard by the CT Joint Education Committee this Monday, March 6.  This kind of a rush job could imply that they are hoping to pass this bill without giving parents time to react.  This new bill, 7207, wants to repeal the data privacy law and  delay further  implementation until July 1, 2018.   This would remove existing protection of school children for over a year.  WHY?

The Student Data Privacy Law has been in effect since Oct. 1, 2016; it only applies to NEW contracts, only asks for transparency, the CT  Edtech Commission has already done the work to implement it. WHY, would Connecticut want to now repeal protection and transparency?

Please email your comment or testimony in Word or PDF format to EDtestimony@cga.ct.gov . Testimony should clearly state your name and the bill you are commenting on: Bill 7207- AN ACT MAKING REVISIONS TO THE STUDENT DATA PRIVACY ACT OF 2016.

Connecticut citizens  please contact your legislators directly. If you are not sure who they are or how to contact them you can look that up here: https://www.cga.ct.gov/asp/menu/cgafindleg.asp

Is it asking too much that when a company contracts with a school and collects and uses and shares children’s data, that the data be kept safe and parents be able to see how that data is used, breached,  and not sold?

By repealing or delaying this law, who are they protecting?

Written by Cheri Kiesecker and posted her her blog – Missouri Education Watchdog

 

http://missourieducationwatchdog.com/connecticut-legislators-dont-want-to-protect-students-after-all-trying-to-repeal-student-data-privacy-law-again/

 

How exactly did the Department of Defense end up in my child’s classroom?

At chilling look at where we are today in the war over the minds of not only our children but all of humanity.

Wrench in the Gears

You cannot fully understand what is happening with Future Ready school redesign, 1:1 device programs, embedded assessments, gamification, classroom management apps, and the push for students in neighborhood schools to supplement instruction with online courses until you grasp the role the federal government and the Department of Defense more specifically have played in bringing us to where we are today.

In 1999, just as cloud-based computing was coming onto the scene, President Bill Clinton signed Executive Order 13111 and created the Advanced Distributed Learning Initiative or ADL.

Section 5 of that order set up “The Advisory Committee on Expanding Training Opportunities” to advise the president on what should be done to make technology-based education a reality for the ENTIRE country. The intent was not only to prioritize technology for “lifelong learning,” but also shift the focus to developing human capital and in doing so bind education to the…

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Multitudes

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Multitudes
Multitudes
MULTITUDES
all lost right now
floundering and flirting with danger
seeking answers and finding closed minds
closed hearts
and perilous half-truths.
Multitudes of young people ~
they need to be lead out
of the bottom place
and become the top
because these multitudes
are beautiful ~ so lovely
so precious.
Remember the multitudes
never forget
always reach for them
never turn your back
turn the world to them.
Turn the world upside down
and inside out.
This is our calling…

Everything You Need to Know About Opting Out of Harmful Technologies

Let us keep in the forefront of our hearts, minds, and souls that our children have started a new school year full of testing, computer programs, shell-shocked teachers, and ravenous entrepreneurs making billions from the hostile take over of public education. They need us now more than ever. In all that we do let us not do anything that brings harm to our children. ##DoNoHarm

Many thanks to the new blog Wrench in the Gears for alerting many of us to the dangers of the online usurpation of education.

Wrench in the Gears

learning-eco-system

Schools in every state are buzzing this year with talk of “personalized” learning and 21st century assessments for kids as young as kindergarten. The Every Student Succeeds Act (ESSA) and its innovative pilot programs are already changing the ways schools instruct and assess, in ways that are clearly harmful to our kids. Ed-tech companies, chambers of commerce, ALEC, neoliberal foundations, telecommunications companies, and the government are working diligently to turn our public schools into lean, efficient laboratories of data-driven, digital learning.

In the near future, learning eco-systems of cyber education mixed with a smattering of community-based learning opportunities (ELOs) will “optimize” a child’s personal learning pathway to college and career readiness.

Opt out families are being set up as pawns in this fake “assessment reform” movement. I began to realize this a year ago when our dysfunctional, Broad Superintendent-led school district was suddenly almost eager to help us inform parents…

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How the NYC Department of Education Bullied and Drove Away an NBCT Pre-K Teacher

I am reblogging this from Diane Ravitch.

This is how bad our schools have become. They are children-unfriendly and teacher-unfriendly.

“I left not because I was in an under represented community and not because many children had challenging issues but rather because the lack of support and understanding about what it means to be a teacher was draining the life out of me.” ~ a NYC pre-K teacher who chooses to remain unnamed.

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Diane Ravitch's blog

This is a letter that I received:

I have been following you for the last 10 years and am in awe of your continued efforts to turn public education in the right direction.

I read your article this morning about a teacher who had had enough.

It could have been my story.

I am a retired NYC Department of Education pre-k teacher in an under represented community. I taught pre-k for 16 consecutive years in the same school. I was fortunate that I was able to introduce many innovative programs to support my students not just in academics but the more important social/emotional piece that schools often neglect.

I brought to my classroom American Sign Language, Yoga, Mindfulness, Cooking and Baking, Caterpillars into Butterflies and as much art and music as I could fit in a day.

My students thrived. Sadly, each year it became more and more difficult to…

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A Lone Teacher Talks Back: An Educator on the Impact of Teacher Evaluation

As far as Poetic Justice is concerned, all metrics need to be eliminated from the evaluation process. This may be a radical thought in this age of teaching reform, but it is not a radical idea to those who are pure educators.

This is what a valid teacher evaluation checklist would look like if I were in charge of my own building. This is what my own personal self-evaluation looks like:

1. Are the children safe?
2. Are the children the focus of the classroom?
3. Does the teacher recognize and respond to the individual needs, strengths, and giftings in the class?
4. Is the teacher helping, not harming her students?
5. Is each student regarded as more than a data point?
6. Is the teacher connecting content to the life experiences of his students and their collective situations?
7. Is the teacher sensitive to the backgrounds and cultures of her students?
8. Is the teacher striving for synthesis of content into her students’ learning schema?
9. Is the teacher doing much more than just delivering prescribed content to a prescribed time table?
10. Is the teacher using her own teacher created lessons and materials?
11. Is the teacher respecting and cherishing student voice?
12. Are writing and reading considered a joy by the teacher and by the students?
13. Is there present a pedagogy based on love, joy, and compassion?
14. Is the teacher actively growing in her own professional development?
15. Is the teacher sharing and contributing to her colleagues successful practice?
16. Is the teacher aware of her craft as an art as well as a science?
17. Are ALL assessments used to help the student and to inform instruction?
18. Is there a holistic dimension to assessment taking into account cognitive as well as affective domains of learning?
19. Is creativity regarded by both students and teacher as the highest form of learning?
20 Are the children safe?

This checklist is is direct opposition to the findings at this weekend’s Network for Public Education convention report and is in opposition to current evaluation systems. Poetic Justice is not saying all data is irrelevant; I am saying that data is only one small part of a teacher’s toolkit.

I left a career in the business sector expressly because I wanted to help children. I wanted to devote my life to the welfare of humanity not to some corporation’s bottom line. Today’s approach to teaching and learning is far more dehumanizing than even the approaches I experienced in business. At least in the business sector, the customer was always considered and any harm to that customer could result in litigation.

My plea is for those in educational power positions, to please consider the harm being done to children and teachers when only metrics are considered important.

 

Please join a FaceBook page I administer with the Walking Man – Dr. Jesse Turner Teachers Are More than Test Scores.

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#OptOut4Justice from Mark Naison

The Opt Out movement needs to become more than just a rebellion against high stakes testing. The Opt Out movement needs to fight the injustices of so-called education reforms that strip our children and our teachers of their humanity.

Please watch and share this video created by Michael Elliot and Shoot4Education if you are in agreement.

 

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