Lisa Logan has connected the dots on the Social and Emotional Learning (SEL) in our local schools, and how it relates to the Social Credit System. SEL is part of the Multi-Tiered System of Support that has now been implemented in schools across the state.
MTSS-B is a mental health framework for schools to follow.
All of this came through the SAMHSA mental health grant so that our schools could be turned into mental health clinics. Keep watch because soon schools will become medical clinics too. It’s part of the CDC’s vision for public education.
This has become one big mess, considering that now we have schools sharing your child’s mental health data with Plymouth State, Antioch University and Keene State. The amount of money we are paying in order to just implement this mental health scheme in our schools could be better used to actually treat children who are in desperate need of mental health care. Some of these kids are waiting in emergency rooms and local hospitals because mental health treatment is not always available. Where there is the biggest need in New Hampshire, that need is not being met. Instead we are paying evaluators to tell us how wonderful the MTSS-B system is working in our schools.
I guess we are supposed to ignore the increasing violence teachers have reported in Nashua and Keene. While they shift focus away from real consequences for bad behavior, to positive behavior programs, it looks like some kids are just not responding. This is another example of a one-size-fits-all model handed down to us by the federal government.
On top of this colossal waste of taxpayer dollars, what does this really mean for your children?
Lisa Logan spells it all out in her article titled: SEL+ESG=Social Credit System. How the Emergence of ESGs & the Imperative to Teach, Score, and Track Social and Emotional Learning is Setting the Stage for a Future Social Credit System
SEL is included in Tier 1 of the Multi-Tiered System of Support. Like all government programs, they promise a lot but deliver little. Remember how well No Child Left Behind worked? Remember how poorly crafted our state Common Core Standards are working? Now they are going to address the mental health of our children in schools. The same people who shut down the public schools, and harmed the mental health of students, are tasked with treating your child’s mental health. What can go wrong?
In this scheme we’ve discovered that schools are not even following basic codes of ethics when it comes to sharing your child’s mental health data. School personnel are delivering your child’s mental health data to Keene State/BHII without parental knowledge or consent.
Lisa Logan writes about SEL:
…..most children learn those skills in their early years just from being a part of a family who has healthy, positive interactions that they observe and take part in on a daily basis. Granted, there are children that don’t grow up in a stable environment and SEL was originally brought into schools to deal with kids that needed specialized instruction in that area. That isn’t the case any longer. State School Boards (at the direction of the Department of Education) have decided that EVERY kid needs support in that area and they are teaching social emotional learning as a school-wide intervention. This has been spurred on by states having to report back to the federal government on non-academic factors (like the social and emotional health of their students) in order to receive federal money, like is required by the Every Student Succeeds Act (ESSA).
That’s why Keene State/ BHII needs this sensitive and private data on your children. They have to report back to the federal government.
You can see from the agreement Keene State has with area schools what kind of data they are collecting on your child and family here:
Why do they need to know your religious and political affiliation? Why do they need to know your child’s social security number? Keene State is supposed to be evaluating the MTSS-B program in our schools, and reporting back to the federal government. But even that is a scheme since there is no real independent or peer reviewed studies on how MTSS-B is working in our public schools. What Keene State prepared looks more like a marketing brochure than any critical analysis on the program.
Logan goes on to address the shift away from learning academics, to the focus on soft skills for the workforce:
Underlying all of this curricula and assessments are the 5 Core Competencies set by The Collaborative for Academic Social and Emotional Learning (CASEL). They rate and review all SEL programs and are seen as the standard-bearer for SEL, creating the definitions for and ideal targets of social and emotional learning. Currently, the focus is on cultivating soft skills that are ideal for what the workforce desires. CASEL has been establishing Collaborating States Initiatives to create a community of practicefor states across the nation whose shared goal is to “connect education and workforce policy through an SEL lens.” Essentially, State Boards of Education agree to align what social and emotional competencies students should be taught to what business/industry partners deem the “correct” ones. Accordingly, SEL instruction is integrated into K-12 programs, curricula, or related experiences to teach the competencies employers want the most, which are increasingly becoming less about academic skills and more about subjective, non-academic skills.
Competency Based Education is a dumbed down workforce training model that shifts focus away from literacy and academic excellence, to a focus on children learning workforce skills. This changes the focus of public education away from educating for literacy, to training for low-level jobs. When you see your school’s proficiency scores, or international testing comparisons, keep in mind that our education system is focused on mediocrity, and not excellence.
Logan goes on to explain how emotional intelligence is now a priority for employers. Public education is now all about what’s good for corporate America versus what is best for your child. All of this sensitive mental health data on your children is gathered and shared without your knowledge or consent. On top of that, SEL is moving into the realm of “transformative” SEL which will focus on race and equity:
How will emotional intelligence be measured? Through the social and emotional learning scores of future candidates, collected as data that follows them from preschool through age 20 in statewide longitudinal data systems along with their academic scores. That data is gleaned from SEL assessments built around curricula that’s aligned to CASEL’s 5-Core competencies.
Except CASEL’s definition of social and emotional learning and their 5-Core competencies made a seismic shift in 2020. Their new definition, Transformative Social and Emotional Learning, has SEL now centered around a racial and “equity” lens. CASEL leaders believe that “racialized oppression was foundational to the establishment of the United States” and have adopted the Marxist Critical Race Theorist view that the U.S. is systemically racist.
SEL is now going WOKE too.
As such, the new goal of SEL programs that align to CASEL’s standards is to groom students into thinking that the systems of society are intentionally built to be oppressive toward certain groups of people, and that they need to become agents of change (social justice activists) who want to overthrow those systems to make them more “equitable.”
SEL lessons, like those found in the program Second Step, manipulate the definitions of empathy and perspective-taking in their K-5 program to frame that being kind means you have to “do something,” which later becomes “choose a disruption strategy” by 8th grade. These disruption strategies encourage students to come up with concrete plans to advocate for causes related to race, gender and sexuality. Being that the assessments (like the surveys/screeners conducted by Panorama Education) also align to CASEL’s standards, they are measuring compliance to & students’ adoption of these Marxist values, attitudes, and beliefs, which will be scored and collected as data that reflects their “emotional intelligence.”
What does all of this mean for your child? We know that schools are sharing competencies with colleges, so when your child applies to a college, what SEL information will be shared? Logan goes on to share this disturbing scenario:
The ramifications of this are frightening. Forbes notes that hiring decisions that used to be made based on schools attended, grades, and the status of their last employment are shifting to more intangible qualities like “high EQ.”
What does all of this mean when your child leaves public education and begins looking for a job? Logan says:
What it means for companies to “hire an inclusive workforce” will require much more than just making sure their hiring practices reflect a racially diverse populace, but also that the employees they hire display the soft skills of “inclusivity.” How will they be held accountable? Environmental Social and Corporate Governance Scores (ESG).
Soft skills, that are now required through Competency Based Education, have moved away from workforce skills, to personal attitudes on race. Does that mean your child better be parroting the Critical Race Theory narrative in order to qualify for a job as an accountant?
There’s more:
Not to mention that organizations like the Gates-funded Data Quality Campaign and Jeb Bush’s Chiefs for Change are lobbying for linking student-level data between education and workforce agencies, via the statewide longitudinal data systems. They are asking Congress to lift the ban on a NATIONAL student database, creating a federal student unit record by passing the College Transparency Act.
At this point, I cannot advise any parent to allow their child to participate in the MTSS-B framework. I cannot advise your child working with any school counselors, or participate in Social and Emotional Learning at school. You can certainly try to avoid all of this as some parents have tried to opt out of SEL, but some of the SEL will be embedded in other subjects. The best thing to do is to look for a school that does not provide any of this in school.
From unethical practices to avoid informed consent to the data mining and sharing of your child’s mental health information, your child needs to be protected.
Your child’s mental health is extremely important. But there are good reasons why there are privacy laws in place, and ethical codes of conduct that cover consent. You now have to be concerned how they will weaponize your child’s attitudes on political issues against them when applying for a job. It’s not worth it.
Place your child in a school that does not dabble in pseudo-psychology. If your child needs extra help with their mental health, seek assistance from a licensed Child Psychologist Phd outside the school. Find a professional that follows the APA Code of Ethics. This way you know that they will be looking out for your child’s best interest.
Watch for more information on this in the near future. AS I continue to investigate the mental health clinics in our schools, the more disturbing this becomes.
READ THE ENTIRE ARTICLE HERE.
