Time To Abolish Common Core with HB440

Click on pic above to Read March 2019 plea from Business Leaders to keep Common Core as it will make kids college and career ready!

hb440-int.pdf
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The bill has been dropped to Abolish Common Core. Above is a pdf copy of it. Pray over it every night for children's sake. Call your Education Committee members (click on Legislature pic for the link--some of you will be tempted to call daily until this is done right).
Click at these pictures for link to articles and link to legislature contacts:
https://www.al.com/news/2019/11/alabamas-dead-last-test-scores-wake-up-call-for-officials.html

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Yes, it is past time for Alabama leaders to wake up and get rid of Common Core as the 2019 article link states. Many by now have realized the Common Core State Standards aka College and Career Readiness Standards is a failure. The nation has seen it's results and so has our state. In the beginning, we were warned it is untested--like a social experiment. Here were warnings from Joan Landes:

Mental Health Concerns Regarding the Common Core Standards
Joan R. Landes, M.A., AMHC

• No child-development experts, psychotherapists or mental health clinicians helped to
draft the Common Core (CC) standards. The inherent risks of standardizing vulnerable children were in no way addressed. The frightening high-stakes assessments have already stressed teachers and students into clinical mental health disorders.

• CC demands early cortical specialization which leaves major areas of brain activation
dormant. The heavy emphasis of CC upon left-prefrontal cortex executive functioning later handicaps the students for higher-order thinking and behaving because other large swaths of brain functioning haven’t been activated through sustained emphasis. It’s like training a child for 10 years to play the trumpet, then suddenly asking him to play baseball – it is very difficult because he specialized too much, too early.

• CC fosters curricula and teaching strategies which are developmentally inappropriate.
Numerous examples exist of CC aligned curricula which require young children to participate in “group think” which leads to peer-dependence. Other examples exist of the use of behavior/attitudinal modification techniques in the primary grades to alter children’s values and habits. These mental health interventions are dangerous in the hands of untrained school-teachers and have no business in a school that seeks to appropriately develop skills and impart knowledge.

• Approximately 20% of junior high and older students have suffered a “severe” mental
illness including depression, eating disorders, suicidality, self-mutilation, substance abuse and trauma-induced reactions. The extra stressors imposed by high-stakes CC assessments, unproven teaching strategies and inflexible requirements will induce further emotional and physical bleeding in these high-risk kids.

• CC standards ignore current psychological research and drags education back to the
industrial production practices of the 1910s. National standards prohibit meaningful customization of education. Instead of designing flexible, personalized education milestones, CC imposes heavy-handed, monolithic decrees more suitable for a manufacturing assembly line than for the cultivation of unique individuals. Expect kids with learning disabilities to suffer even more under this regimen.

• CC exploits the children of America as guinea pigs in an unethical social experiment that
no profession or government entity would tolerate. No studies have shown that national standards increase educational success. Furthermore, CC standards have NEVER been subjected to any sort of peer-reviewed research trials. Without years of field-testing, the risks of the unknown should never be foisted on our vulnerable, defenseless children. The FDA requires more testing of the food color in Kool-Aid than has been required of Common Core.

Students that can't give change is one of the obvious signs--we have failed them. Youths running around destroying their history led by Antifa --sign we have failed our Republic.

https://thefederalist.com/2018/10/26/public-schools-indoctrinate-kids-without-almost-anyone-noticing/

https://dcgop.org/indoctrination-vs-education-the-legacy-of-american-public-schools/

If you want to know more about the history of Common Core please watch video below.

Today we have HB440 Alabama bill sponsored by Bob Fincher (please pray and thank God for him) to repeal Common Core. Please call your legislator and tell them this issue has gone on long enough. It is time to get back to academics...pass HB440 and get us back to Pre-CommonCore so kids can dream again and their families can be built up again too, along with our nation. May the Lord bless us as we all work together to free God's children.
.

The Lord bless you
    and keep you;
 the Lord make his face shine on you
    and be gracious to you;
 the Lord turn his face toward you
    and give you peace.”--Please pray this blessing daily for the children and for our legislators fighting for them.

A Few More Reminders of Warnings leadership did not heed:

• The RNC (Republican National Committee) in April of 2013 passed a Resolution which says "RESOLVED, the Republican National Committee recognizes the CCSS for what it is — an inappropriate overreach to standardize and control the education of our children so they will conform to a preconceived “normal,”...
• 500 Early Childhood and Education Professionals warning about "conflict with compelling new research in cognitive science, neuroscience, child development, and early childhood education about how young children l earn, what they need to learn, and how best to teach them in kindergarten and the early grades. " Here are names on that list: G. Rollie Adams,
  President and CEO, Strong National Museum of Play, Rochester, NY
  Cynthia K. Aldinger,
  Executive Director, LifeWays North America, Norman, OK
  Edith Adams Allison,
  Learning Disabilities Specialist, Amherst, MA
  Joan Almon,
  Executive Director, Alliance for Childhood, College Park, MD
  Defne Apul,
  Assistant Professor of Civil Engineering, University of Toledo, Toledo, OH
  Ruth H. Aranow,
  Senior Academic Advisor, Krieger School
  of Arts & Sciences, Johns Hopkins
  University, Baltimore, MD
  Cara Armstrong,
  Curator of Education, Fallingwater, Mill Run, PA
  Anne Austin,
  Director, Early Learning Center, Baruch College, New York, NY
  Ray Bacchetti,
  Vice President, Planning and Management, Emer
  itus, Stanford University, Palo Alto, CA
  Lyda Beardsley,
  Director, Child Development Programs,
  College of Marin, Kentfield, CA
  Sara Bennett,
  Founder, Stop Homework, Brooklyn, NY
  Laura M. Bennett-Murphy,
  Associate Professor, Psychology, Westminster College, Salt Lake City, UT
  Marilyn Benoit, M.D.,
  Past President, American Academy of Child and Adolescent Psychiatry,
  Washington, DC
  Karen D. Benson,
  Professor, California State University, Sacramento, CA
  Eugene V. Beresin, M.D.,
  Professor of Psychiatry, Harvard Medical School, Boston, MA
  Wendy C. Blackwell,
  Director of Education, National Children's Museum, Washington, DC
  Wil Blechman, M.D.,
  President, Docs for Tots Florida; Past President, Kiwanis International, Miami, FL
  Herb Bleich,
  early childhood teacher, Community School 133, New York, NY
  Amy Blesi,
  board member, Winnetka Alliance for Early Childhood, Winnetka, IL
  Paula Jorde Bloom,
  Professor of Early Childhood Education, National-Louis University, Wheeling, IL
  Lila Braine,
  Emeritus Professor of Cognitive Psychology,
  Barnard College, Columbia University,
  New York, NY
  Michael Brody, M.D.,
  Chair, Media Committee, American Academy of Child and Adolescent
  Psychiatry, Washington, DC
  Stuart L. Brown, M.D.,
  Founder and President, National Institu
  te for Play, Carmel Valley, CA
  Sylvia Bulgar,
  Professor, Mathematics Education, Ri
  der University, Lawrenceville, NJ
  Blakely Bundy,
  Executive Director, Winnetka Alliance for Early Childhood, Winnetka, IL
  Kathleen Burriss,
  Professor, Early Childhood, Middle Tenn
  essee State University, Murfreesboro, TN
  Wei Cao,
  Assistant Professor, University of Michigan, Flint, MI
  Nancy Carlsson-Paige,
  Professor of Early Childhood Education,
  Lesley University, Cambridge, MA
  Catherine Carotta,
  Associate Director, Center for Childhood
  Deafness, Boys Town National Research
  Hospital, Omaha, NE
  Julie Ann Carroll,
  Founding President, Winnetka Alliance for Early Childhood, Winnetka, IL
  Ingrid Chalufour,
  Lead Developer, Foundations of Science
  Literacy, Education Development Center,
  Newton, MA
  Barbara C. Chauvin,
  Supervising Teacher, University of Ma
  ryland Baltimore County, Catonsville, MD
  Sherry Cleary,
  Executive Director, NYC Early Childhood
  Professional Development Institute, City
  University of New York, NY
  Carol Cole,
  Executive Director, Sophia Project, Oakland, CA
  Patricia M. Cooper,
  Assistant Professor of Literacy and Early Childhood Education, New York
  University, New York, NY
  Jayna Coppedge,
  Children’s Minister, First Baptist Church, Tahlequah, OK
  Colleen Cordes ,
  Executive Director, Psychologists for Social Responsibility, Washington, DC
  Donna Couchenour,
  Professor and early childhood teacher educator, Shippensburg University of
  Pennsylvania, Shippensburg, PA
  Milly Cowles,
  Dean, Principals’ Academy, Mobile, AL
  Ellen F. Crain, M.D.,
  Professor of Pediatrics, Albert Einstein College of Medicine, Bronx, NY
  William Crain,
  Professor of Psychology, City College of New York, NY
  Sara McCormick Davis,
  Associate Professor, University of Arkansas Fort Smith; President Elect,
  National Association of Early Childhood
  Teacher Educators, Fort Smith, AR
  Diane Trister Dodge,
  President, Teaching Strategies, Inc., Bethesda, MD
  Aviva Dorfman,
  Associate Professor of Early Childhood Education, University of Michigan, Flint, MI
  Georgianna Duarte,
  Professor, University of Texas, Brownsville, TX
  Barbara Dubitsky,
  Director, Mathematics Leadership Programs, Bank Street College, New York, NY
  Eleanor Duckworth,
  Professor of Education, Harvard University, Cambridge, MA
  Sean Durham,
  Director, Early Learning Center for Research and Practice, University of Tennessee,
  Knoxville, TN
  Carolyn Pope Edwards,
  Willa Cather Professor of Psychology a
  nd Child, Youth, and Family Studies,
  University of Nebraska, Lincoln, NE
  David Elkind,
  Professor Emeritus of Child Development, Tufts University, Medford, MA
  Ann S. Epstein,
  Senior Director of Curriculum Devel
  opment, HighScope Educational Research
  Foundation, Ypsilanti, MI
  Beverly Falk,
  Professor, School of Education, City College of New York, NY
  Stephanie Feeney,
  Professor Emerita of Education, University of Hawaii; Chair of the Advocacy
  Committee, National Association of Early Childhood Teacher Educators, Honolulu, HI
  Margery B. Franklin,
  Professor Emerita of Psychology, Sarah Lawrence College, Bronxville, NY
  Doris Fromberg,
  Professor and Director of Early Childhood Teacher Education, Hofstra University,
  Hempstead, NY
  Joe L. Frost,
  Parker Centennial Professor Emeritus, University of Texas, Austin, TX
  Ellen Galinsky,
  author and work life researcher, New York, NY
  Howard Gardner,
  Hobbs Professor of Cognition and Educa
  tion, Harvard Graduate School of
  Education, Cambridge, MA
  Suzanne Gellens,
  Executive Director, Florida Association for the Education of Young Children,
  Tampa, FL
  Roberta Golinkoff,
  H. Rodney Sharp Professor of Education,
  Psychology, and Linguistics and Cognitive
  Science, University of Delaware , Newark, DE
  Elizabeth N. Goodenough,
  Lecturer in Literature, University of Michigan, Ann Arbor, MI
  Rachel Grob,
  Director, Child Development Institute
  , Sarah Lawrence College, Bronxville, NY
  Marcy Guddemi,
  Executive Director, Gesell Institute of Human Development, New Haven, CT
  Joan Gussow,
  Professor Emerita of Nutrition and Education,
  Teachers College, Columbia University,
  New York, NY
  Winifred M. Hagan,
  Early Care and Education Consulta
  nt, CAYL Institute, Cambridge, MA
  Darell Hammond,
  CEO and co-founder, KaBOOM!, Washington, DC
  Jane M. Healy,
  educational psychologist and author, Vail, CO
  Kathy Hirsh-Pasek,
  Stanley and Debra Lefkowitz Professor
  of Psychology, Temple University,
  Philadelphia, PA
  Craig Holdrege,
  biologist, educator; Director, The Nature Institute, Ghent, NY
  Carla M. Horwitz,
  Director, Calvin Hill Day Care Center a
  nd Kindergarten; Lecturer, Yale Child Study
  Center, Yale University, New Haven, CT
  Carollee Howes,
  Professor, University of California, Los Angeles, CA
  Kim Hughes,
  Therapeutic Teacher, Trainer, and Consulta
  nt; 1999-2000 North Carolina Teacher of the
  Year, Project Enlightenment, Wake County Schools, Raleigh, NC
  Mary Hynes-Berry,
  Faculty, Erikson Institute for Early Childhood, Chicago, IL
  Olga S. Jarrett,
  Associate Professor, Early Childhood Educati
  on, Georgia State University, Atlanta, GA
  Candace Jaruszewicz,
  Director, N. E. Miles Early Childhood Development Center, College of
  Charleston, Charleston, SC
  Jim Johnson,
  Professor-in-Charge of Early Childhood E
  ducation, Pennsylvania State University,
  University Park, PA
  Constance Kamii,
  Professor, University of Alabama at Birmingham, AL
  Lilian G. Katz,
  Professor Emeritus and Co-director, Clearinghouse on Early Education and Parenting,
  University of Illinois, Champaign, IL
  Merrie B. King,
  Montessori Program Director and Associate Professor of Education, Belmont
  University, Nashville, TN
  Ethan H. Kisch, M.D.,
  Child Psychiatrist; Medical Director, Quality Behavioral Health, Warwick, RI
  Robert H. Klein,
  Professor Emeritus of Physics, Cleveland State University, Cleveland, OH
  Tovah Klein,
  Director, Center for Toddler Developmen
  t, Barnard College, Columbia University,
  New York, NY
  Edgar Klugman,
  Professor Emeritus, Wheelock College, Boston, MA
  Alfie Kohn,
  author and lecturer, Belmont, MA
  Linda Kroll,
  Professor, School of Education, Mills College, Oakland, CA
  Vicki LaBoskey,
  Professor of Education, Mills College, Oakland, CA
  Linda Lantieri,
  Director, The Inner Resilience Program, New York, NY
  Deborah Lenny,
  Principal, Golden Valley Charter School of Sacramento, Orangevale, CA
  Diane E. Levin,
  Professor of Early Childhood Educa
  tion, Wheelock College, Boston, MA
  Susan Lyon,
  President, Susan Lyon Education Fou
  ndation, Mills College, Oakland, CA
  Yeou-Cheng Ma, M.D.,
  Developmental Pediatrician, Albert Ei
  nstein College of Medicine, Bronx, NY
  Fran P. Mainella,
  Co-Chair, U.S. Play Coalition, Clemson University, Clemson, SC
  David Marshak,
  Professor Emeritus, Seattle University, Bellingham, WA
  Milbrey McLaughlin,
  David Jacks Professor of Education,
  Stanford Universi
  ty, Stanford, CA
  Gillian D. McNamee,
  Professor and Director, Teacher Education, Erikson Institute, Chicago, IL
  Deborah W. Meier,
  Educator and Senior Scholar, New York University, New York, NY
  Edward Miller,
  Senior Researcher, Alliance for Childhood, New York, NY
  Mary Sue Miller,
  Lead Educator for Early Learning, Chicago Children’s Museum, Chicago, IL
  Lowell Monke,
  Associate Professor of Education, W
  ittenberg University, Springfield, OH
  Mary Ruth Moore,
  Professor, University of the In
  carnate Word, San Antonio, TX
  Dorine Morese,
  Instructional Coordinator, NYC Office of Early Childhood Education, New York, NY
  John Nimmo,
  Executive Director, Child Study and Developm
  ent Center, University of New Hampshire,
  Durham, NH
  Nel Noddings,
  Lee Jacks Professor Education Emerita, Stanford University, Stanford, CA
  Pedro A. Noguera,
  Peter L. Agnew Professor of Education
  and Executive Director, Metropolitan Center
  for Urban Education, New York University, New York, NY
  Susan Ohanian,
  Fellow, Education Policy Studies Laboratory,
  Arizona State University, Charlotte, VT
  Sharna Olfman,
  Professor of Clinical and Developmen
  tal Psychology, Point Park University,
  Pittsburgh, PA
  Linda Olivenbaum,
  Director, California Early Childhood Mentor Program, San Francisco, CA
  David Osher,
  Vice President, Education, Human Developm
  en
  t, Workforce, American Institutes for
  Research, Washington, DC
  Vivian Gussin Paley,
  author and teacher emerita, University of Chicago Laboratory
  Schools, Chicago, IL
  Kim John Payne,
  director, Center for Social Sustainability, Antioch University, Northampton, MA
  Jane P. Perry,
  Research Coordinator and Teacher, Harold E.
  Jones Child Study Center, University of
  California, Berkeley, CA
  Helene Pniewski, M.D.,
  Developmental Pediatrician and Child Psychiatrist, Family Service Association,
  Providence, RI
  Ruth Prescott,
  Professional Development Director, Chicago Metro Association for the Education of
  Young Children, Chicago, IL
  Baji Rankin,
  Executive Director, New Mexico Association for the Education of Young Children,
  Albuquerque, NM
  Fretta Reitzes,
  Director, Goldman Center for Youth and Family, 92nd Street Y, New York, NY
  Mary S. Rivkin,
  Associate Professor, University of Maryland, Baltimore County, Baltimore, MD
  Joe Robertson,
  Director of Parent/Child Programs, Free to Be Under Three, New York, NY
  Alvin Rosenfeld, M.D.,
  Child Psychiatrist; Lecturer, Harvard Medical School, Boston, MA
  A. G. Rud,
  Head, Department of Educational Studies, Purdue University, West Lafayette, IN
  Eliza Russell,
  Director of Education, National Wildlife Federation, Reston, VA
  Susan Riemer Sacks,
  Professor of Psychology, Barnard Colle
  ge, Columbia University, New York, NY
  Eric Schaps,
  President, Developmental Studies Center, Oakland, CA
  Lawrence J. Schweinhart,
  President, HighScope Educational Research Foundation, Ypsilanti, MI
  Dorothy G. Singer,
  Senior Research Scientist, Dept. of Ps
  ychology, Yale University, New Haven, CT
  Jerome L. Singer,
  Professor Emeritus of Psychology,
  Yale University, New Haven, CT
  Mary Stone,
  President, Missouri Association for the E
  ducation of Young Children, Springfield, MO
  Maurice Sykes,
  Executive Director, Early Childhood Leadership
  Institute, University of the District of
  Columbia, Washington, DC
  Molly Thompson,
  Director, Early Childhood Programs, Breakwater School, Portland, ME
  Arlene Uss,
  Director, Center for Early Care and Edu
  cation, Bank Street College, New York, NY
  Rosario Villasana-Ruiz,
  Faculty, City College of San Francisco, CA
  Macy Welsh,
  Director, National Lekotek Center, Chicago, IL
  Donald Wertlieb,
  Professor, Eliot-Pearson Department of
  Child Development, Tufts University,
  Medford, MA
  Frank R. Wilson, M.D.,
  Neurologist (retired), Stanford University School of Medicine, Portland, OR
  Marie Winn,
  Writer, New York, NY
  Lisa Witkowski,
  Director, Future Workforce Unit, Workforce
  Solutions for Tarrant County, Fort Worth,
  TX
  Chip Wood,
  Author and educator, Courage and Renewal Northeast, Wellesley, MA
  George Wood,
  Principal, Federal Hocking Middle & High School, Amesville, OH
  Karen Worth,
  Instructor, Wheelock College, Boston, MA
  Note: Signers’ affiliations are listed for identif
  ication purposes only and do not signify the
  organizations’ endorsement of this statement.
  www.allianceforchildhood.org
• Dr. Gary Thompson, a Democrat testifying as a mental health expert before the State of Wisconsin on the dangers of Common Core and testings--here is video link.

Let's Call It What It Is--Common Core aka College and Career Ready Standards Is A FAilure-look at what it did to a school that won the Dispelling the Myth Award in 2009 as top in nation now 627th of 681 Elementary Schools in Alabama...listen to Jane Robbins.

Statistics from the recently released Progress in International Reading Literacy Study reveal that students in the United States have fallen from fifth place in the world to 13th.
Though education elitists have tried to blame students stuck in poverty as a possible cause, American Principles Project Foundation Senior Fellow Jane Robbins believes the real explanation for students’ academic failure is obvious.
"One would ask the question, ‘What happened in American schools between 2011 and 2015 that might have had some effect on this?’ and the answer – at least the obvious answer – that one would look at first would be the implementation of Common Core," Robbins asserted.
Instead of blaming the deficiencies on the federally devised standards themselves, Robbins says Core proponents point to inadequate teacher training and a delay in providing good curriculum.
"I guess it's the natural human tendency to be defensive when something that you advocated is turning out well and say, 'Well, you know, I guess we were wrong,'” the education expert offered. “So far, we haven't heard anybody say 'I guess we were wrong,’ – and I'm not sure that we ever will."
Robbins maintains that if proponents truly cared about children, they would be doing a sober analysis of why the Common Core is not working, as well as offering ways to rescue students from the problematic federal standards...see link.

Parents of Every Color Joined Together in Florida--Alabama Needs to Do The Same...Time To Take A Stand! George Hall Elem from Top in Nation to 627th in Alabama Not Acceptable.  Abolish Common Core!