“Moms and dads, no one will ever invest the kind of time you spend with your children. You know them better than anyone. You will be there for them for the rest of your lives. While friends will come and go in their lives, you will be the ones who share in the joy of their triumphs across time. You will be the first ones they come to in times of need. It will be your heart that breaks for them during their times of trial.”
Kathyryn Porter, M.S. Early Life Child Psychology Homeschool consultant
Special Education Teacher-Reporter-Mother of a Divergent Learning/Autistic Child
As the birth of my fifth child (4th daughter) rapidly approaches, I will be taking a break (probably permanently) from the mind/soul numbing tasks of dropping “nukes” on U.S. Secretaries of Education, and State Offices of Education in my home state of Utah, and elsewhere. Why? Over the last 3 years, I’ve said all that can be said as a parent and doctor on the subjects of Common Core school reform in the areas of developmental psychology, cognitive psychology, developmentally appropriate standards, academic testing design and ethics, cognitive/emotional abuse, the perils of “worshipping” at the altar of massive data, and privacy issues on this unprecedented level of data collection. At the end of almost every post and blog about these issues for the past three years, I have posted our clinic’s motto of:
“Parents are, and must always be, the resident experts of their own children.”
8 months ago, I wondered what our group of clinicians and in-home tutors/clinicians thought of the clinic’s “parents as expert” motto: Do they get it? Do they practice it? Do they understand the importance of it? I satisfied my curiosity by requiring that every employee of Early Life send me a page long answer to the questions, “Why Is It Important For Your Client’s To Be The Experts Of Their Own Children?”
8 months ago, I wondered what our group of clinicians and in-home tutors/clinicians thought of the clinic’s “parents as expert” motto: Do they get it? Do they practice it? Do they understand the importance of it?
I was pleased with the 25 essays that were returned to me, because I was satisfied that the staff had a solid understanding of this concept, and the importance attached to it. However, one essay from an educator on our staff, Katheryn Porter, stood out among all others. I was not surprised: Mrs. Porter is an experienced, certified, public school special education teacher in Colorado, who quit to home school her adorable (and smarter than you or I) child who was diagnosed along the Autistic/Aspergers spectrum. She also is a very active education activist who writes professionally for “Politichicks”.
One of the most creative and touching professional reporter’s take on the struggles that an autistic child’s parents endured-while suing a Utah public school district over their “one sized fits all approach” to their child, was penned by Porter in this PolitiChick post two years ago…this was how I came to learn of Ms. Porter….it brought me to tears.
Utah’s largest school district meets the next week to decide if their current “parents as experts” attendance policy of basically letting parents decide “when, where, and how” to handle their child’s absences would be better served by instituting (more) policies integrated with the police, juvenile justice system, the Board’s “wisdom”, etc. (Ironically, Kathryn wrote a column about two Georgia parents who faced jail time for violating that State’s draconian school attendance policies) As I read today’s social media comments, blogs and concerns about this public meeting next week, my mind immediately went back to the essay Kathryn wrote 8 months ago. I’ve been waiting for the right time to share it with the world. That time is now:
“Moms, no one will ever love your children like you do. No one can come close to being his or her fiercest protector and greatest source of comfort. You are their best advocate.
You are irreplaceable.
Dads, no one will be your children’s hero like you are. No one can build your daughter’s self esteem or son’s confidence like you can. You are their biggest fan.
You are irreplaceable.
Take time to create memories your children will cherish because your time with them is only for a season. This gift of time when your children are at home—it is time you will never get back. Don’t give away this gift of time by over scheduling. Don’t trade a strong relationship with your children for busyness or the pursuit of material things. Don’t let anyone steal that time from you. Not your job. Not their school. Not enrichment clubs, sports activities, or even church activities. Not anybody or anything.
That time is irreplaceable.
Moms and dads, no one will ever invest the kind of time you spend with your children. You know them better than anyone. You will be there for them for the rest of your lives. While friends will come and go in their lives, you will be the ones who share in the joy of their triumphs across time. You will be the first ones they come to in times of need. It will be your heart that breaks for them during their times of trial.
There is no one who will ever know your children the way you do—and still love them the way you do. You know all the good things and all the bad things about them—and you love them anyway.
When the world shows your children no love, it is your heart that pours out for them and back into them. And even when your children don’t show you they love you, know that they do love you.
When it comes to your children, you are the resident experts. Moms, you were the ones who experienced the labor of childbirth—and in some situations, the labors of adoption. Dads, it is your DNA that’s passed to your children and your “heart DNA” to your adoptive children—not anyone else’s. Teachers will instruct your children for a year or so. Pediatricians will see your children for their annual 15-minute wellness check and occasional sick visits. You are with them from day to day and year to year. It is you that gives your children a home, imparts within them values, and lays within them a foundation of faith.
Your children are unique. You know their quirks and all that is special about them. So guard their hearts because they are sensitive, even when they seem tough.
Your children are beautiful and amazing, but you don’t hear that enough. The world doesn’t’ see their beauty like you do because different is not celebrated—and sometimes different goes unnoticed. But you notice. Your children are strong-hearted and talented and yes, they are smart. And don’t ever forget—just like you—they are irreplaceable too.”
-“Parents are, and must always be, the resident experts of their own children.”-
About the “Irreplaceable” Author-Kathryn Porter, M.A.:
Colorado PolitiChick Kathryn Porter is a freelance writer and educational consultant for homeschooling families. Specializing in ‘outside the box’ students, she encourages public school parents and home educators to be their children’s best advocates ”because no teacher or therapist will ever be more invested in a child than an involved and caring parent.’ Kathryn gives workshops on Common Core and other education topics in venues ranging from small group forums to home school conventions. Her favorite new pastime is State Board of Education watching, waiting for members to put on make-up, do nails, and take siestas as angry parents plead with them to listen to their concerns about Common Core. (And yes, certain board members do this in Colorado!). She enjoys working on political campaigns and all thing politics. Kathryn will be keeping an eye out for politicians playing the Common Core dance, side stepping their way around the issue, rebranding it, and making compromises instead of taking a stand. She will also bring you the latest on how schools across the nation continue to violate parental rights in the name of rigorous standards and high stakes testing.
“Public controversy deals with stereotypes, never in subtleties. The Luddites can smash a device but to improve a system requires calm study . . . . Sound policy is not for tests or against tests, but how tests are used. But all the public hears is endless angry clamor from extremists who see no good in any test, or no evil.”
-Dr. Lee Cronbach (1975)-
In response to educator/activist Christel Swasey’s very public email to the Utah Board of Psychology regarding her blog post “Utah and Florida’s AIR/SAGE Test Not Valid” (October, 2015), Utah State Board of Education Vice-Chairman Dave Thomas responded with a highly inaccurate, and dangerous assumption that the high stakes, Utah Common Core SAGE test has been subjected to a individualized, independent, rigorous validity study (partial excerpt):
As can be expected from any lay educator, Ms. Swasey made a few innocent assumptions and overgeneralizations asserting that Utah’s SAGE test was entirely invalidated via a independent study focusing on Florida schools (using Utah’s data from the private corporation that designed both state’s tests. You can’t make this stuff up.) However, Vice-Chairman Thomas’s usage of the same logical fallacy and overgeneralizations, put’s Ms. Swazzey’s innocent mistakes to shame. He does so by stating that the Florida validity study, “expressly validated the SAGE test.”
Vice-Chair Thomas’s response to Ms. Swazzey’s letter failed to answer many important issues vital to the economic, educational, financial, and moral health of our community. His non-response was a attempt to get stakeholders in education to focus on irrelevant “trees” at the expense of the “forest” comprised of our children. That is unacceptable to me as citizen, father, and local clinical community scientist.
This blog post is about the “forest”:
1. What exactly IS validity? (See below)
2. Did the Utah SAGE test undergo a validity study? (No. See below)
3. How important are validity issues in educational testing to your children? (Extremely. See below)
4. Will the next 9 pages be the most important education information considered for parents of Utah and Florida’s “divergent learning” students? (Probably. See below)
These issues are answered under the constructs of peer reviewed science, parental common sense, and “best practices” ethics in the joint fields of education, assessment psychology, and psychometrics (the field of test design).
My focus is on the parents in our joint communities. What the respective Board’s of Education and politicians in Utah and Florida do, or do not do, with this information is not a concern of mine. The world education politics is lucrative, and brutal. I want no part of that world for me, my family or our clinic. This post is by a parent, for a parent…and any parent can write me directly at email@example.com with any questions. Press and politicians need not enquire.
-Gary Thompson, Psy.D.-
-Arrogance, Ethics & Psychological Testing: How To (Almost) Get Kicked Out Of Doctoral Training-
Clinical Psychologists are the only mental health care professionals in the country trained and educated concurrently with providing therapy and psychological testing. As a graduate student in this field, securing needed, multiple testing clinical Clerkships, Internships and Post Doctoral trainings are both a matter of luck and skill. Clinical training openings are available for about 1 out of every 20 applicants. The few lucky ones who get to work side by side with a expert level assessment psychologist, are subjected to thousands of hours of training, observation and evaluation in the areas of test validity, administration, and assessment ethics as such apply to human subjects. (Doctoral level psychometricians, however, do not have training and experience with administering the test they create with live clinical clients. Crudely stated, psychometricians create the test, psychologists give the tests and interpret results).
As a third year doctoral student, I was one of the lucky few in Southern California to be trained at the California Family Counseling Center Testing Clerkship under the direction of clinical psychologist Dr. “Jones”.
4 months into the training, Dr. Jones called me into her office holding my latest testing report submission on a 14-year-old girl. From best of my recollection, she shocked me with the following statement:
“Gary, I have decided to place you on formal clinical probation for 30 days. You will not be allowed to test or see live clients under my license during this time. You show great promise as a future clinician in the field of psychological assessment, however, I believe your current level of intellectual arrogance is hindering your professional development, and I’m uncomfortable granting you the privilege of working with clients under my professional license.”
Dr. “Jones” then went over my test report, which was riddled with “red pen corrections”. She expertly went over multiple examples of how I relied too much on testing result numbers, and arrogantly and definitely based multiple potentially life changing clinical conclusions on these numbers alone. For example, in the “Clinical Summary” section of the report, I wrote the following:
“Client’s test results clearly show she has ADHD, as well as multiple learning disabilities as outlined in the Diagnosis section of this report.”
Dr. “Jones” replaced that line with the following:
“Although tests results indicate strong tendencies towards multiple cognitive and behavioral disorders, multiple background issues of this client strongly suggest that testing results be viewed and interpreted with great caution.”
I was given 30 days to contemplate and write about the only two things regarding testing, and test validity, that any parent, lawmaker, or educator will ever need to know about the subject:
1. Every cognitive, emotional and academic test has strengths and weaknesses. Knowing what a test cannot do, and what populations it fails to accurately and validly measure in with an acceptable degree of statistical measurement, is of paramount importance ethically and clinically.
2. No machine (e.g., psychological test) or data obtained from a machine, can replace common sense knowledge of parents, clinical observation/instinct/training, knowledge of cultural factors, and professional ethical values.
The respective offices of education in the States of Florida and Utah are currently exhibiting the same dangerous levels of arrogance I exhibited as a new trainee in clinical psychology, by placing an almost “religious-like” reliance on numbers,and failing to understand the basic concepts of test validity and the ethics surrounding academic and achievement assessment, and test development.
No test is perfect. All tests have limitations. One size cannot fit all.
-Test Validity: Keeping It Simple-
Sans discussions of the ridiculously advanced science behind computer adaptive testing (CAT), Utah’s SAGE & Florida’s FCAT Common Core Achievement Tests simply perform the following task:
The measurement of predetermined variables and/or educational constructs, that results in a data set that can be accurately interpreted.
That basic definition applies to any academic, cognitive, or psychological test.
Simply stated, the SAGE/FSA test measure “something.”Per publications from both the Utah State Department of Education, and the Florida Department of Education, that measured “something” is the construct of “career and college readiness” in math and language arts. For parents, lawmakers, teachers and activists, it is imperative to know how accurate and reliable SAGE/FSA tests are in determining “career and college readiness” for public school children.
This process of determining the level of accuracy and reliability is called “validity”.
Very simply put, “validity” is the extent to which a test measures what it claims to measure.
It refers to the ability of the Utah SAGE & Florida FSA to accurately and fairly measure the construct of “career and college readiness” in math and language arts in over 3.2 million combined children in the States of Utah and Florida.
Ethics and best practices demand that test designers to present evidence concerning multiple types of validity, and to present and summarize these statistical findings in a test/technical manual. As the above picture illustrates, activist emphasis on validity should NOT be entirely focuses on the test itself, it is imperative that parent stakeholders examine the ridiculous and shamefully misleading validity claims and public statements that these test absolutely measure career and college readiness….in ALL students:
-Test Validity: “There Are Lies, Damn Lies, Then There Are Statistics-
We have bought into the notion of strict academic accountability via the use of tests designed by American Institute of Research, with the presumption that testing and more testing, coupled with the threat of not being promoted from grade to grade and of not graduating from high school, will be the engine that drives improvement in instruction and student achievement.
Yet there are many inherent flaws to this approach, whereas it threatens to leave behind the very students that the legislation and testing movement purport to be helping. A strict adherence toward ethical standards in educational testing can help eliminate the influences of political agendas on the science of tests and measurements.
One size does not fit all. No one measure of academic achievement can be the basis of such high stakes consequences in the States of Utah and Florida.
Rothstein (2000) used a baseball example to question the veracity of using a single high stakes test to measure a student’s knowledge:
“Mike Piazza, batting .332, could win this year’s Most Valuable Player award. He has been good every year, with a .330 career batting average…and a member of each All Star team since his rookie season. The Mets reward Piazza for this high achievement, at the rate of $13 million a year.
But what if the team decided to pay him based not on overall performance but on how he hit during one arbitrarily chosen week? How well would one week’s at-bats describe the ability of a true .330 hitter?
Not very. Last week Piazza batted only .200. But in the second week of August he batted .538. If you picked a random week this season, you would have only a 7-in-10 chance of choosing one in which he hit .250 or higher.”(p. B11)
Rothstein questioned the validity of assessing a student’s knowledge at one point in time.
Over 75 years worth of peer-reviewed studies have documented that how students fare on standardized tests can be greatly influenced by a host of external factors, including stress over taking the test, amount of sleep, distractions at the testing site, time of day, emotional state, trauma, and others: Including a child’s zip code. This reality was not missed by a 17 year old high school student who spoke about the limits of high stakes testing during her graduation speech:
“So I’m the valedictorian. Number one. But, what separates me from number two, three, four, five, six, 50, or 120? Nothing but meaningless numbers. All these randomly assigned numbers reflect nothing about the true character of an individual. They say nothing…about desire or will. Nothing about values or morals. Nothing about intelligence. Nothing about creativity. Nothing about heart. Numbers cannot and will not ever be able to tell you who a person really is. Yet in today’s society we are sadly becoming more and more number oriented. Schools today are being forced to teach to the numbers…. The MCAS serves as just another set of meaningless numbers that add one more reason to focus on scores and forget learning…. Judging us by our competency on a biased test is perhaps the biggest injustice that the state could ever inflict upon us…. Does anyone care about the human beings behind the numbers?”
– (Annelise Schantz, the valedictorian of the 2000 graduating class at Hudson High School in Massachusetts)-
– Relevant Content and Ethical Issues In Alpine Testing’s Validity Report-
“The most effective way to increase student achievement involves improving classroom instruction and student support services, not the use of high-stakes testing.” -The Ethical Dilemmas of High-Stakes Testing and Issues for Teacher Preparation Programs-
Validity Technical Manuals For AIR Produced Tests in Utah & Florida, Have Yet To Be Completed And Delivered To Stakeholders:
“A primary source for evidence of development and validation activities for assessment programs is the documentation provided in a program’s technical manual and supporting technical reports… some of the development and validation activities are ongoing and a comprehensive technical manual was not yet available. “ (Alpine Testing Solution, Inc. Validity Report P.30)
(b) Psychologists use assessment instruments whose validity and reliability have been established for use with members of the population tested. When such validity or reliability has not been established, psychologists describe the strengths and limitations of test results and interpretation.
Fairness & Bias Issues Regarding Vulnerable Populations Have Yet To Be Ethically Validated In Florida Or Utah:
“…Due to the limited time frame for developing the FSA, item reviews related to content, cognitive complexity, bias/sensitivity, etc. were not conducted by Florida stakeholders.” (Alpine Testing Solution, Inc. Validity Report P.35)
Consequences For Not Validating Test For Vulnerable Populations:
“Given the interpretation of “reading” by FLDOE, use of a human reader is not an allowable accommodation to ensure the construct remains intact. Students who have mild-moderate intellectual disabilities and limited reading skills will have limited access to the passages without the use of a human reader. Students with vision or hearing impairments, who also have limited ability to read, including reading braille, will have limited access to the passages without the use of a human reader. When required to read independently, these groups of students will not have the ability to demonstrate their understanding of the text beyond the ability to decode and read fluently. For example, without access to the passage, the students will be unable to demonstrate their abilityto draw conclusions, compare texts, or identify the central/main idea.” (Alpine Testing Solution, Inc. Validity Report P.35)
Neither Utah nor Florida has produced validity documents suggesting that either the SAGE or FSA high stakes academic achievement tests can validly measure achievement in vulnerable student populations, or that the current testing accommodations allowed or banned, are appropriate or fair. Both State education entities in Florida, as well as the test designer AIR, make claims that these test accurately measure “career and college readiness” in math and language arts. This is in clear violation of education test/measurement ethics as established by the National Counsel of Measurement in Education’s Code of Professional Responsibility (NCME Ethics Code):
NCME Code of Ethics:
Section 1: Responsibilities of Those Who Develop Assessment Products and Services:
1.2 “Develop assessment products and services that are as free as possible from bias due to characteristics irrelevant to the construct being measured, such as gender, ethnicity, race, socioeconomic status, disability, religion, age, or national origin.”
1.9 “Avoid false or unsubstantiated claims in test preparation and program support materials and services about an assessment or its use and interpretation.”
Section 6: Responsibilities of Those Who Interpret, Use, and Communicate Assessment Results:
“The interpretation, use, and communication of assessment results should promote valid inferences and minimize invalid ones. Persons who interpret, use, and communicate assessment results have a professional responsibility to:
6.8 Avoid making, and actively discourage others from making, inaccurate reports, unsubstantiated claims, inappropriate interpretations, or otherwise false and misleading statements about assessment results.”
Alpine Testing Solutions, Inc., & Partner edCount, Inc., Failure To Disclose Conflicts of Interests In Their Validity Report
EdCount lists the contractor who designed the SAGE and FSA test (American Institute of Research), as a partner on its corporate website (Ed Count Corporate Webpage):
(Note: Within 2 hours after taking the above screen shot which list AIR as a partner, edCount, Inc.deleted the AIR reference from its corporate web page.)
This lack of disclosure violates multiple professional ethical codes as outlined in the American Educational Research Association (AERA Ethics Code), and the National Counsel on Measurement in Education: Code of Professional Responsibilities in Educational Measurement (NCME Ethics Code):
AERA Code of Ethics:
Education researchers disclose relevant sources of financial support and relevant personal or professional relationships that may have the appearance of or potential for a conflict of interest to an employer or client, to the sponsors of their professional work, and to the public in written and verbal reports.
14.05 Reporting on Research
(h) In reporting on research, education researchers address any potential conflicts of interest that may have influenced or have the appearance of influencing the research, along with a statement of how these were managed in the conduct of the research.
17.0 Responsibilities of Reviewers
Education researchers adhere to the highest ethical standards, including standards of competence, when serving as reviewers for publication, grant support, or other evaluation purposes.
(b) Education researchers disclose conflicts of interest or decline requests for reviews of the work of others where conflicts of interest are involved.
NCME Code of Ethics:
Section 8: Responsibilities of Those Who Evaluate Educational Programs and Conduct Research on Assessments:
8.2 Disclose any associations that they have with authors, test publishers, or others involved with the assessment and refrain from participation if such associations might affect the objectivity of the research or evaluation.
-11 Findings of Facts & General Conclusions-
Utah has yet to have its own AIR produced SAGE test “independently” evaluated for validity.
The test designer, AIR, has yet to supply either Florida or Utah stakeholders with validity “technical manuals” as required by professional educational psychology ethics and practice.
There are no validity documents currently available that meets ethical and industry standards regarding the viability of either the SAGE or FSAtest with vulnerable student populations, “divergent learners”, African American, or Latino students.
Substantial evidence strongly suggests that both the SAGE and FSAare currently works in progress, and as such, it is reasonable and proper to strongly infer that both tests are still in their experimental phase of development.
There is no objective evidence currently available that supports Florida and Utah education administrative claims that the Utah SAGE or Florida FSA test can validly measure “career and college readiness” in any of the approximate 3.1 million combined public school children.
There is no objective evidence currently available that supports Florida and Utah education administrative claims that the Utah SAGE or Florida FSA test can validly measure “career and college readiness” in a wide range of “vulnerable” student populations, or that the SAGE or FSA test designer provide evidence that accommodations provided (or rejected) for these students reduce or eliminate bias and fairness issues established via 100 years of peer reviewed research.
There is currently no independently validated, or peer reviewed research to support that the new, rigorous academic standards being measured by Florida and Utah educators are developmentally and cognitively appropriate for the students being tested by the SAGE and FSA.
The corporations hired to independently evaluate the psychometric qualities of the Florida FSA(using Utah SAGE technical documents as a key source of information) failed to disclose there conflicts of interests, thus calling into question the reliability of the entire $600,000.00 validity report.
Alpine Testing did not conduct an independent validity review on fairness, bias, sensitivity, for student populations with learning disabilities, English language learners, or African American students.
Alpine and Florida relied entirely upon Utah’s department of education “review” of these issues. (A “review” by paid employees of a State education entity does not, on any level, meet the standards of unbiased psychometric analysis required in the private sector world of test validity).
Utah’s “review” of these issues did not include ANY actual validity data regarding the fairness, bias or sensitivity of the SAGE test for these populations for the simple reason that none were done. USOE’s “review” not only does not meet ethical standards, such a review can hardly been deemed either independent, or without potential bias.
In layman’s terms, because of the current experimental nature of both the SAGE and FSA test, neither the Utah State Office of Education, the Florida Department of Education, Alpine Testing, or the American Institute of Research has provided ANY psychometric data which indicates that vulnerable student population’s academic achievement has been measured accurately or fairly. In addition, the offices of education in states of Utah and Florida have yet to publish any independent research which refutes the claims of over 500 of the nations leading developmental and research psychologists that the standards being measured are, in fact, developmentally inappropriate to teach (let alone measure with any test, no matter how valid).
In summary, it is reasonable and proper to state that a substantial amount of evidence supports a conclusion that both Utah and Florida Offices of Education, via their joint contractual participation with behavioral research corporation American Institute of Research, are in the midst of a massive academic & psychological experiment using public school children as their independent variable of analysis….
Despite the risk of perceived narcissism, I have posted the link to my Fox News/Kate Dalley radio interview for two reasons:
1. This lady is very talented at what she does. Apparently Blaze TV thinks so too: She announced the next day her “partnership” with Glen Beck. I’ve done a lot of various interviews, and “sucked” at each and every one of them. On this one? I probably still sucked, but it was the most relaxed I have ever felt in this kind of media setting. This was all due to this talk show host’s talent.
2. My previous posts were written “White Papers” on the subject of “Do No Harm” as such applies to ethics in educational practices and testing issues. This interview outlined current, and potential harms in a very personal manner as I provide a ground level, inside peek into the world of our child education psychologists, therapists, and in-home Divergent Learner Education Tutors.
For the first time; in one setting, I had the opportunity to “lay it all out” regarding the realities of education reform issues, and the psychological ripple effects of what happens to kids (and their respective communities) when policy makers ignore ethics set by our profession in psychology (American Psychological Association).
The end result of subjecting our nation’s children to developmentally inappropriate academic standards/curriculum, and using them as research tools-profit centers for experimental testing via private companies without informed-written parental consent and accompanied safety guidelines for research….well….it really is starting to get ugly professionally for clinicians around the nation who have been tasked with cleaning up these psychological messes being pushed on public school teachers by both political parties (e.g., Jeb Bush & Hillary Clinton).
During the interview (1.5 hours long), there are some rather interesting nuggets regarding school shootings, teen suicide, as well as what happens to a medical/school system hell bent on prescribing our restless/bored little ones with “speed” (ADHD medication), so that they can “pay attention” to their latest academic flavor of the day.
I will close my “education rants” permanently via this blog with a final post this week which may be titled: “The Idiot’s Guide to Common Core Education Test Validity: A Parent & Lawmakers Guide”……
……..then I’m off to welcome a new baby girl into our family (possibly way sooner than expected), and at least via this blog, close the door on education advocacy issues.
Everything professionally that needed to be said has already been said, and now it’s time for me to be a husband, father and Doctor/Consultant with this clinic. Our eyes ethical duty to inform our community has now reached full circle. Taking on a multi-billion dollar testing industry, and a Utah Gov. with the highest approval rating in the country would not only be futile, but a professional “death wish” for a group of Doctors who possess ZERO political skill (will ?).
I look forward to blogging about the original purpose of this blog: My Journey with my 5 year old daughter in a education system that changes quicker than the front runner in the Republican Party front runner for President. (I also formally endorsed our current Gov’s challenger in 2016 for Governor of the State of Utah, Johnathon Johnson, due to his promise to restore parental rights and local control back where it belongs: with me…with you….with all of us…..
…..I’m sure they are “nice little Billionaires”, but Bill
& Melinda Gates should not be making intimate, live altering parental education choices for your kids. It’s time for both Bill and I to turn our focus to our OWN children.
“Parents are, and must always be, the resident experts of their own children.”
I listened to both hours of this excellent interview today. Topics covered include the psychological impact of Common Core on the students of the state of Utah.
Dr. Thompson also covered the perfect storm currently brewing in our state because of over reliance on medications for psychological disorders, our high suicidality rate, and a huge leap in emotional distress in our children because the school curriculums are not age appropriate and the tests are not doing what it is claimed they can do.
American Children are being experimented on by Behavioral Testing Firms.
He also articulates the need for validation of the tests, which he jokingly noted that after three years of asking for state validity of the tests in every possible way, the only people who have shown any interest in doing so were some legislators in Florida.
Parents would do well to listen to both hours of this…
I’ve been asked to write a simple, summary follow up, and ethics based call to action in regards to the very detailed, scholarly analysis of the implications of the U.S. Department of Education’s unethical, fraudulent utilization of research as justification for their assessment policies and practices (“Primum Non Nocere: First, Do No Harm”) (Full Text Research Link).
Imagine taking your child to your local pediatrician after your little one developed a high fever, profuse vomiting, and could not hold down liquids. After a short wait, a kind, authoritative medical doctor invites you into his treatment room, and informs you that he has just the right, “rigorous” solution to make your child “play and family ready” in no time. The anxiety you feel as a parents starts to ebb away as this medical expert starts his examination. However, you are surprised to to notice that traditional methods are not being utilized to find the exact cause of your child’s illness. The Board Certified Physician gently directs your weak, sick, child in front of a video monitor, places headphones on his ears, and with a push of a button on T.V. remote, you watch in wonderment (horror?) as your child appears to be watching an episode of Trey Parker’s “South Park”.
The Doctor is busy taking notes for your child’s medical records, and the nurse assistant in the room cues on a video camera to memorialize your child’s emotional reaction to watching the Rated R, cartoon antics of “Kyle”, “Cartman”, and “Stan” ( Portrait of South Park’s Heroes). After 15 minutes of this rigorous medical examination, your child is returned to the examination table, the Doctor’s electronic medical notes are completed and filed on his “Google Chrome Laptop”, and the video tape of the examination is uploaded on the nurses Apple Ipad which shares a data connection with the Utah Department of Health and the Utah State Office of Education.
With a push of a button, the Doctor prints out his treatment recommendations, which consists of your child having a bowl of “Fruit Loops” (sans milk), three times per day.”
Noticing your sense of disbelieve, the Doctor hands you a copy of “research” which supports his course of treatment, titled, “Recent Medical Advances Supporting The Utilization of Fruit Loops In The Treatment of Vomiting & Nausea In Pediatric Populations: Best Play & Family Ready Practices.”
After arriving home, you and your spouse look inside the fancy looking pamphlet, and decide to look up the references cited as justification for shoving three bowls of Fruit Loops down your increasingly sick kid’s throat. The peer reviewed medical research cited came from the well respected Medical Journal, “Andrology & Gynecology: Current Research” (http://www.scitechnol.com/andrology-gynecology-current-research.php).
In theory and practice, this is exactly what the U.S. Department of Education has directed our more than willing State Offices of Education across the country to do with our children to determine if they are “career & college ready”.
The entire purpose and scope of the 45 pages sent nationwide last week was to document (not allege) that U.S. Department of Education Secretary Arne Duncan is demanding, via his recent rule change in special education practices, that our vulnerable, divergent learning students:
1. Watch “South Park” as part of the next generation of valid testing techniques.
2. Eat a bowl of Fruit Loops, three times a day, to become career and college ready;
3. Justified by peer reviewed research cited in a Journal of Gynecology.
The 45 page document, “Primum Non Nocere: First, Do No Harm” (“First Do No Harm”), outlines “8 Statements of Facts” made by the USDOE, all supported by cited peer reviewed research. I will briefly summarize, in plan terms, some of the Statement of Facts (“Fruit Loops”) cited and supported by U.S. Department of Education Secretary Arne Duncan:
1. ALL Learning disabled kids can become grade level scholars with nothing but great teaching, and great supports.
2. The new testing is valid for ALL students with ALL learning disabilities.
3. These new test are so good, that we don’t need alternative-modified tests.
4. The ONLY thing reading and math disabled students need to become grade level scholars, are good teachers.
5. These new test are so perfect, and were designed specifically to perfectly measure academic achievement in ALL learning disabled children.
6. States and ground level teachers have denied proper instruction for all divergent learning students; therefore, we no longer need individual States to make special tests, because now special education students will be saved by the new Common Core Standards.
Simply put, the previously cited, 45 page, semi-scholarly work sent out by our child psychology clinic titled ““Primum Non Nocere: First, Do No Harm” (Original Research Link), documents agenda driven, generated testing experimentations on our public school children without obtaining informed consent; as well as potentially psychologically abusive education testing practices, which use aligned, irrelevant research as the foundational justification for altering local educational standards, teaching practices and local education policies.
The “career and college readiness” status of my children in the State of Utah is being tested by the high stakes, Common Core based test called the “SAGE”, produced by “AIR” (American Institute of Research). Both the SAGE test, and the Federally Government supported test producer AIR have both used the “Fruit Loop” procedure to fraudulently justify giving this experimental test to over 650,000 of Utah’s kids.
If the U.S. Department of Education’s force feeding of “Fruit Loops”to our public school children (especially with our vulnerable divergent learning and minority children & teens), all justified via the use of “gynecology” research does not justify an immediate Congressional Hearing, I honestly don’t know what the hell else would justify that action. My four, soon to be five children, are more important, and deserve more attention, than Benghazi, or Hillary Clinton’s alleged misuse of government email servers.
If your State Department of Education, supported by your current Governors, has implemented similar Common Core testing and practices in your State, every parent, teacher, State/Local School Board Member, Superintendent of Public Schools has a moral and ethical obligation to immediately demand a objective investigation to allegations of fraud and deceit that have been alleged.
Confirm…or prove otherwise, but silence is no longer an option.
The apathy in my Utah community is no longer an option.
Not for my kids.
Not for your kids.
Not in your town, and most certainly, not in my great State of Utah.
“These “lies of omission,” perpetuated and sponsored by the U.S. Department of Education under the leadership of Secretary Duncan, will continue to have dangerous consequences for traditionally “test vulnerable” African American, Latino, Pacific Islander, autistic, dyslexic, dual-exceptional, poverty-stricken, and emotionally disturbed children who are enrolled in public and charter schools across the country.”
-Excerpt From The Attached “Primum Non Nocere: First, Do No Harm”–
Dear Community of Fellow Parents Of Divergent Learning Children:
I would be delusional to assume that even 45 pages of well documented fraud and lies of omission, (off the backs of our nation’s most vulnerable children,) perpetrated by a sitting U.S. Secretary of Education, would warrant a lot of attention in a populous more obsessed with the Kardashian clan.
I wonder if Secretary Duncan made the fatal mistake of assuming that a simple Utah father & Doctor of Clinical Psychology somewhere in the country, would actually read his radical rule change. Perhaps he knew, but deems himself to be untouchable.
Secretary Duncan, (and every sitting Governor in America who allowed the biggest Trojan Horse of unethical, experimentation to be played out in public schools across the country) had better pray that this post fades into its usual social media obscurity.
If not? At best, millions of parents of vulnerable, divergent learning kids in public schools may jam his phone lines to “chat”. We tend to not react positively to our nation’s most visible figure in education ordering acts of cognitive and emotional child abuse on our children . At worse, blatant deceptions to the American public have landed elected leaders in front of Congressional Hearings for a lot less than throwing the nation’s entire special education school population under proverbial “child abuse bus”, to advance a agenda.
The more I researched, and the more I wrote, it became apparent to me that it does not matter if one person reads this blog: If just one parent of a special education child reads this, and saves them from potential emotional caused by your “research based” deceit, then I can fade away into the social media sunset with a sense of accomplishment.
So Mr Duncan, from one dad to another, attached below is my message to you:
“Interesting enough, Utah’s most respected representative of the school of empirically based educational thought (USOE), has formed a basis for adopted policies associated with the SAGE Common Core test, that appear to be almost religious in nature..”
One side will definitely state that such changes will have absolutely no effects, ill or otherwise, on Utah’s current policies associated with the Common Core SAGE test (e.g., “Utah State Office of Education Administrators”)….
The independent medical and psychology experts will state that the changes in the policy may serious adversely affect the cognitive and mental health of potentially tens of thousands of divergent learning students in Utah, due to USOE’s dangerous, and almost mystical faith-based belief, that the SAGE test can be given to ALL divergent learning students, with zero adverse emotional and/or cognitive consequences. (In addition to the claim that the SAGE test will determine if ALL divergent students are “career and college ready”.)
Regardless of where one stands today on the issue, it is reasonable to state that there is no middle ground between the two parties. Both parties will submit “evidence” and state their respective positions to State Board Members, lawmakers, and parents of divergent learning children throughout the State of Utah. Both parties will hope that their evidentiary “proof” will hold sway over the general public, as well as mainstream media entities.
Before this “war” for the hearts and minds of the Utah populous begins, I just wanted to share a few interesting observations about “empirical evidence”, and “faith”, from two vantage points:
1. From the objective viewpoint of a doctoral level, “local clinical community scientist” in the field of clinical psychology.
2. From the faith-based viewpoint as a devout Christian, and member of the Church of Jesus Christ of Latter Day Saints.
A common discourse and theme among many (certainly not all) members of the Christian faith, is that the current education system does not welcome inquiry in public school settings regarding concepts of “faith”, as such may be related to the existence of a higher being (God). (The legal reality of “separation of Church and State” is well established). The argument often made is that teachings of God, faith and creationism have no place in our education system because there is no empirical evidence to support them. I have no intention of “solving” this debate, my sole intent is to point out the obvious differences between the two schools of thought.
Interesting enough, Utah’s most respected representative of the school of empirically based educational thought (USOE), has formed a basis for policies associated with the SAGE Common Core test, that seems to be almost religious in nature. In other words, the Utah State Office of Education, the self appointed gate keeper between the illicit mixing of “pure” empirical science, and the subject of God in public schools, is demanding that parents in our community subject their children to a high stakes SAGE test entirely on the basis of….well….’faith’.
Here is what we do know, and what no person or organization in the country has yet to refute on any objective, empirical level:
The SAGE test is unscientific because it violate the basic rule of social science/academic achievement science. The assessment is not verifiable, because the SAGE test is not permitted to be subject to independent scientific evaluation. Its validity cannot be proven nor disproven. Under the guise of “test security” Utah’s $39,000,000.00 testing vendor, American Institute of Research (AIR), uses copyright laws so extreme that they prevent true scientific evaluation of the validity of these tests, by scientists with expertise in the fields of Education, Psychology, and related fields.
The main reason this practice of ignoring validity is scientifically reprehensible, is that U.S. Department of Education Secretary Arne Duncan, and the USOE, has ignored this most accepted scholarship in the field of “testing”. The concept of Validity, or simply put, PROOF that a test performs as “advertised”, is used to halt the dangerous myth of “certainty” that permeates in the field of educational testing. The Utah State Office of Education, is asking our community of parents to accept that the SAGE test can measure academic constructs in special education students (other than the highest “1% of the most cognitively impaired students”) accurately, with no adverse emotional or psychological harm, on the basis of “faith”. In reality and practice, USOE and Secretary Duncan, expects this community to subject its most cognitively and emotionally vulnerable students to the admittedly experimental in nature SAGE test, simply because they said so.
“Just trust me.”
As one parent expressed to me last night in a social media exchange, “so what? Suppose the SAGE test is an invalid, unnecessary experimentation on the children in Utah…what’s the harm?” Here was my reply:
“Students (and many parents) “internalize” what SAGE scores mean, and since the majority of the students have not developed the mental skills to counteract what the “authorities” say, they accept as “natural and normal” that “story/description” of them. Although paradoxical in a sense, the “I’m a Top SAGE Proficient student” is almost as harmful as “I’m a Bottom Non Proficient SAGE student” in hindering students becoming independent, critical and free thinkers. And having independent, critical and free thinkers is a threat to the current socio-economic structure of Utah. Simply put, he who writes, administers and controls the test, literally controls the psycho-social structure of an entire community. Kids become in their minds, what the test says they are. If an education entity unleashes this powerful force on an entire community, they sure as hell better ensure that it works as advertised.”
One does not have to be a mental health professional to know the mental health ramifications associated with a child or teen who believes that he or she is “stupid” when compared to his peer siblings and/or peers on campus. Anxiety, depression, self-mutilation (cutting), drug abuse, and a well documented increase in youth suicidal ideation, are just a few of the consequences associated clinically with the high stakes academic testing game.
I make a living off of the art and science of academic, cognitive and emotional assessment. I understand, and believe in the benefits associated with tests and measurement. Our challenge to the Utah State Office of Education will be to simply verify their claims, as such pertain to the validity of the SAGE test, and its use and application with psychologically vulnerable populations of divergent learning and special education students….who are NOT categorized with the confusing and general label as the “1% of the most cognitively impaired.”
As professionals in the field of clinical psychology, we will rely entirely on independently produced, peer-reviewed research from this nations most prestigious universities, as well as established ethics as published by the American Psychological Association (APA Ethics Code), and the American Medical Association (AMA Ethics Code) , to present our case to the community.
Given the serious nature of the pending conflict, we will demand that the Utah State Office of Education use the same criteria of scholarship, ethics and communication with the public, as well as the Utah State Board of Education, as opposed to their current reliance on “faith”, as their basis of justification for accepting the changes to well established, local/state level Utah practices associated with divergent learning students in Utah. The misleading, disingenuous, omission laden guidance given to our elected State Board members from an administrator from USOE, regarding this serious unilateral rule change initiated by the Federal Government, would be comical if it were not for the fact that her propaganda, if accepted as a “matter of faith”, may result in the needless suffering of divergent learning students in the State of Utah. https://whatiscommoncore.wordpress.com/2015/08/27/usoe-letter-tells-state-board-all-is-well-all-is-well-in-special-ed/
At the bequest of my own four divergent learning children (who do not fit into the U.S.D.O.E.’s criteria of “severely cognitive impaired“, as well as the hundreds of similarly situated diverse African American, Latino, Autistic, Suicidal, Dual Exceptional, Cognitively Gifted, Learning “Disabled”, Schizophrenic and otherwise emotionally disturbed children and teens in the State of Utah that my talented staff of Doctor and therapist have valiantly served, I humbly request that the Utah State Board of Education suspend their “faith”, as such apply to the USOE’s agenda laden claims, and protect our most vulnerable assets in our community: Our children.
Yours in service;
Dr. Gary Thompson
Early Life Child Psychology & Education Center
“Parents are, and must always be, the resident experts of their own (divergent learning) children.”