Tag Archive | schooling

School Ditches Common Core then Soars to #1 in English Language Arts*

School Ditches Common Core then Soars to #1 in English Language Arts*

By Alex Pietrowski

The federally mandated, nationally standardized education program Common Core has many parents and teachers concerned. For starters, it imposes rigorous testing onto students, forcing curriculums to be molded around exams, not necessarily around learning or the development of critical thinking. Additionally, Common Core is part of a system developed by corporations and aims to prepare children for the life of being an employee, not a change-maker.

The program is causing friction around the nation, and a slow-burn rebellion of sorts is underway. In 2015, 4th grader Sydney Smoot made national headlines when she eloquently ripped standardized testing at a school board meeting.

So what happens to a school and the students therein when Common Core is abandoned altogether?

Mason Classical Academy (MCA), a charter school in Naples, Florida has been applauded for its testing results in English Language Arts after the school ditched Common Core.

In a letter to parents of MCA, principal David Hull explained the dilemma facing the school and its students:

“There is, however, a serious conundrum we face as a classical, public charter school: Not only are we to use our own curriculum and offer a different choice than the regular public schools, but we are also mandated to pass the state test. This begs some questions. Which is more critical, a solid education or passing state tests? Can we accomplish delivering both? Is it ethical to focus more on state standards than a rigorous curriculum influenced by one of the most prestigious colleges in the world, Hillsdale College? Are we able to accomplish our mission with state mandates and Common Core breathing down our necks? Do we have our students practice for state tests on computers because tests are now computer-based? Are our students at an automatic disadvantage because we choose paper and pencil over keyboards and mice? These are difficult questions to answer, and ones that will be revealed only by time. [Source]”

To confront this issue head on, the school tried something of which many others should take notice. It developed its own educational standards based on proper discipline on the part of students, respectful dedication on the part of teachers, and a platform of virtues that have historically been prevalent in classical education.

“Character traits such as respect, integrity, citizenship, and responsibility are not only explicitly taught during assemblies, but are embedded throughout classical literature, history, and fine arts instruction. Where are those standards mandated by the state? [Source]”

Among this programmatic shift at MCA was a return to phonics based learning when teaching young children how to read. Common Core has been widely criticized for complicating the process by which children learn to read, confusing them by making them memorize whole words before learning how to read sounds and recognize syllables. In short, Common Core abandons phonics-based learning, and when MCA returned to this approach, the results were outstanding.

It was hardly surprising, either, to learn that students at MCA were at the top across Florida as well. Third graders at MCA were in the top 2% in the state. In fifth grade, MCA students were in the top 1% for Florida. The results speak for themselves. [Source]

Furthermore:

“Thanks to the classical approach of phonics, an impressive 90% of the third-grade students at Mason Classical Academy were proficient in English Language Arts, compared to just 58% in the county overall, most of whom rely on Common Core. In fact, the MCA third-graders were in Florida’s top two percent, while fifth graders from the academy ranked in the state’s top one percent. [Source]”

In today’s conformist culture it is no surprise that MCA has been attacked by others for their willingness to take control of their own standards, even though the results speak for themselves.

Final Thoughts

For those serious about exposing Common Core, its clear that as a conspiracy, the program appears to be designed to crush divergent thinking, offering an inroad into the minds of our children which is to be exploited by the interests of the State.

“Common core children are not allowed to synthesize latent creativity, and they spend little time in nature. They also are not given an inspiring human mentor, as much as a by-the-book curriculum regurgitating ‘teacher’ who has also been dumbed down by the educational system. This person is more concerned, through their own educational brainwashing, to apply the latest psychological theories, without truly teaching a child to be on fire for learning.

Intelligence agencies also infiltrate the educational system in order to train and recruit future elite personnel. People are chosen based on their ability to follow orders, not diverge from the transhumanist agenda. Common core is a massive take-over of the educational system, similar to the takeover of the agricultural system, our water, our banking system, etc. In short, it benefits the military industrial complex and a handful of corporations, not your children’s budding intellectual genius. [Source]

How long will it be before other schools in America see the light and follow MCA in ditching Common Core?

Source*

Related Topics:

Take-down of the American Public School System and its Teachers*

Inside the Education System: ‘I was taught really how to con the community’*

Ecuador Education Rank Soars, Beating Finland in Quality Access*

States Take a Stand against the Increasing Centralization of Education*

Report Confirms Common Core Officially Makes Children “More Stupid”*

More Teachers Speak Out against the New Common Core Tests*

Common Core is for Your Kids not Bill Gates’*

Thousands of Students Boycott Common Core Testing*

Common Core Free 10-year-old Math Genius is in College*

Globalized Education and One World Government

U.N. Agenda 21 Still Advancing Worldwide*

 

Take-down of the American Public School System and its Teachers*

Take-down of the American Public School System and its Teachers*

Have large American public school systems become a secret Intel hotbed for mind-control of students and taxpayer asset-stripping?

A mind is a terrible thing to waste

 

By Preston James

Note: This is a long article. It is being presented as a white paper investigative report of what happened when American Intel is turned against mainstream America and deployed to covertly wage war against the public school system by invading it, hijacking it and asset-stripping it.

This report is about an investigation of the take-down of a wealthy public school system which was the first national test of a carefully crafted covert Intel plan to take down every single American public school system, step-by-step.

This take-down of the American public schools systems by Intel is truly a secret war being waged against all American taxpayers and parents of school-aged children who use public schools. It is high time parents began their own deep investigations, and take corrective action by electing well-informed school boards.

Even now, after many public school systems have been taken-down by American Intel, school board members are notably naive and have no clue about the sophisticated Intel operation that has been deployed. These board members have been craftily deceived by two-faced, sociopathic school administrators.

Hopefully this article will help wake up the taxpayers, the parents, the teacher-victims and the naive school board members, who have no clue about this American Intel covert operation deployed against their schools that is hidden in plain sight.

In 1913 the BT/RKM/COL Banksters hijacked America with the passage of their Federal Reserve Act, which was completely illegal and unconstitutional.

And ever since, this hijacking of the American monetary creation and distribution system has enabled these Banksters to craftily and covertly strip away the fruits of the labour and accrued assets of American workers on a continuing basis.

The unlimited “issue at will” Federal Reserve Debt-notes have provided the Ruling Cabal the means to buy, bribe, influence, human compromise, and manipulate almost every elected and appointed USG official.

This BT/RKM/COL Ruling Cabal has viewed the USA as a mere stepping-stone to taking over the whole world and a means to establish a Luciferian occult-based Globalist NWO one-world government run out of Jerusalem. It is now clear that their Globalist NWO agenda is an inter-generational obsession that goes back many generations.

Early on these Globalist Banksters realized that to attain their long term Globalist NWO objectives they had to gain complete total control of the American masses.

And they realized that they had to hijack the mass media and public educational systems to do this effectively

The Ruling Cabal knew they had to consolidate such institutions in order to easily control them. They created numerous, special think-tanks, non-profit foundations and advisory boards which created policies. The Cabal imposed these policies through the control they exerted over elected and appointed officials through bribery, human compromise and high-level influence peddling.

Keeping the American masses occupied with work, entertainment, war, and political and class infighting (while stealing them blind) became key policies of the Banksters.

These Globalist Banksters have well understood that the biggest threat to the completion of their agenda is a well-informed American public; citizens who were well-educated in true American history, folks who understood the US Constitution, Bill of Rights and what the American Founding Fathers were attempting to do with the American Revolution to gain independence from an oppressive British Regime.

Soon after 1913, the Ruling Cabal realized that it was essential to mind-control the American masses through the public school systems, and they began a long process over the next 75 years to create policy to control their curricula, and concocted plans to eventually infiltrate them and hijack them.

This article contains what must be described as a “fictional account” of what they were able to do in one large, wealthy suburban school system about 12.5 years ago, which was an initial trial or field test to take down a large, wealthy, urban public school system.

Normally, this kind of information is never allowed to reach the light of day. But thanks to the Internet, the World’s New Gutenberg Press (which itself is truly revolutionary), we are now seeing the beginning phases of a complete end to all secrecy that cannot be stopped.

Somewhat Gladio

The take-down of the American public school systems – how it is being done now.

The American public school systems are being taken down one by one, with a progressive roll-out of a sophisticated Intel operation that is being implemented in the larger Urban public school systems.

Preparation for this operation has been set in place for many years with the progressive shift to Globalist curriculum and educational policies, followed by the installation of high-powered psychotronic emitters, which produced remote brain entrainment.

These Globalist educational policies that have been rolled out in the public schools, as well as in many institutions of the USG, now certainly form the crux of the Ruling Cabal’s six Controlled Major Mass Media (CMMM).

What are these Globalist values by which the U.S. Public school systems have used to condition the minds of students to favor Globalism?

They consist of:  political correctness, diversity, sex role confusion, narcissism, situational morality, group think, hysterical and nonsensical “zero-tolerance” policies, and dependency on the state to provide for their needs.

Mind-kontrol is the key to creating good Global citizens in school.

Initially the first form of mind-kontrol deployed in the public schools was “cultural control” through standardized textbooks that selectively omitted important American history, and subtle but real establishment of Globalist values.

But now, the mind-control deployed has expanded to include the deployment of sophisticated covert psychotronic mind-control involving computerized “U.N.” lighting, high-powered Wi-Fi, and in some cases, specialized EMF transmitters inserted in the ceilings and ventilation.

Penetration of wifi in children’s brains

 

Now for a concrete example how one public school system has been taken down, asset-stripped and covertly turned against the students, the parents and the teachers.

And all done while hidden in plain sight with no serious public awareness until they crossed a certain line and went too far, at which time, certain interceptions were initiated.

Consider the following account “fiction” because it is not a good idea to completely disclose current major Intel operations. You can thank the Editors of Veterans Today for allowing such an article. Try finding this type of information anywhere else. This article goes about as far as is possible at this time.

There are parts of this story that cannot be told to protect the innocent from further harassment, but most readers can get a pretty complete idea of what was done and just how evil and sinister this take-down operation in this first test school system was. Suffice to say that limited but significant corrective (interception) actions were initiated by certain entities, and these did meet with some success in blocking these operations at this particular school system and stopping the tyrannical abuse, unwarranted firings, induced illnesses and murders.

Those who learn of the details of this secret test in this particular school system have been shocked at just how sociopathic and heartless the perps in administration are who did all this. So far no justice has been delivered from any court of law – and won’t be – since all American courts have been fully compromised by American Intel on behalf of the Ruling Cabal.

All that has to be done to quash any case is for the CIA’s attorney or any major Intel counsel to call the judge and invoke national security waivers. I am well aware of several cases where this was done to protect various covert operations and major law breakers.

However there is a final high court of final judgment awaiting these perps in the next life. And a fair number of the perps have already descended into their own private misery for what they have done as they have grown old and weak.

For some the harvest will be a very bad day – for others, perhaps a gratifying day

 

Minnesota History lesson

This article is about what occurred in a wealthy suburban school on the west side of the Twin Cities in Minnesota about 12.5 years ago. There is no evidence so far that this process which began in this school as a test case has ever been abated. It most likely is being taken to every major public school system in America. How far that process has spread is arguable but I would expect it is becoming the norm. I have been told that it is now present in some of the large urban schools in Illinois, and probably in many other states too, if not all.

In this imaginary school, there were select teachers who were profiled as problems, and who were “set up” to be fired without any legal justification at all. This profiling included any conservatives and especially Christians of any denomination. Any teacher who was judged to have high moral values or rock-solid integrity was identified as a potential problem to the roll-out of this well-planned covert operation.

The actual process of  American Intel taking-down a public school system.

And this operation involved four parts: the removal of any teacher with strong integrity and conventional moral values; the  installation of a new Globalist based value system in this school system; serious mind-control operations of students; and major asset-stripping of taxpayer funds, some of which to be pocketed personally by the perps, and with a large chunk going to various Intel entities for black ops.

Teachers with identifiable deviant behaviour, moral weakness, lack of character or deficient integrity or who displayed a Globalist bent were greatly favoured. It was expected that they would easily go along with all the new policies such as mandated sex role confusion training, political correctness, and situational morality training.

Teachers profiled to have strong morality, integrity and character were expected to become problems with the roll-out of this new curriculum. Secret policies were set up to manipulate the administration to get rid of these targeted teachers one by one using various “solutions”, which were all quite evil, some deadly.

New teachers that didn’t meet the preferred profile had their contracts suddenly non-renewed at the end of their first year for no good reason, even if they were great teachers. This was a technicality allowed in their contract in the fine print. This was tough on the teachers who bought homes in the district. It was quite unexpected by them, since this rarely happens in teaching.

Numerous teachers were abused, harassed, tyrannized and driven out. A pall of fear of an abusive administration manipulated by one woman who functioned as a kingpin engulfed the school. This lady also given no official ruling power ran the show and, on her word alone, careers were extended and others ended. The term “vicious” was used to describe this lady numerous times by those that knew her.

Some teachers allegedly had porno ads placed on their computers by a technician that ran the computer system. The teacher was then accused of using a school computer to access porno and wrongly forced out. Every single case of this (there were more than a few) was based on a false charge. The School System was paying a great deal of money for special blocking software filtering that made such access impossible.

There was testimony provided that these porno ads were put on the teachers’ computers by the school itself. Names have been changed to protect the innocent, who have been abused enough. Numerous subtle but effective interceptions were initiated by “friendlies” to counteract the tyranny and damage being done to teachers as the incidents surrounding Peter’s abuse were exposed to the right folks.

Such interceptions were limited because, when two major Intel agencies, the FBI, the US Department of Justice, the State Dept. of Education and the governor were arrayed against the victims (the list is very long) and anyone trying to help – you can imagine how it was quite difficult to intercede.

Despite this, these interceptions were effective over time, but sadly no perps had to face American justice, which they should have had to. Many serious felonies were committed, some capital crimes. These perps will have to await justice in the final court of law when they stand before Almighty God to answer for their total abuse of power.

The appearance of a “smoking gun” affidavit detailing the extreme abuse of “Peter” and other teachers by heartless and unimaginably cruel school administrators.

A smoking gun affidavit was obtained, and this stopped the abuse-of-teachers part of the process cold in its tracks at this first test school, saved lives, and prevented numerous induced illnesses in this particular first field test school that was being covertly attacked by American Intel.

Below is an affidavit which was provided by a witness, a stand up man who just couldn’t allow the abuse to go on any more when he finally realized how bad it was. School administration worked craftily to keep abused teachers from talking. Most teachers and staff were afraid to discuss how certain teachers were abused, except those who were in on it, and who bragged about it to each other and enjoyed their power.

The subject on whose behalf this affidavit was written has recovered, is teaching again and is fully restored. The school had gained a judgment for their legal expenses against him, but dropped such action as soon as this affidavit appeared on the scene. The perps in school administration were afraid of complete exposure, because they realized that the Intel Agencies would merely cut them loose, deny any part and let them take the full legal consequences.

The perps that ran these operations are some of the most cruel, soulless individuals imaginable. They had absolutely no humanness in them at all, and their pure evil showed through in their grotesque abuse and tyranny of teachers. There was nowhere for abused teachers to go. Board members did not act when they contacted them, because they always believed what the school administration claimed, and labeled the abused teachers as malcontented for being corrected for bad behaviour.

The school administration created a system of fear that made most teachers afraid to talk to each other. The classrooms and teacher lounge were bugged with mics and cameras, and the excuse was that this was necessary to satisfy new regulations. The only places not bugged were buses for handicapped students, because this was prevented by federal regulations.

Intel agencies specialize in establishing good deniability. Complete disclosure could still come, by the way, because numerous political enemies of the perps have the complete file (and it is voluminous) and may decide to use it.

The following affidavit reveals some extremely abusive treatment of teachers by the school administration. But remember, this is the mild stuff and merely the tip of the iceberg. On page 9, “Larry”, who gave the affidavit, says he was an army soldier and served his country, and that before something happens to him, he “needs to tell what he has seen firsthand”.

School Affidavit (1)

Teachers voted with their feet

Some teachers were harassed by the administration to the point that they just quit and went elsewhere. A number of them were interviewed, and they all told basically the same story.

The teacher “Peter” mentioned in this witness affidavit was a man who now believes he was poisoned by the school administration with enzymes that caused his heart attack, and he believes this was an attempt to murder him.

Soon after Peter was harassed, abused, made deathly ill, and driven out, two more large suburban schools surrounding the Twin Cities of Minnesota were taken down. Both had infiltration by ex-military in their administrations with Intel connection, one became linked to child sex trafficking, and both were involved in theft of significant taxpayer funds through crafty schemes.

Some teachers in the public school system that abused Peter were made seriously ill (some murdered) by covert Intel means. This school where Peter was abused, made sick and driven out served as the first test of this covert Intel operation to take down the public school systems in America. This take-down operation included spraying special bio-engineered enzymes on some of the teachers’ desks when they were judged too difficult to drive out, and this caused various kinds of serious illnesses, some even fatal cancers. And all because it was anticipated that any teacher who did not meet the Globalist profile had to be driven out one way or another, selecting from a menu of sinister and sometimes lethal methods.

This particular school that abused Peter and drove him out was an initial field test for the Intel covert operation to take down all the American public schools over time. And we now know that this plan also involved the installation of various psychotronic mind-control means, such as special “U.N.” computerized lighting; EMF transmitters; then high-powered Wi-Fi; and even at times, the dispersion of special mind-kontrol drugs, such as scopolomine and various bio-engineered toxins that were deployed against teachers who had been profiled to be a risk to the take-down process.

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The “Borg” multiply and spread

The success obtained during the first field test was then taken to a large business and then to other public school systems, as fast as implementation could be attained.

This national CIA/NSA covert operation program was kicked off by the visit of Bush2 to this High School where the first field test was run, the school system that employed Peter. Shortly after that, a second test was done in a local large sporting goods store, part of a national chain that went broke and was bought cheap and appeared to have become a CIA proprietary. And then the test was taken to two other local public school systems.

At present, it is unknown how many public school systems have been taken-down to entrain Globalism in the students and to asset-strip large amounts of taxpayer funds for “off the books” black ops. The original plan was to eventually take down every single public school system in America. It’s a good bet that most large urban public schools have been taken down by American Intel by now, after the plan has been actively and successfully deployed for over 15 years.

EMF Emissions: Someone who worked at the large sporting goods store where the second field test was implemented claimed that some of the employees (including one manager) had snapped mentally with no prior issues, having to be taken away by paramedics, soon to recover as soon as they were away from the premises, which just happened to have had high EMF emissions far beyond accepted European Health standards.

This same situation occurred in two different schools targeted for take-down just after Wi-Fi was installed, and involved a teacher or teacher’s aide snapping mentally. In both of these schools, the school administration was stacked with ex-military and Intel.

Collaboration with Agencies: In the first school (the first test), there was a lot of proof that this was going on, but the FBI and local LE had absolutely no interest in investigating it, even after evidence was presented to the US Attorney. It is now apparent that the FBI knew about it all along, kept it covered up, and was in on it, along with other American Intel agencies.

Porno Ads Seeded on Computers: Despite the fact that the particular High School where the first test was done had an expensive contract with a computer security service and extensive firewall software to prevent such, porno ads were placed on certain negatively profiled teachers, who were then fired. This computer security company was also responsible for the computer security of numerous other public schools and the state government networks; and was known by insiders to have been associated at a certain level with 9-11-01. The company was allegedly tapping all computers it was supposed to be protecting, and doing this for various Intel agencies, at least one foreign-based.

Embedded Intel Assets: The first High School used for the mind-control test allegedly had Intel assets embedded in high positions of responsibility in its administration who were skimming millions of dollars through various well-disguised ways, like over-billing federal programs for handicapped students who were no longer there, charging tax payers for substitute teachers that never appeared, and paying huge fees for friends consulting over worthless issues.

One estimate was that over 20 million dollars were skimmed off over a ten-year period. So, it seemed evident that this was not only about conditioning the students to be good global citizens, but was an important means to rip off millions from the local taxpayers – a large portion going to Intel for black ops funding.

Multiple Agencies: It soon became evident that there was high-level Intel involvement from more than one Intel agency at this school in administration and other departments including the computer department. It didn’t take long to figure out that this public school system was viewed as a money cow to be milked.

It was disclosed by someone who worked there that he had personally seen the administration using two sets of books. Another disclosed how non-existent, imaginary substitute teachers were being paid; and the USG was being charged for transportation for handicapped kids no longer there.

In the first school, numerous older teachers who did not fit the desired profile were harassed and made so unhappy most just quit. One person in administration (not the superintendent or even a principal) in particular appeared to be the kingpin running this tyranny against teachers that kept many in fear for their jobs.

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Case Study

Let’s take the case of one teacher, whom we will give a pseudonym of Peter. Pseudonyms of teacher victims will be used to protect the innocent from further retaliation. This fine teacher Peter, who had a spotless teaching record of many years, had porno ads put on his computer by the school itself, without any awareness on his part. Just out of the blue, the school administration bushwhacked him and called an immediate meeting with no explanation and had the local police chief present. They tried to manipulate Peter to admit he did it, when he actually knew nothing about it, and the school administration tried to convince the police Chief who was there to arrest him. Turns out the local police chief was an honest man with integrity, and he refused, claiming there was no evidence to justify an arrest.

This same police chief was allegedly later taken to Langley on a short-term junket and asked to sign away jurisdiction for this city to Federal LE on any case when requested by the feds, and in return his department would be given armored cars, machine guns, and expensive specialized swat gear.

The chief allegedly refused, and then supposedly came down with a strange neurological case of “CIA Flu” and had to retire. The new chief allegedly got with the program, signed the agreement and received the equipment under the 1033 military surplus acquisition program.

Persecution of Peter

Justice perverted

 

This teacher “Peter” who was wrongly accused of accessing porno on his school computer had many prior years of a spotless record with zero complaints. Peter was too distrustful of administration to keep working there and resigned after the school agreed to a positive severance package.

However, not only did the school system not follow this agreement they signed, they wrongly and treacherously started action with the State Department of Education to have his licenses revoked under the “bad morals” clause.

The first judge laughed and said everyone gets those postage stamp-sized ads and that he had too, and there was no evidence that this teacher “Peter” had done anything wrong or ever accessed any porno.

Because of the high-level of influence the school district had through the governor, they were able to have the first judge removed and another one put in his place. This second judge agreed to reconsider the case (double jeopardy), but after examining all the facts, she too ruled that Peter had done nothing wrong, and that there was no evidence he had accessed porno on his school computer.

Peter then hired an attorney and sued the School System for damages for abusing him. Turns out the lawyer defending the school system worked for the same law firm that the governor of the state was a kingpin at. 

When Peter was deposed as a witness at this firm, while sitting in the lobby next to the secretary right before the depo, he heard the secretary page the school’s attorney and state “Governor XXX is on the phone and wants to talk to you about the deposition”.

At this point it became obvious that the governor was in on this Intel operation at a very high level.

In this first school I had talked to some of the teachers who were harassed. I talked with two who unexpectedly became ill with strange diseases, one got cancer. Any teacher that did not fit the desired teacher profile was at risk for being targeted, harassed, and driven out, or even poisoned.

One teacher was made quite ill and had to take a medical leave and was seriously harassed and driven out for that.

As this unfolded, a woman “Sylvia” was sent in as teacher to observe this covert operation and see what was going on and was allegedly doing this for another un-involved major foreign Intel agency. She was driven out by making her sick.

At that point it seemed evident to me that the whole op had then been completely unmasked by another un-involved agency, which would probably be motivated to use the information for political purposes.

Now the cat was out of the bag, and it is pretty certain that quite a detailed file was assembled and circulated among the governor’s political enemies to be used at a later date. It was clear that those involved in this scam were now exposed and the governor would probably never be able to become president because his political opponents in high positions of the opposite party had the file and would likely use it later as necessary to derail him.

The tyrannized, abused teacher Peter who sued the first school had his case wrongly dismissed by a crooked judge.

Peter then proceeded to meet with the U.S. Attorney who had been a friend of his family and shared all the evidence of major RICO crime and theft of millions of taxpayer’s dollars. The U.S. Attorney led him to believe this would be a big prosecution, but then suddenly and unexpectedly retired to “spend more time with his family”. The case was pushed aside and died at that point.

Then, Peter turned in the complaint to the Inspector General for the US Department of Education. He was led to believe it would be a big prosecution, and then strangely everything was dropped with no explanation.

He didn’t even try to go the State Department of Education, because they had already shown themselves to be dirty. Peter’s teacher’s union was also compromised and offered no real help at all. In fact, it seemed pretty obvious that the union attorney tried to entrap him and help the school administration, but failed. A union rep tipped him off in confidence that the fix was in, and the union was compromised and dirty.

But it was also clear that the local LE, including the FBI, would never investigate, because it seemed apparent that the CIA and NSA were both involved in this operation, and the FBI was running a cover up for them.

For several years after, Peter was blackballed, and could only find a teaching job at an Indian reservation that had become an independent sovereign nation and had dropped out of the State Educational System.

After working at the reservation teaching for several years and doing a great job, he was finally able to get back into another large public school system nearer his home. When he started there, another teacher newly hired from the U.K. came up to him and said, “we have been watching you and we are glad you are here”.

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Mark’s experience

More examples of the serious abuse of teachers in this first school, which was an apparent high-level covert Intel operation, a major first test of the take-down of a school system in America.

The school administration of this same school attempted to set up a well-respected coach, “Mark”, who was a man with high moral integrity and who had a father who was a highly respected coach of a major NFL football team. Mark hired an attorney who had been well-informed of the administration’s game. This attorney was able to get the school to back off and drop all charges and Mark kept his job.

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Walt’s experience

Another teacher “Walt” who had been there over 20 years and was close to retirement was fired by this same school administration. Walt was told that one of his black students had complained that he had made racist remarks.

Walt hired an attorney who had also become well-informed of the administration’s game to drive teachers out who had too much moral integrity.

Here is why the school decided to rehire Walt and remove the complaint. Turns out this man was the only white singer in a large black Gospel choir. Walt was close friends with many black musicians and highly respected and loved in the black community as well as by students and fellow teachers at this school.

When this fact was brought forth, the school dropped charges but they retaliated by giving Walt two part-time jobs and refused to honor him when he retired soon afterwards. The school refused to mention him in their bulletin or have a party for him like they did with the other retirees. He had grounds to sue them for damages, but just wanted to get away from them and enjoy his retirement benefits that he worked so hard for over many years.

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Conclusion

The amount of suffering of so many good teachers endured at the hand of evil soulless perps in administration is unimaginable, it was pure tyranny. Most teachers and staff kept quiet because they were afraid of being harassed, fired or blackballed and prevented from ever teaching again and losing their retirements.

The actual suffering of those who were driven out, made ill (some were murdered) is staggering in scope, but never became known by the general public of the city involved.

Because of the large amount of taxpayer money ripped off, the FBI should have instituted a major investigation, and numerous RICO indictments should have been made soon after the U.S. Attorney was provided smoking-gun evidence. Because the FBI itself is a large RICO operation serving the Ruling Cabal that mandated this operation in the first place, it of course helped keep everything covered up.

The prominent law firm was rewarded for keeping the lid on and this matter from reaching the newspapers. They moved into new, lavish offices. But not too long after that, the chickens came home to roost, and the firm collapsed and is no more.

About 12.5 years have passed, and various means were successfully utilized to get the responsible administration removed. The new administration appears to be cleaner, but the use of advanced psychotronics remains, as does the Globalist, cultural mind-kontrol agenda, so the gains have been limited.

It is unknown if two sets of books are still being used in the first school, but I would expect that is the case, since the school system is still asking for more taxpayer money all the time, when millions have apparently been ripped off. And this money did not go to the teachers, either.

Based on the fact that Wi-Fi has been weaponized and is now deployed in almost every public school and many private ones, it is a good bet that this test case from the first public high school has been taken to most other large public schools in America, where vast amounts of taxpayer funds are being ripped off for Intel’s black operations, while two sets of books are used.

My best guess is that it has become normal practice for all large public school systems to have become embedded with sheep-dipped CIA and other Intel ops.

The public school systems in major urban areas are adapting Globalist policies created and administered by the U.S. Department of Education. And this has created a situation of conformity of most large, urban public school systems to the same Globalist value set.

The U.S. Department of Education needs to be shut down, just like the CIA and some other Intel agencies that oppress and tyrannize good Americans rather than serving We The People as they are supposed to do.

Unless things start changing, it can be assumed that American Intel will eventually covertly take down every large urban public school system in America and will continue its asset-stripping of many millions of USD from the American taxpayers each year. And while stealing millions, it will continue to mind-control their children to become ignorant of history, dumbed-down, morally compromised, and sexually confused good Global citizens.

And it is also clear that this is all being done on purpose – to transform students into good, mind-controlled Global Citizens and to raise massive “off the books” funding for black operations.

Since Agenda 21 succeeded only partially, the locusts have swarmed back around to besiege the world with Agenda 2030

 

And it seems certain that students who have been mind-kontrolled to become good Global citizens when they grow up will continue to accept a non-draft based American mercenary army that engages in perpetual, illegal, unconstitutional foreign wars of aggression.

This of course will ensure that the stream of profits will continue to flow to the Ruling Cabal, to crooked politicians and to the families that own major blocks of stock in the defense industry.

*BT/RKM/COL Babylonian Talmudics/Rothschild Khazarian Mafia/City of London Banksters aka the Ruling Cabal

Source*

Related Topics:

U.S. School Kids Opt-Out En Masse against Common Core*

1984: Just When You Think U.S. Education Couldn’t Get Any Worse*

Seattle Teachers to Boycott Standardized Tests*

New York Teachers withdrew Support for the Cabal’s Common Core Agenda

American Teachers: An Unhappy Lot!

The Death of U.S. Education as We Know It?

School-issued Devices Allow the Feds to Spy on Everything Students have ever Done*

Man who Accidentally Saved the World from the Hack Failed his IT GCSE*

Today’s Parents Are Scared Of Everything*

States Take a Stand against the Increasing Centralization of Education*

Five-Year-Old Black Special Needs Child Hung by Belt on a Blackboard*

Michigan Education Board Secretly Keeping Parents Out of Gender Decisions for Children*

Obama and GOP Unleash “Community Schools” to Replace Parents*

Parents Call Nevada School Vouchers Illegal*

Inside the Education System: ‘I was taught really how to con the community’*

Children’s Exposure Guidelines to EMF Radiofrequencies Updated by ANSES*

One Mother Shows How 2012 Top Maths Students Fail in Common Core Maths*

The Invention of Adolescence*

East London Muslim Girls’ School Judged Outstanding by Ofsted*

East London Muslim Girls’ School Judged Outstanding by Ofsted*

Eden Girls’ School

A Muslim girls’ school in East London has been judged to be “outstanding” by education inspectors Ofsted in its first inspection.

The East London & West Essex Guardian reports that Ofsted praised teachers at Eden Girls’ School in Walthamstow, saying they were prepared to “do whatever it takes to ensure that pupils achieve well, academically and socially.”

The Islamic secondary school opened in 2014 and currently has over 300 pupils in Years 7 to 10. A sixth form is expected to open next year.

Inspectors visited the school in April and noted the girls’ “behaviour is impeccable” and their attendance is high. It also said that students make “rapid progress” which is above the national average in all subjects.

The school received “outstanding” ratings in all categories such as effectiveness of leadership and management, quality of teaching, learning and assessment and outcome for pupils.

The report said that parents expressed a “high level of satisfaction” with the teachers’ commitment to the students. It noted the staff’s alertness to safeguarding concerns means pupils are “safe from harm.”

Shahina Ahmad, Principal, said:

 “We are naturally delighted to have been awarded the highest possible Ofsted rating. It’s a reflection of the dedication and hard work of all our staff, governors and pupils and also their parents’ support.

“What is incredibly pleasing are the inspectors’ very positive comments about our leadership programme. For Eden Girls’ to be recognised as a school that is equipping its pupils with the values and skills to have a fully participative role in modern Britain makes me very proud.”

The school is run by Tauheedul Education Trust (TET), a not-for-profit multi-academy trust.

Source*

Related Topics:

Blackburn Muslim Schools Come Top of U.K. Education Progress Table*

£1000 to be Awarded to U.K. Muslim Students for Academic Excellence Third Year Running*

It Took a Nine-year-old Muslim Boy 35 Seconds to Rumble Theresa May*

Muslims Launch the World’s First Islamic Sign Language Book*

Muslim Schools Continue to Surpass National GCSE Average*

Why the West is Terrified of Muslims Reading History…*

Teacher Fired for Yanking Hijab off Student’s Head*

Teacher Fired for Yanking Hijab off Student’s Head*

A New York City teacher was fired after allegedly removing the religious garment of an 8-year-old student. Safa, a Muslim girl, wears a hijab, a traditional head covering. When her substitute teacher at P.S. 176 in the Bronx, Oghenetega Edah, reportedly ripped it off of her in class, she was distraught,  and reported the incident to her father and the school. She says the teacher also injured her eye when he forcibly removed the hijab.

“I said you can’t because if you did, I will tell the principal,” Safa told WPIX.

“And he just started laughing and he took it off.”

Safa’s father left work right away and went to the school. He also called the police. While Edah was not arrested, he was fired, according to a spokesperson for the city’s Department of Education.

 “This individual was removed from the school immediately and his employment has been terminated,” the spokesperson said, calling the alleged action “completely unacceptable.”

“I was like, for why are we coming to school, for learning, or … to start taking hijabs off of Muslim girls,” Safa said.

Safa said she’s proud of herself for standing up for her beliefs.

“I feel so proud of myself that I handled myself up. Even though the teacher took off my hijab, I didn’t go to school without my hijab. And I’m proud of my religion,” she said.

Source*

Source*

Related Topics:

First U.S. Female Muslim Judge Found Dead in Hudson River*

Trump is About to Release His ‘Religious Freedom’ Order, and It’s Looking Awful*

U.S. Students form Protective Wall around Praying Muslim Classmates*

How Many Muslim Countries Has the U.S. Bombed Or Occupied Since 1980?*

U.S. Opposed to Sovereignty of Muslim Nations*

Legal Advocacy Groups Sue DHS for Info on Treatment of Muslims at Border Stops, Airports*

U.S. Embassy in London Insists on Interviewing Three Month Old Terror Suspect for Visa*

New Settlement Aims to Protect Muslims from Discriminatory NYPD Surveillance*

Inside the Education System: ‘I was taught really how to con the community’*

Inside the Education System: ‘I was taught really how to con the community’*

By Isaac Davis

Charlotte Iserbyt has a long history of work with the U.S. Department of Education as a former policy advisor during the Reagan administration, as well as having worked for local school districts. In her seminal book, The Deliberate Dumbing Down of America, she tells the story of how her interest in educating children was overshadowed by the dark truth of the modern education system, and the top-down plan to overhaul education to achieve statist aims.

As the reality that education is used against us sinks in for everyday Americans, her work becomes ever more valuable, and of the many startling truths she has revealed, one fact stands out as particularly relevant to today’s environment, where the nanny state increasingly usurps authority over individual and family decisions, turning us into de facto agents of state control.

Speaking in an interview, Iserbyt explains how school system functionaries are trained to identify resistors, the parents among us whom would dare to object to the unreasonable changes in schools and educational programs.

‘I was trained to identify the resistors. The resistors to the sex-ed, drug-ed, alcohol-ed, suicide-ed, death-ed, those sgood, smart Americans who realize that anything that education hanging off the end of it is probably not what they’re looking for. I was trained to identify those good people, and to go up against them, and actually to go and try to get them to join us through the group process system. Make them feel important, get them on a committee… and that just blew my mind.” ~Charlotte Iserbyt

How does the school system manage to force programs onto local districts which would never want such programs? How do they con people into accepting new ideas for education that really don’t make sense for their communities?

The answer is that the system actually trains members of the school system to identify, target, and recruit the right people in a community, so that others will play follow-the-leader with people whom they trust.

“Not only was I trained to identify the resistors, I was trained to go to the important people, high profile, highly thought of people in the community, with the Rotary, Chamber of Commerce Garden Club, you name it. The different groups in our towns. Go to them and convince them of the importance of these new programs… and get them on your side, because when you can get the leadership in a community to go along with it, then the newspaper comes in and says, a committee’s been set up with the head of the Rotary, and this and that, and they’re all getting behind this task force to discuss whether we’re going to have a new sex education program. And then, when Mary Jones, who would ordinarily think, why would we want to have a sex education program when we don’t have any problems with kids having sex or anything… she reads that her best friend who’s the head of the Garden Club is on this committee… it must be OK.” ~Charlotte Iserbyt

Iserbyt talks briefly about the training manual for district employees which teaches them to be good agents of the state. Written by Professor Ronald Havelock, Innovations in Education: A Change Agent’s Guide is the manual for turning the American school system into a Stasi-like program of group think and mindless acquiescence. Yes, there really is a manual which teaches educators how to monitor and interdict parents who wish to have a say in how their children are educated, and according to Iserbyt, it is quite revolting, and very effective.

The end result of a government program which targets and neutralizes dissenters and resistors is nation-wide conformity with educational objectives which serve the interest of the corporate state while failing children and families.

Source*

Related Topics:

Multiple Paths to One World Government*

A Child’s Personal Sovereignty… Stolen!*

Start Them Young: Reviving the Proletariat

Ecuador Education Rank Soars, Beating Finland in Quality Access*

The Invention of Adolescence*

States Take a Stand against the Increasing Centralization of Education*

Assistant Head Teacher Resigns in Powerful Letter to U.Ks Education Secretary*

Michigan Education Board Secretly Keeping Parents Out of Gender Decisions for Children*

National Education Association Long Campaign for Gay ‘Marriage’*

1984: Just When You Think U.S. Education Couldn’t Get Any Worse*

UN Urges States to Monitor and Regulate Private Education Providers*

Education, Philosophy and Science Beyond Mind Control*

Texas School Triples Recess Time, Solving Attention Deficit Disorder*

Texas School Triples Recess Time, Solving Attention Deficit Disorder*

By Vic Bishop

Public education is more stressful than ever for our children, as standardized testing requirements increase and programs like art, music and physical education are being phased out. The result of this type of environment is predictable, and the medical establishment and big pharma are making a killing by drugging active children with ADHD medications and other psychotropic drugs in order to ensure conformity.

There are better solutions. Meditation in schools is highly effective at reducing school violence and increasing concentration for learning. Higher quality nutritious and organic foods, rather than processed snack foods and fast foods, when served in school cafeterias are another part of creating an environment more conducive to the needs of children.

The most common sense, natural solution to inattentive behaviour in school children, however, may be the basic idea of giving children more time to free play and to engage their bodies in physical activity. It’s such a simple notion in such unusual times that it actually sounds revolutionary, and several schools in Texas are being hailed for trying a new program which solves behavioral problems by doing nothing more than allowing children to play outside more often during the school day.

Simple ideas like this have been proven to work well in places like Finland, where students’ test scores improved along with increased play time, a case which serves as the inspiration for a program in Texas schools which have quadrupled the amount of outdoor recreational time, seeing amazing results in terms of overall increase in focus and decreases in distraction and behavioral interruptions.

According to Today, the Eagle Mountain Elementary in Fort Worth, Texas, has been giving kindergarten and first-grade students two 15-minute recess breaks every morning and two 15-minute breaks every afternoon to go play outside. At first teachers were worried about losing the classroom time and being able to cover all the material they needed with what was left, but now that the experiment has been going on for about five months, teachers say the kids are actually learning more because they’re better able to focus in class and pay attention without fidgeting.” [Source]

The key to the success of the program is ‘unstructured play’ four times a day to break up the physical and mental monotony of the classroom, allowing developing minds and bodies to constructively use their energies, so that there may be more effectively applied in learning.

While administrators in schools trying the program initially thought it would negatively affect testing results, the results have proven that the opposite is in fact true, which is in line with how the American Academy of Pediatrics sees playtime.

“The American Academy of Paediatrics agrees, calling recess “a crucial and necessary component of a child’s development.” Studies show it offers important cognitive, social, emotional, and physical benefits, yet many schools are cutting down on breaks to squeeze in more lessons, which may be counterproductive, it warns.” [Source]

Medicating restless children for them to better fit in to a dumbed down education system is a grave mistake, criminal even. Programs like these desperately need to be implemented nation wide.

“You start putting 15 minutes of what I call ‘reboot’ into these kids every so often and… it gives the platform for them to be able to function at their best level.” ~ Dr. Debbie Rhea, creator and director of the Liink Program

Source*

Related Topics:

Bringing Adventure, Nature and Imagination Back into Children’s Play Time*

Childhood Play Decreasing as Childhood Mental Disorders Increases*

The Original Playstation

Children Need the Outdoors Like Earth Needs Rain!

Report Confirms Common Core Officially Makes Children “More Stupid”*

U.S. Students Behind in Math*

One Mother Shows How 2012 Top Maths Students Fail in Common Core Maths*

The Death of U.S. Education as We Know It?

How a Generation Lost Its Common Culture*

How History Dies in the Syllabus*

How History Dies in the Syllabus*

If historians can’t at times makes sense of history, what hope do regular folk have? This was one of the threads discussed at the session titled ‘Skewed history: How history dies in the syllabus’ at the opening day of the KLF on Friday.

Moderated by Baela Raza Jamil, a public policy specialist, the session raised questions regarding the business of crafting history within the framework of Pakistan, and the several disruptions that halted the teaching of history, which was then replaced by Pakistan Studies.

Educationist and author of The Footprints of Partition: Narratives of Four Generations of Pakistanis and Indians, Anam Zakaria introduced the aspect of how personal recollections or memories can also be changed and manipulated according to the state narrative.

“Before we resurrect history and make changes, it is important to understand that the syllabus does not exist in a vacuum; it exists within the larger mainstream discourse of society. And high history, oral history or even micro-perspectives all inform each [other] and get entrenched.

“To understand how we are interpreting history, we need to first find out where are the teachers coming from and what are their different sources as they are not just using textbooks.”

Oral history, she believes, plays a very important role as what you hear from family, and their experiences, shape your perspective on historical events.

Qasim Aslam’s work has also incorporated how historical narratives have been shaped by states, and he is co-founder of The History Project Limited, which is a dual-narrative approach that pitted the Pakistani and Indian versions of the same event in history against one another.

Aslam recalled the origins of the project and how it took the two contradictory versions to the classroom for Pakistani and Indian students to judge.

“What we realised in our interactions was that it is the questions that stand the test of time, and the answers become outdated.”

Another problem they observed in the classroom, which he believes is not just restricted to the discipline of history but can be generalised to the entire education system, is how the “assessment system fundamentally drives what is going to happen inside the classroom.”

If a child, he explained, writes something that is not mentioned in his textbook, he is derided by his teachers as well as by society and the system at large.

Abbas Husain, director of the Teachers’ Development Centre, agreed with Aslam and shared his experience of working in close connection with teachers.

Husain believes that the problem is not so much the quality or the lack thereof of the textbooks used in schools. “The issue is of the enormous weightage the teacher gives to the textbook. This is a kind of enslavement to it with the teacher believing that everything written in the textbook ought to be regurgitated by the child, in the notepaper, in the examination answer, within an examination system that fosters this kind of intellectual study.”

Historian Newal Osman, who also teaches university students, shared how teaching freshmen history and questioning their definition of it yielded some interesting responses.

History is essentially a version of the past and that raises the question of whose version is it. This opens up within them the possibility of a multiplicity of narratives.

“History is looking at something which is absent, as it involves studying the past which has definitively gone and we have to construct a version of it using limited sources and traces. So it can never be a complete version of the past and remains fragmented,” she explained.

History must be taught, she explained, in a manner which allows students to look closely into their prejudices, which is clearly lacking from the primary and secondary level in schools in Pakistan.

Source*

Related Topics:

Censorship of History Curriculum: Students Employ Civil Disobedience*

Black History Month and Indigenous Americans*

When Lies about your People are Taught to you in History Class*

France’s Debt to Haiti Remains Despite Hollande’s and Martelly’s Attempt to Rewrite History*

Israel’s Role in Guatemala’s Dirty War*

There Were 88 Media Companies… Now There Are 6 which get their News from Rothschild*

The Suppressed History of Dutch Atrocities in Indonesia*

Yellow Journalism, and the Truth Behind the Jonestown Massacre*

22 Years of Fake “Islamic Terror”*

Winston Churchill’s Brutal Oppression of the liberty-loving Irish*

American Civil War: When Russia Blocked British-led Intervention against the Union