Apparently DHS’s “If You See Something Say Something” spying program isn’t enough. Now DHS/Police want to turn school kids into spies.
According to a statement from Detroit public schools…
This program incentivizes schools and universities to spy on students.
Schools and campuses will RECEIVE $3,000 for EVERY actionable tip DHS/Police receive:
This is an incredibly dangerous program, A school or university that has budgetary issues will now receive $3,000 for every student they report to DHS/ Police.
Watch ex- NBA player and PSC spokesman Willie Burton describe their plans to expand to colleges on “Street Beat” a local Detroit television show. (interview starts at approx. 6:30). Fyi, Burton went to high school in Detroit.
The PSC program is funded by “Crime Stoppers” which is run by DHS. A ‘Crime Stoppers and Homeland Security’ search returned 108,000 hits. Crime Stoppers is in EVERY police department in the country and will soon be in every school.
DHS is using a clueless ex-NBA player and former Michigan resident to start a new nationwide student spying program, all in the name of SAFETY.
The DHS student spying program goes by a few of different names:
1.) The Louisiana Safe Schools program pays students $2,500 to spy on their classmates.
2.) The Laredo, Texas’s Campus Crime Stoppers program which pays students $1,000 to spy on their classmates.
3.) Michigan’s “Fast Fifty” pays students $50.00 to spy on their classmates.
Isn’t it interesting these spy programs, got their start in areas where unemployment is high and incomes are low? Why would DHS/Police target low-income areas like Louisiana, Michigan andLaredo,Texas? Unemployed students eager to make some quick cash, now have an incentive to turn in their friends and family for a “fast fifty” or more.
Who in their right mind, thinks it’s a good idea to pay kids and schools to spy on students? Where does it stop? The ‘Greatest Generation’ fought to stop Nazi Germany which turned their school kids into spies. After WW2 Americans fought against the USSR which also turned their school kids into spies.
Have we learned nothing?
Who stands to profit from this brazen spy for-profit scheme? If you guessed DHS and private stakeholders (companies) give yourself a gold star:
“We know that we cannot do this work alone. That’s why we have expanded our collaboration with key stakeholders not only within the DPS family – including our own police officers, citizenpatrollers, academic team, principals, staff, parents, students and our contracted security officers – but among outside partners and police agencies,” said Police Chief Stacy Brackens.
The U.S. Dept. of Education (USDOE) and the Michigan DOE are also using a Restorative Practices program which claims to reduce crime, improve student behavior, restore relationships etc.
Still doubt this is being implemented throughout the country?
Click here to view their “School Climate Transformation Grants” section, which boasts about being in 12 states and 71 school districts.
These so-called ‘specialists’ who decide whether a kid needs more government or police intervention could have undergone only 5 hours of training! It takes anywhere from 5 hours to two days and sometimes up to four days to become a behavioral specialist! Click here to read more.
Below is a list of positive ‘Behavioral Interventions and Supports’ (PBIS) core principles:
1.) We can effectively teach appropriate behavior to all children. All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior. We then must determine the means and systems to provide those resources.
What they’re really saying is, putting your kids in government schools is no longer about education, its about INDOCTRINATION! This is eerily reminiscent of Nazi Germany who kidnapped 40,000 – 50,000 kids and indoctrinated them.
2.) Intervene early. It is best practices to intervene before targeted behaviors occur. If we intervene before problematic behaviors escalate, the interventions are much more manageable. Highly effective universal interventions in the early stages of implementation which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
3.) Use of a multi-tier model of service delivery. PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with student need. To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity. To efficiently differentiate behavioral instruction for all students. PBIS uses tiered models of service delivery.
What they’re really saying is, it’s up to the government to decide which type of behavioral instruction each student will receive!
4.) Use research-based, scientifically validated interventions to the extent available. No Child Left Behind requires the use of scientifically based curricula and interventions. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
This is an incredibly misleading and false statement. First off, the “No Child Left Behind” has no scientific validity and has many problems. Secondly, not a single ‘scientific intervention’ has ever been proven to be 100% effective.
5.) Monitor student progress to inform interventions. The only method to determine if a student is improving is to monitor the student’s progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended. Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
What they’re really saying is, the gov’t is frequently assessing every student.
6.) Use data to make decisions. A data-based decision regarding student response to the interventions is central to PBIS practices. Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data. This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.
What they’re really saying is, our gov’t is using student data to assess everyone!
7.) Use assessment for three different purposes. In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects.
What they’re really saying is, every interaction a student has ever had with teachers, police etc., is being recorded.
Students are being given assessments from kindergarten-college
Every student is given a “THREAT ASSESSMENT” by police and school administrators.
“The Virginia Student Threat Assessment Guidelines (V-STAG) is a school-based manualized process designed to help school administrators, mental health staff, and law enforcement officers assess and respond to threat incidents involving students in kindergarten through 12th grade and prevent student violence.”
V-STAG was developed by the Federal Bureau of Investigation, the U.S. Secret Service, and the U.S. Department of Education.
For more info. about students being given threat assessments read: