After a careful reading of
Senate
Bill 1341
- Early
Childhood
/
Intervention
Services
and the
fact that
the
International
Baccalaureate
program
is
proposed
for Idaho
schools,
plus the
School-To-Work
program of
Polytechnical
Education,
plus the
mountains
of other
evidence
compiled
by Idaho
Eagle
Forum -
including
information
on the
Student
Information
Management
System
(SIMS), it
has become
painfully
obvious
that
serious
Socialist
forces are
at work in
Idaho.
S1341 is
virtually
identical
to Mikhail
Gorbachev’s
Whole
Child
Initiative
that is
led by
Jane
Goodall,
the famous
primatologist.
It’s being
piloted in
Florida.
And it is
a
UNESCO
program.
S1341 is a
bold
Socialist
program
that takes
responsibility
away from
parents,
giving it
to the
schools as
the
coordinator
of all
programs
necessary
for
children
to thrive
from
infancy
through
school
age.
It’s not
that Idaho
Eagle
Forum
doesn’t
want to
see
children
thrive,
but that
is a
family
responsibility,
not the
State’s
responsibility
and
certainly
not the
school’s
responsibility.
To develop
and
implement
a
statewide,
comprehensive
coordinated
multidisciplinary,
interagency
system of
early
children
AND
early
intervention
services
for all
young
children.
Section 3,
106-102,
#4.
[Comprehensive
means all
services -
health,
psychiatric,
social,
coordinated
means case
management,
multidisciplinary
means
teachers,
social
workers,
psychologists,
health
care
providers,
law
enforcement,
etc;]
To develop
and
implement
with
available
resources
a
statewide
screening
and
tracking
system
for
infants
and
toddlers
at risk.
Section 3,
106-102,
#3.
[This
legislation
provides
for an
appointed
council to
define the
program
and it
provides
that they
can accept
private
grants
(See Reese
Committee
Hearings
1953-1954).
Private
money is
used to
start the
program
then at
some point
the state
takes over
and the
taxpayers
pick up
the
costs.
The
‘screening’
program is
the
Parents As
Teachers
program or
a similar
program
with a
different
name
(that’s
their MO
also -
just
rename
it). The
tracking
system is
actually
the
Student
Information
Management
System
(SIMS).
This means
that even
if
H0531
is
defeated,
this bill,
S1341
mandates
the
computer
system
anyway]
To
facilitate
the
coordination
of payment
for early
childhood
and early
intervention
services
from
federal
state,
local, and
private
sources
including
public and
private
insurance.
Section 3,
106-102,
#6
[This
means they
will do
the
billing
for
Medicaid
and
private
insurance
companies
which
means that
they will
have the
medical,
psychiatric,
dental,
etc.
records on
the
school’s
computer
system on
the
student
record.
This is
why
Kempthorne
wants to
split out
children
from the
Medicaid
pool to
create a
separate
program.
That way
the
program
can be
expanded
for
children.]
To build
on
statewide
outcomes
and shared
goals….
Section 3,
106-102,
#8.
[To build
on… this
means that
they are
adding
this to
exisiting
information
on
children.
In other
words, all
of these
records
become
part of
the
lifetime
SIMS
school
record of
children.]
It’s very
insidious
and
deceptive
how
they’ve
done
this. The
goal
behind all
of this is
to be able
to build a
complete
computer
information
system on
future
citizens.
The
combined,
school,
medical,
psychiatric,
law
enforcement,
family,
and
employment
history
represents
a complete
base of
information
on future
citizens.
And
they’ve
made the
schools
the
central
point for
collection
and
retention
and
dissemination
of the
data. It
is DARPA’s
‘Total
Information
Awareness’
system
minus the
adult,
private
sector
information
like
credit
history,
etc.
It will
include
‘assessments’
from all
of the
people who
have
worked
with the
child.
The
assessments
are simply
opinions
that will
stay on
the
child’s
record for
a life
time. It
includes
referrals
to
providers.
It
includes
billing
information
for the
providers
- which
means that
effectively,
they will
have the
medical
and
psychiatric
record.
There is
no other
way to
describe
this
system
than as a
communist
system of
control.
It gives
the state
the power
to control
the
economic
and life
opportunities
of future
citizens.
To really
understand
the
computer
system,
one needs
to examine
the data
that will
go into
it. While
the
handbook
says that
the
elements
are
optional
at state
level,
from the
Early
Childhood
program
one can
see how
these
programs
create the
‘need’ for
the data
elements
that would
be
excluded
otherwise.
Once in
the
database,
the data
elements
are
available
for use
for the
lifetime
of the
record
(i.e. even
for
students
who are
older than
Early
Childhood).
The Data
Element
Guides are
produced
by the
National
Center for
Education
Statistics
for the
U.S. Dept
of
Education.
It should
be noted
that data
dictionaries
are
revised
but they
are never
completely
changed
because
each
change
means
major
changes to
a computer
system
(think Y2k
date
problem):
1997 Data
Elements
for
Elementary
and
Secondary
Student
Information
systems
(notice
that there
are data
elements
in here
for Early
Childhood
even in
1997).
The
question
is, how
did Idaho
lose local
control of
our
schools?
Clearly
the Idaho
Board of
Education
has become
just a
puppet
agency
that
rubberstamps
whatever
programs
come
through
the
Education
Commission
of the
States,
the
National
Governor’s
Association
and the US
Dept. of
Education.
What
they’ve
been
approving
is the
nationalization
and now
the
internationalization
of our
schools
even as
the
quality of
the
schools
declined.
WHY?
The idea
of an
interstate
compact on
education
was set
forth in
the
mid-1960s
by
James
Bryant
Conant,
an
educator,
scientist
and
diplomat
who had
served as
the
president
of Harvard
University
from 1933
to 1953.
Writing at
a time
when the
GI Bill,
the
National
Defense
Education
Act, the
Great
Society
legislation
and other
initiatives
had
greatly
enlarged
the
federal
role in
education,
Conant, in
his 1964
book
Shaping
Education
Policy,
called for
a kind of
counterbalance
- a
mechanism
for
improving
and
strengthening
education
policy and
policymaking
at the
state
level.
Such a
mechanism,
he said,
would give
voice to
the
diverse
interests,
needs and
traditions
of states,
enable
them to
cooperate
and
communicate
with one
another,
and
promote
their
working
together
to focus
national
attention
on the
pressing
education
issues of
the day.
A draft of
the
interstate
compact
envisioned
by Conant
was
completed
in July
1965 and
endorsed
by
representatives
from all
50 states
and the
U.S.
territories
at a
meeting in
Kansas
City two
months
later. By
the time
the
functional
arm of the
compact,
the
Education
Commission
of the
States (ECS),
held its
first
annual
meeting
in Chicago
in June
1966, 36
states had
formally
ratified
the
compact.
(Since
then, all
50 states
and three
territories
have
joined the
Compact
for
Education,
either by
legislative
action or
executive
order of
the
governor.)
Idaho
Eagle
forum
agrees
with idea
of
improving
Idaho
schools.
As a first
step,
Title 33,
Chapter 41
should be
repealed.
The next
step would
be to
replace
the
current
Board of
Education
and
Education
Department
leadership
with
people who
are not
mired in
the
mindset of
Socialist
indoctrination
and
control
over
academic
goals.
That would
be the
start of
really
improving
Idaho
schools
for Idaho
children.