CCSS and NGSS intersecting is no laughing matter.

Second Verse, Same as the First?!

Years ago, I had a favorite song I would sing almost constantly. Being a child, I sang it constantly. The tune was catchy, the words were so repetitive, that it got stuck in my head. The chorus line was, “Second verse, same as the first!”

My point, anti CCSS Warriors?! We are seeing MANY ‘second verses’ when it comes to the ESSA (Every Student Succeeds Act) run-education.

With traditional school calendars in motion or about to be set in motion, you will see all kinds of ‘second verses’.

Where?  Lessons, resources, assessments (to name a few). Our opposition, however, will do their best to try to fool everyone that education is not a repeat of CCSS or NCLB, but newer, improved, and better somehow.

Pardon me if I throw a few sour notes in about now.

New Leader, Same Alignment:

Where I live, classes are to begin 8/29/16. On 8/9/16, WISC Radio shared that the school system I help pay taxes for, has been ‘gifted’ with a new leader. As soon as I saw his official title, I knew the school system was no better off than when the former leader was here. This is what made me think of “second verse, same as the first.”


edmauney

 

 

 

 

 

 

 

What is our former leader, Edwards, up to?
He has moved from the public side of the CCSS Machine to the private side. My fellow anti CCSS Warrior, LadyLiberty1885, tells you, in her 7/6/16 article that Edwards is still in the data ‘business’. See: https://ladyliberty1885.com/2016/07/06/mooresville-superintendent-leaves-district-for-discovery-education/

Why is my school system so ‘honored’ to continue to receive sold out leaders? One reason, I believe is that NC has many State leaders, businesses, and connections willing to be the CCSS/CTE/STEM ‘back-up singers chorus’.

If they aren’t trying to sing second verses about ‘quality’ education, they are warbling on about the need for the economic stability and how aligned jobs are the key to success.

Add to the chorus, the legislators who have sold their souls to the Chamber of Commerce or are still convinced that education only needs more money to fix it, it is no wonder our State is repeating its mistakes.

Another reason I believe this school system is so ‘honored’ is because the sitting U.S. President made a beeline trip here when the digital push in education was beginning. I didn’t go to the big shindig, but I did hear he thought Mooresville was a model town that the nation should follow.

As far as the town paper, they even joined in the ‘second verse’ when the paper published their article about his new leadership role. The reason Mauney was chosen was to carry on what Edwards started! See:  http://www.mooresvilletribune.com/news/mooresville-picks-new-school-superintendent/article_5ddf2d1a-5e76-11e6-aa24-9bafce9a1f2a.html

Did the public taxpayers get to vote Mauney into office? No, our School Board elected to appoint him.

**An interesting note is that yesterday and today (8/24 and 8/25) are “Laptop Deployment” days. It’s also time to have all those laptop users register with “InfoSnap”. Oh yes, the data mining’s ‘second verse, is the same as the first’! InfoSnap is PowerSchool, formerly of Pearson Publishing, now with Vista Equity Partners.

Does Mooresville reward its CTE school teachers? Yes! These teachers fall under the ‘hard to staff’ section of the pay scale
See: Mooresville City Pay Plan

If you’d like to see how much Mauney’s ‘second verse’ will cost the citizens of NC (including Mooresville residents), look at what evidence LadyLiberty1885 also shared:

mauneypay
Remember, not one citizen outside of the school board voted for this, yet we get to foot the bill. Not a ‘greatest hit’, for sure.


Mauney and the NC DPI:

What’s a ‘second verse’ Mauney is already singing around the county I live in? “New Math” set to aligned standards which are EXPECTED, not already vetted. The article I learned this from can be read: http://www.statesville.com/news/high-schools-to-implement-new-math-standards/article_6b12311e-6270-11e6-908c-233bf77b9168.html

Here is the ‘old’ CCSS Math One (for high school):

NCMath1Source: http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math1.pdf
(*Note: see all the other NC DPI, CCSS aligned Math Standards before they ‘disappear’!:
http://www.dpi.state.nc.us/curriculum/mathematics/scos/ )

 

Here is the ‘new’ CCSS-but-not-CCSS Math One (for high school):

nconemath
Source: http://maccss.ncdpi.wikispaces.net/REVISED+High+School+Math+Standards+6-2016
(*Note, you can also see Math 2 and Math 3, here.)

According to other NC DPI resources, the Career Tech Education Standards haven’t been ‘updated’ since 2012. The Strategic NC CTE Plan document is from 2009! What’s my point? Every CTE leader in NC, including Mauney has been singing the CCSS Machine’s ‘first verse’ from about the time we got our Race to the Top funds!!

Here is the 2009 Strategy Plan: strategic-plan (1)
For the NC 2012 information: nc cte planning

(*Note: according the the NC DPI, on another page of their website the CTE programs are currently being updated. See: http://www.dpi.state.nc.us/cte/program-areas/ ) Which leads to…

The NC DPI (2014), had industries and businesses review CTE courses for accuracy. Hardly a ‘new verse’ for the State, or the CCSS Machine’s use of P3s (public private partnerships). See: http://www.dpi.state.nc.us/docs/cte/program-areas/career/programs/blueprint/careermanagement.pdf
(*Note: top of the list for learner priorities in these courses?! Social emotional behavior!)


If you would like to see how my school district fares state-wide in CTE:

ctesong
You can find Iredell-Statesville Schools on Page 30, Mooresville, Page 57. To access the entire document:
Developing_High_Quality_CTE_Programs_Through_Business_Engagement 

 

Related “Songs” in Your Area:

National CTE:
If you would like to know which people in the CCSS Machine oversee the National CTE Standards? You’ll need to see this!
http://www.nbpts.org/sites/default/files/documents/news-releases/CTE%20Cmte%20Bios.pdf

(*Note: be sure to note the States represented and that the ages/grades of the students these educators impact is from early education to adulthood.)

Association for CTE:
I have shared much about this group with you in the past. Known as ACTE (Association for Career Tech Education), the instructors who are members can receive awards on the State, Regional, and National levels. Below is the screen shot for the Regions used. Notice where your State is.

acteregions
Source: http://www.acteonline.org/member_awards/#.V730kfkrLIU

 

Closing:

Warriors, our nation deserves more than the second verse being the same as the first when it comes to education.  Use my school district’s activity to see in your area what similar songs are being carried on.

record

nationalupdate

Local Schools Open for WIOA!

Anti CCSS/ESSA/Fed Led Ed Warriors, want to get your local leaders’ or State leaders’ attention during campaign season? Show them any of the pictures below.

The source of the 1st picture? The local (NC) Community College which has a location in the town I live in, as well as the main campus, about 15 miles away.

I have shared with you several times in the past about the purposed alignment of our community colleges to serve the CCSS Machine, which DOES include WIOA. What’s “WIOA”? The U.S. Dept. of Labor’s “Workforce Innovation and Opportunity Act”. It was made a ‘law of the land’ in 2014.

Community Colleges are not the ONLY servant of the CCSS Machine when it comes to WIOA, but because these local schools are sold out, it means EVERY citizen using the schools is becoming a part of the CCSS Machine.

Remember, our local community colleges use Common Core (now called “College and Career Readiness”), Career Tech Ed, STEM, participate in learn-to-work programs, may belong to the American Apprenticeship Initiative, and, have vast P3 (public private partnerships). Between WIOA, ESSA (Every Student Succeeds), and the HEA (Higher Education Act), our community colleges have become the ideal breeding ground for aligned and ‘educated’ workers.

These facts are NOT new, what IS new is that those involved in the CCSS Machine are becoming bolder about where we’ll find it. I can tell you, as many years as I have received this local school’s catalog, this is the first time I have seen the ‘pending’ phrase. To the informed eye, this is a dire warning; to those unaware? Most of what they will see is opportunity. As we know, CCSS Machine opportunities come with strings which mean to ‘enslave’ one, not allow one’s freedom.

mitchellwoia

Since it is my “From the Files” weekly article, what files am I sharing on this topic? First, the previous evidence will help you connect it to the current shifts in education.

 
Legislators/Leaders champion Community Colleges as “Ideal”:

From August 2015, this one article can give you a great footing into the alignment between work and education. Remember, while I am sharing about NC, there is plenty of evidence available nationally. Why should you refer to an article 1 year old?………..

ELECTIONS are COMING!

This article STILL has valid facts, research, and questions our candidates MUST answer. It is not enough if they oppose Common Core. They MUST oppose the CCSS Machine’s grasp on the workforce! Be sure to access the other linked articles included so you can use the information to inform your candidates.

See: https://commoncorediva.wordpress.com/2015/08/01/fyi-post-secondary-common-core-intel/

If you do nothing else today, share the ’10/6′! This refers to the U.S. Dept. of Education’s 10 Agenda Points and the 6 Key Agenda Points of the U.S. Dept. of Labor which are combined and being used DAILY in our nation, at ALL education and workforce levels!
https://commoncorediva.wordpress.com/2015/01/08/tech-thursday-national-career-pathways-network/

What you see below is my rending of the 10/6 (which was made in the past month). Just because the research has dates of the past, doesn’t mean the information is not relevant. The dates HAVE changed, the agenda HAS NOT!

workforcenochoice
If you would like to have the 2015 U.S. Dept. of Labor’s WIOA definitions, I urge you to download them.
Why? It shows you directly which State level agencies are receiving WIOA funds, the formulas used, AND which citizens are to fit which type of worker they will be classified as.
WIOAdefinitions2015

 
Updates from the National Groups:

There are several national groups overseeing and/or designed to encourage our community colleges. What are some of their latest CCSS Machine moves to blend education and workforce?

From the American Assoc. of Community Colleges, a ‘new’ initiative aimed at citizens over the age of 50. The initiative actually began in 2008, but has received updates as recent as 2015. Known as “Plus 50”, it also has a smaller tagline of ‘ageless learning’.  See the screen shot below:

plus50
If you want to learn more: http://plus50.aacc.nche.edu/Pages/Default.aspx

Helping the AACC (American Assoc. of Community Colleges) in their overreach into the over 50 population? The LUMINA Foundation! Not only Lumina, but there are others involved which seek to encompass 3 generations of citizens.
If you want the proof: Plus50_Programs_in_Practice_2015

(Below is a screen shot from the Practice document.)

50work

The National Career Pathways Network (http://www.ncpn.info/about-us.php):
While I’ve featured them before, it is their recent news of the federal agencies which have signed commitment letters for WIOA and more, which is a need-to-expose item. To get an idea of why, look below:

nationalupdate

To access the document, http://www.ncpn.info/2016-downloads/CP-JointLetterFinal-4-22-2016.pdf

America’s College Promise(ACP):
While some candidates are pitching ‘free college’ or ‘free community college’ as a reason to support them, know that the concept is an actual program with White House directed roots. ACP is embedded in ESSA. It is included in all kinds of other ways, too. I first told you about it: https://commoncorediva.wordpress.com/2015/09/12/weekend-news-heads-up-higher-ed-cte-update/

So, what’s been updated? Look below:

headup
If you want more updates,  http://headsupamerica.us/learn (*Note: according to the website, continuing the alignment between education and workforce will be considered the last great thing Obama does in office.)

The American Apprenticeship Initiative (AAI):
Feb. 2015, you should have received this article, if not, here is information you can use as a background component. https://commoncorediva.wordpress.com/2015/02/12/tech-thursday-aligned-apprentices/

From the U.S. Dept. of Labor (and the above Feb 2015 article), comes this one sentence which should capture our attention:

““Learn and earn models that meet national standards”

How has AAI updated? The screen shot show you:

dolaa

If you would like to see what hoops your State will have to jump through to get these updated big bucks: http://www.grants.gov/web/grants/view-opportunity.html?oppId=285306

From the current (2016) AAI information, there is an 82 page document explaining how the programs work on the state level now; how they are to expand, including: what kinds of legislative bodies, State politicians, data mining systems, and more are needed for the NEW Grant Applications (the “State Expansion Grant” above). There is to be governor led and pledged support, more registered apprentices AND registered/approved apprentice programs for national credentials, more data tracking and mining. *Look around page 7.

Right now the DOL (Dept. of Labor) has these States as having 7,000 or more registered apprentices (Category 1):
 “(State Agencies Managing Apprenticeships (SAA) States): Virginia, New York, Ohio, Pennsylvania, Washington, Massachusetts, Minnesota, Wisconsin, Maryland, Florida, Hawaii, and Oregon; (DOL Office of Apprenticeship (OA) Managed States): California, Texas, Illinois, Michigan, Indiana, and Missouri.”

Category 2 States (have anywhere between 2,500 and 4,999 registered apprentices) are:
(SAA States): District of Columbia, Connecticut, North Carolina, Louisiana, Kentucky, and Kansas; (OA States): Iowa, West Virginia, Georgia, New Jersey, South Carolina, Tennessee, Colorado, Alabama, Arkansas, Arizona, and Utah.

Category 3 States (fewer then 2,499 registered apprenticeships) are:
(SAA States/Territories): – Nevada, New Mexico, Rhode Island, Montana, Delaware, Vermont, Guam, Maine Puerto Rico, and the U.S. Virgin Islands; (OA States): Nebraska, Alaska, Mississippi, New Hampshire, Oklahoma, North Dakota, Idaho, South Dakota, and Wyoming.

Depending on what category your State is is how much NEW grant money you can apply for. Get this very important document: FOA-ETA-16-13

Closing:

Warriors, we must share this news NOW! Everyday we are silent is another day the CCSS Machine grinds on. As you can see from above, no age is exempt.

coalwalker

Is This Truly the Best?

Recently, my fellow anti CCSS/Fed Led Ed Warriors, I had a very concerned citizen from a state with several U.S. Tribal Schools, contact me. The concern? How ESSA, Every Student Succeeds Act, (and its school reform clauses) is to impact the schools for Native Americans on their reservations (or serving nearby). While I know there are mandates in ESSA for the Native American Tribes, as well as a separate section for the Hawaiian Tribal education, this concern raised the question to a level I cannot ignore.

BIE
Notice the banner from the BIE (Bureau of Indian Education). “Doing What’s Best for Students!”.
Not to be cynical, but are you kidding me? It is NO secret that our U.S. Government has hardly done the best it could for the Native Americans, so HOW in the world are we (or expect those impacted by the BIE)  to ‘buy into’ the fact that ESSA is NOT the best for ANYONE!?

Does BIE also support WIOA (Workforce Innovation and Opportunity Act), HEA (Higher Education Act), STEM, American Apprenticeship Initiative, Career Tech Education, Competency Based Education, Universal PreK and/or College and Career Readiness?
Why do I ask this? Every one of this laws or concepts is embedded in ESSA.

We already know ESSA and all its relations are to impact every school choice, so the answer would have to already be a ‘yes’ one. You will see more of the connections as you read on.

School Reform:

Since the concerned question I received was on the school reform issue, just what does the BIE have to say about this topic? In a summary, the BIE is choosing to reform itself as a government agency FIRST, then address the individual schools.

Here is an excerpt, “To effect real change in BIE-funded schools, the BIE organization must change how it delivers services to schools. The current administrative structure is a relic of the past when all BIE schools and dormitories were directly operated by the federal government and oriented towards “command and control” of its own schools. Today, the federal government no longer operates the majority of BIE schools; rather, tribal nations or locally controlled school boards directly manage 68 percent of BIE-funded schools. The BIE’s administrative structure, however, never evolved to meet this new reality.    The proposed reorganization will modernize the BIE and help it take a critical step towards becoming a school improvement organization rather than a direct operator of schools. After extensive consultations, the BIE proposes important organizational changes which are essential to improve outcomes for Native American youth.”
To see the entire topic, http://www.bie.edu/BFRI/index.htm

According to the 2014 “Blueprint for Reform Implementation” (approved by Congress), look at HOW the Reform is to work:

BIEreform

To access the entire Reform OrderBIEsecOrder

To see how I learned about this Order, see: http://www.bie.edu/BFRI/Schools/index.htm

Before we move on, it should be pointed out the Bureau of Indian Education is part of the U.S. Dept. of the Interior.

Is THAT Dept. aligned to the CCSS Machine?! Yes! Here’s just one way to prove it: Lesson Plans (available to ALL educational choices),
https://search.usa.gov/searchutf8=%E2%9C%93&affiliate=doi.gov&query=Common+Core+State+Standards
The Interior is big on STEM, too. STEM is embedded in WIOA, ESSA, HEA, and all the other places you find CCSS or College/Career Readiness. See: https://www.nps.gov/choh/learn/education/classrooms/upload/CM-1-STEMguide.pdf

Other BIE Ties to the CCSS Machine:

BIE 21st Century Community Learning Centers:
http://www.bie.edu/Programs/supprog/TitleIVB/index.htm
Includes after school programs, character education, and, so much more! Per ESSA, 21st Century Community Learning Centers are mandated. Notice, however, when you visit the above page the dates on the supporting documents are before ESSA’s passage. Also notice that every one of the related Titles on the right, are in ESSA and other laws connected to it. Connected to the 21st CCLCs is Career Pathways. See the below screen shot for what I found:

BIECP
If you would like to see the rest of the document above:
http://www.bie.edu/cs/groups/xbie/documents/text/idc009804.pdf

BIE 2009 ARRA Funds:
http://www.bie.edu/Resources/index.htm
Just like the rest of us, this funding opened the door for massive data mining.

E-Rate and BIE:

The E-Rate legislation created a not-so-obvious way for the CCSS Machine to not only overreach into education, but into our entire communities for streamlined alignment connecting work and education. I exposed this on Prevent Common Core awhile back.
If you aren’t sure how this connects to all of us, http://preventcommoncore.com/?p=1223

E-Rate legislation also opened the door for the White House led (ie: top-down control) ConnectED Initiative. BIE is impacted in this way, too.
See: http://www.bie.edu/Resources/ERate/index.htm

BIE and the ESSA:

I found 2 documents detailing what BIE has done already to conform to ESSA.
This first one is for Special Education. See: http://www.bie.edu/cs/groups/xbie/documents/text/idc1-034217.pdf

The second one is from the Federal Register and is definitely worth reading. Begin on the 3rd column of the first page you see and then continue to the next page’s first column. Remember, this Register is not written from an anti CCSS/Fed Led Ed Warrior’s viewpoint. See: http://www.bie.edu/cs/groups/xbie/documents/text/idc2-042401.pdf

As far as BIE and Universal Design for Learning? There is a Power Point Presentation available under the heading 2012 Presentations. See: http://www.bie.edu/Programs/SpecialEd/index.htm

BIEmap

Related to the BIE and Native American Education:

NIEA, National Indian Educators Association:
Website: http://www.niea.org/
This organization has been around since the 1960s. It is the largest Native American Educator group in the nation. Thus, lots of influence. NIEA was also among the collection of groups signing a supportive letter from the Leadership Conference’s Civil Rights arm to SUPPORT ESSA!

To see the Collective Letter, http://www.civilrights.org/press/2016/ESSA-Oversight-Letter.html?referrer=https://www.google.com/

What else has NIEA done in relation to ESSA and/or the CCSS Machine BESIDES being associated with the Collective Letter? Their upcoming Conference has AFT (American Federation of Teachers) as one of its 3 biggest sponsors.

ESSA is listed as one of NIEA’s Education Priorities. To see their resources on it:
http://www.niea.org/for-advocates/education-priorities/elementary-and-secondary-education-act-esea-and-every-students-succeeds-act-essa/

Also among the Education Priorities is their association with the BIE. Among their Reports for Supporting Educators, the U.S. Dept. of Education’s Dashboard for adhering to the President’s 2020 College Goals: http://dashboard.ed.gov/dashboard.aspx

This screen shot is from NIEA’s “Toolkit” for ESSA implementation:

NIEAIf you are curious, the Guide is NOT NIEA’s, but rather, the CCSSO’s! See:
http://www.ccsso.org/Documents/2016/ESSA/CCSSO%20Stakeholder%20Engagement%20Guide%20FINAL.pdf

Closing:
One of NIEA’s biggest funders? The Gates Foundation. Since around 2009, over $4 million in grants. See: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database#q/k=NIEA

I also found a NIEA Grant from Gates for the express purpose of joining BIE in Common Corehttp://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2013/10/OPP1094487

Again, I’ll ask you: is this truly the BEST we can do in America?

How the Initiative behind all that Common Core encompasses SEES your students like this.

America’s Obsession

In the past week or so, you have been able to learn about the Congressional obsession to ensure our nation has all the adult versions of Common Core, (called CTE, or Career Tech Education) we can stand. CTE goes by several other names and can be found in STEM, as well.

Last Wednesday, Women on the Wall featured what I had uncovered about S 3271 (Advance Workforce Act) and the HR 5587 (Strengthening Career Tech Education for the 21st Century). Both are to reauthorize the Carl Perkins Act of 2006.

Then, 2 days ago, I shared with you how S 3190 (Strengthening Our Rural Health Workforce Act of 2016) is going to not only align health care to CTE (thus Common Core and STEM), it’s going to join other health care laws to it! See:
https://commoncorediva.wordpress.com/2016/08/16/ctes-health-country/

There have been several national articles featuring the news about S 3271 and  HR 5587 since all this. We need to have just as much national attention on S 3190, as well..maybe even more attention. Why? Our health care system will directly impact millions. Think about the ramifications of it being aligned to the CCSS Machine!

Warriors, Congress is on recess right now (they will be back in D.C. and in session on 9/6/16). We MUST mount the horses of truth NOW and charge!

But, Wait, I Found More!

To prove my statement about the obsession D.C. has with CTE, consider the OTHER evidence below:

Just before Congress took their recess, several members decided to pledge their devotion (and thus will guide their districts) to CTE and all related.
House of Reps:
7/13/16, Rep. Foxx (NC) had these ‘fine’ words to say, “[There] is an unnecessary stigma attached to career and technical education. It’s too often referred to as the “other” track, with the incorrect implication that it’s the path individuals take if they won’t be able to handle the rigors of college. In reality, students who pursue CTE complete a diverse curriculum where they learn important skills for succeeding in the workplace such as problem-solving, research, time management and critical thinking
We need to shift our perspective away from the idea that every student must attend an expansive and expensive four-year program to succeed in the workforce. Educational success is about more than just a degree. It’s about quantifiable skills that employers need in their employees.”

(*Note: This is not the first time I have shared Foxx’s love of an aligned workforce with you, so it should be no surprise to hear her, once again, wax lovingly about it.)

You can see and hear the rest of Rep. Foxx’s testimony:

8/11/16, Gov. Pence (IN), also the current Republican Vice Presidential candidate,
shared his love and obsession for CTE back in Feb. 2015. The House’s Ed and Workforce Committee is using that testimony to promote CTE legislation as a ‘bipartisan’ effort and subsequent successes. Here is a small portion of Gov. Pence’s testimony, “[We] cannot forget that a critical goal of our educational system is to enable students to succeed in a 21st century economy and to ensure that students are prepared for college and careers. For some students, this means a four-year college degree. While completing college is a goal which we need more students to attain, going directly into a career may prove the better option for many others.
This is not about a Plan A and a Plan B. This is about two Plan A’s. For those students who are not bound for the traditional four-year college, we must still ensure that they can thrive in their future careers, and one way to do this is to again make career and technical education a priority.”

(emphasis is theirs, not mine)

Below is a screen shot of the  U.S. House of Reps. Press Release where they featured Gov. Pence’s testimony: 
edcte

To access the entire Press Release,
http://edworkforce.house.gov/news/documentsingle.aspx?DocumentID=400965


The U.S. Senate:

Remember, Warriors, this is a D.C. obsession not immune to one Chamber of Congress. So what are our Senators spreading about CTE?

Just before recess went into effect there was another Workforce, CTE related piece of legislation. This one is S 3174 (called the LADDER Act). What will ‘Ladder’ do? Establish an independent Inter-agency Council for Workforce in our Executive Branch of government!

Here is a screen shot of S 3174:

S3174

To see the rest of S 3174https://www.congress.gov/bill/114th-congress/senate-bill/3174?q=%7B%22search%22%3A%22committeesshr00%22%7D&resultIndex=7

How much will this new Council embedded in our Executive Branch cost taxpayers? According to the White House a ton! See below:

Workforcecouncil

Here is the website address to access the above information:
https://budget2017.whitehouse.gov/#!/year/2017/operating/0/bureau_name/Interagency+Coordinating+Council+on+Workforce+Attachment/0/agency_name

(*Note: From what I was able to glean from the fine print of both of the above resources AND the readily-available resources on the Internet about how ‘Workforce Attachment’ is defined, it seems to mirror the EU’s (European Union) “Youth Guarantee” system. I have written about the YG before.) See: http://preventcommoncore.com/?p=1201

Here’s the bottom line for YG, “You’ll see how students have a limited time after either graduation or their last job to get on one of 3 tracks. They can choose, apprenticeships, training workshops or more education.”  The ‘American’ difference? It is targeting more citizens than our youth.

 
Spreading the Love:

The ACTE (Association for Career and Technical Education) is one sold out CCSS Machine member organization I have shared much information with you in the past. ACTE embraced WIOA, HEA, and ESSA. ACTE loves STEM, too. The group also has a policy watch action section.  Be sure to read their thoughts on the 2016 General Elections, especially for Congress. Here is an excerpt you MUST share! “While the next president will set the policy agenda, Congress still makes the laws and controls the budget. In recent years, the House and Senate passed major education and workforce development legislation, including the Every Student Succeeds Act and Workforce Innovation and Opportunity Act. With the upcoming re-authorization of several important pieces of legislation including the Perkins Act and Higher Education Act, as well as the continued threat of budget austerity in federal CTE funding, the battle for control of the 115th Congress will significantly impact the future of CTE policy.”

See the rest: http://ctepolicywatch.acteonline.org/2016/08/election-2016-decides-control-of-congress.html

Here’s what else I found on the CTE Policy Watch portion of ACTE. Many of us who research the CCSS Machine have long connected the data mining dangers between education and jobs. Here’s proof:

datagaps
To see the infographic in full form:
http://www.ihep.org/sites/default/files/uploads/postsecdata/docs/resources/infographic_pdf_final.pdf

To see what the ACTE thinks data gaps need to be filled:
http://ctepolicywatch.acteonline.org/

To see how proud ACTE is with ESSA and the opportunities it gives for CTE to thrive:
ACTEessa
To get the one page document: ESSA_Fact_Sheet_Academics and CTE in the Classroom

To get the one page ACTE document for how CTE fits CCR (College and Career Readiness) and is included in ESSA under Title One fundingESSA_Fact_Sheet_Career Readiness Accountability   (*Note: this will also be among the strings of State Accountability to the U.S. Dept. of Education and the U.S. Dept. of Labor)

If you would like to see who the ACTE has skewed the truths about CTE and ESSA (in addition to their subjective views of WIOA and HEA):
http://ctepolicywatch.acteonline.org/2016/05/acte-publishes-new-fact-sheets-on-cte-in-essa.html (*Note: pay attention to the Teacher ‘Fact Sheet’. Why? Educators, according to ESSA MUST be aligned to post-secondary readiness in their teaching. My “Congress Loves CTE” and “CTE’s Health Country” help further expose what is in store for leaders.)

See:
https://commoncorediva.wordpress.com/2016/08/09/congress-loves-cte/

https://commoncorediva.wordpress.com/2016/08/16/ctes-health-country/

The Poisonous Love Bites:

Warriors,  each of our States has been bitten by the CCSS Machine’s CTE Love. We see celebrities touting the need for training workforce, we see our legislators fawning over trained workers for their State’s economy worse than nature during mating season, we have watched as our President has led initiatives to use school counselors to ‘win’ over more students for aligned career tracks, and so much more. How is the ‘love’ spread? Money with strings. Agenda with promises. Sold out citizens in key places hell-bent on reshaping our nation to no longer be the “land of the free/home of the brave”, but to be the ‘land of the controllers/home of the enslaved’.

Warrior’s Actions:

1) All of these Bills (in the 3 articles) have been introduced and are in Committees until Congress reconvenes Sept. 6, 2016.
2) All of these Bills are purposed moves by the CCSS Machine. The private parts of the Machine are influencing the public parts of the Machine to make all the alignment efforts complete.
3) We can work together to influence the Congress members to halt all these Bills!
4) We MUST act quickly and with accuracy.
5) Women on the Wall is currently working on resources for  our anti CCSS Warrior influence for maximum impact. If you have any desire to help stop the CCSS Machine’s rolling through D.C., please contact me. If you are familiar with Women’s leader, Alice Linahan, please contact her as well. We will be dissecting these latest CTE moves next week during the broadcast.

I leave you with this motivation:

MOmoms

The Common Core Machine loves to create minions to do its bidding.

Taking One for the Team

Teamwork is such an integral part of success. Anti CCSS Warriors, we have seen how our teamwork has helped us repeatedly strike a blow to the CCSS Machine. We have also seen how the CCSS Machine has used teamwork against our nation’s education, values, work ethic, and anything in between.

In the name of ‘student success’ we have seen ESSA (Every Student Succeeds Act) blatantly misguide our nation. No doubt we will continue to see more and more teamwork from the CCSS Machine from now until ESSA is fully entrenched.

So, what can, we, the Anti CCSS Warriors work on as a team?!

It is my researched opinion AND personal belief that we CONTINUE with truthful consistency in what we expose. While I have used the David/Goliath story as a comparison between ‘teams’ in this War Against the Core, I think we can also use the principles behind erosion.

Think about it, that one drop of water hitting the dirt will do little, but several drops at the same time create a puddle. Turn a hose full of water on the soil and you see the ground create a hole. The more water, the bigger the hole. What’s my point? With enough truthful evidence pointed in the most influencing direction, it  will create such a gap in the CCSS Machine, there is NO way it will be able to grind on.

carditch

So, what truth have I for you this weekend? The CCSS Machine is grinding out some teamwork of their own you can use against them.

 
Collective Resumes?

ASCD (formerly the Association for Supervision and Curriculum Development) uses social media quite a bit to spew CCSS Machine rhetoric. Below is a screen shot I think you will find interesting. As usual, the added emphasis you see is mine.

crawford

As you well know, several anti CCSS Warriors have connected the Gates Foundation to ASCD, so we won’t focus on that aspect. What we need to focus on is the “Faculty 
Team Resume”. However, before we do, I want you to see what I was able to find out about Patrick Crawford in a visual way.

 

Crawford and a MD School:

fountaindale

That MD School: 
As far as finding out any more about Fountaindale, there is almost no information on their website. I can tell you that they are associated with the Chesapeake Coalition of Essential Schools. Fountaindale is an elementary school aligned to CCSS and STEM. The school uses Teacher Incentive Funds and MAPS for assessing ‘rigor’. See: http://fountaindaleleadershipportfolio.weebly.com/index.html

I can also share with you that Fountaindale’s school has been key to a LA (Louisiana School District).

labelief
Anti CCSS Consistent Truths to Learn and Share:


As anti CCSS Warriors, you need to see this 73 page document. It refers to all kinds of CCSS Machine groups, efforts, practices, and more. For example, Project RED (a Pearson Publishing Data mining mammoth); Using only CCSS Machine member organizations for Professional Development; How the Essential School Networks/Corsortiums are needed; Laying out what whole school reform should look like; How Gulen type education is needed; Using the “Using Minds Well” products; and how students are to be the ‘workers’ while teachers are the ‘coaches’, especially when it comes to 21st Century Learning. See: baker—baker-middle-2015-sig-application

As anti CCSS Warriors, here is what I have found on the Chesapeake Coalition of Essential Schools,
a) their website address: http://chesapeakeces.org/
b) their trademark tagline uses ‘rigor’ and ‘caring’
c)  their mission statement, “is to support schools and the people and communities touched by them in shaping respectful, rigorous, and responsive places of learning.”
d) all other information was blocked when I clicked on the tabs.

As anti CCSS Warriors, here is the link to the entire (nationwide) CES (Coalition of Essential Schools) directory:
 http://archive.essentialschools.org/affiliates%3Fby=type&order=asc.html

As anti CCSS Warriors, you need to know that CES is big on ‘coaching’ not so much true teaching and that Dr.Linda Darling-Hammond is one of the Executive Leaders. See:
http://archive.essentialschools.org/items/7.html (*Note: you will want to the the CES Benchmarks for Education: http://archive.essentialschools.org/items/5.html)

Those ‘Faculty Team Resumes’:

According to ASCD’s article which  Patrick Crawford wrote, here are his reasons WHY we need to shift from individual resumes to team resumes.

1) As a source of pride for your school collectively
2) Using humans as ‘assets’ during perspective parents/student events
3) As a tool to build each other up in a public way
4) Showing a collective body of achievements earned
5) Here is a screen shot of what Crawford has created and is helping spread across the nation:

teamresume

Crawford even gives ASCD readers (and us as Warriors) tips on how to make your school’s faculty look like his. (As Warriors, of course we will use the information to preserve individualism in our schools.)
Here is the link to his article: http://www.ascd.org/publications/newsletters/education-update/aug16/vol58/num08/Showing-Off-with-a-Faculty-R%C3%A9sum%C3%A9.aspx

ASCD:  Churning Out 21st Century Professional Development:

Crawford’s work wasn’t the only recent news I thought we should learn about, there is
also the Professional Development model for 21st Century Learning. Here is a screen shot I thought you might find very revealing.

fetters

To explain what I mean by Fetters best advice above, here is his opinionated statement near the close of the article he wrote for ASCD. “Of course, in my opinion, the most powerful PD out there is your PLN (professional learning network) via Twitter & Voxer. It takes time to build and maintain an effective PLN but it’s so worth the investment. Feel free to check out my blog post from a few months back on this very topic if you’re not connected……yet.”

Fetters also says we must ‘think outside the box’ when it comes to Professional Development in a modern day setting. See what else he has to say about the great things about CCSS, 21st Century technology, and more: http://edge.ascd.org/blogpost/21st-century-professional-development

Fetters is in the IRT (Information and Resources and Technology) Department (a Support Staff position) at Wendell ES Magnet.  See: http://www.wcpss.net/Page/19898

As an Anti CCSS Warrior, you might find interesting the School Improvement Plan from Wendell ES Magnet. See: http://www.wcpss.net/Page/19099

Related:

ISTE (International Society for Technology in Education)  has quite a few ideas about 21st Century PD in team settings which resemble what Crawford and Fetters are harping on: on-line, collective, and aligned!

If you want a quick look at ISTE’s view, check out this blog (with a short video) detailing ISTE’s Professional Development. This work by a grad student.
http://annietremonte.com/iste-teaching-standard-5-leading-collaborative-pd-in-edtech/

Closing:

Press on, my Warriors, get this truth out as you need to and let’s continue to erode the CCSS Machine!

Has your child taken a field trip lately? Just how CCSS aligned was it?

The Education Road

Greetings, my fellow anti CCSS/ESSA/Fed Led Ed Warriors! What happens when education reform meets P3 (public private partnerships)/ ESSA, CCSS Machine funding dollars AND involves a bus?!

The  education (with its agenda and all)  comes to your neighborhood for students AND their families!

The Mobile Move:

Seen recently, was this headline, “Mobile Recreation Unit Builds Bonds in a Fun Way”.
See the article: http://www.charlotteobserver.com/news/local/community/lake-norman-mooresville/article93901902.html

*Note: be sure to watch the embedded video. Listen for the ‘expanded learning opportunities for the community’. Note also, the assistance for this comes from community agencies. Why do this even bear paying attention to? The ESSA (Every Student Succeeds Act) gives your SEAs (State Education Agencies) and your LEAs (Local Education Agencies) more power to use in approving community agencies in the name of ‘student outcomes’ and/or ‘student achievement’.

So, our next questions should be, what entities are involved in ‘expanded learning opportunities’ for students and their families? What do they look like and HOW does all this really point back to the CCSS Machine?

The Entities In My Town:

1) Mooresville Cultural and Recreation Services (MCRS), according to the article the Staff at the MCRS works hard to build P3 relationships. Why? To help the ‘economically challenged’ students/families. While the concept is noble and great, knowing that in the ESSA are mandates for “expanding learning opportunities” in ways which will involve our entire community’s alignment is troublesome. Knowing also, how much of ESSA is written to target ‘at-risk’ or ‘low-income students’ is also worth being on our radars. The last ESSA concern I saw in the article? The ‘driving the students home’. ESSA covers that expense with our taxpayer dollars.

What other community locations are under the MCRS? Our public library, a public golf course, and our citizen center in downtown. How can I tie this back to the CCSS Machine? The public library! (See: https://commoncorediva.wordpress.com/2016/07/03/hitting-the-books-part-2/); Part One is embedded as a link. You can see the libraries are not only part of the CCSS Machine, but to Common Core,  Career Tech Education, College and Career Readiness, community alignment, and the ESSA, WIOA, and the HEA. (WIOA: Workforce Innovation and Opportunity Act; HEA: Higher Education Act)

2) The City Government is a natural partner. How? The Recreation Dept. is part of our city’s government. Cities receive federal and state money all the time.

Look at the opportunities connected with ESSA from the City Government’s Rec. Dept. document.Mooresville
From Page 5 of the “Master Plan” you can find out how tax subsidies offset some of the Recreation Dept.’s cost. You can also find the current Rec. Dept. Partners, “SPONSORS / PARTNERS Currently, the Department has multiple partners such as the Mooresville’s Police and Fire Departments, Christian Mission, I-Care, Benchwarmers, Imagine Music Group, Mooresville Grade School, etc. A majority of the partners have formal agreements with the Department that help raise money, provide their services and/or spaces for programs and events, cover program cost, etc. ” (*Note: Page 6 will show you how “Crowd Funding” is also being used to cover costs.)

What else will the “Master Plan” reveal in its 153 pages?
* You will find the educratic buzzwords of ‘inclusion’, ‘equity’, ‘stakeholders’; you will see the surveys where the citizens voiced where they wanted their tax dollars focused on (that’s weird, I do not recall getting a survey like this and I pay taxes here);
* You will see lots of data (includes the U.S. Census) and graphs used to support the moves; you’ll see the increased push for social and economic equality;
* You’ll see how Mooresville has a goal for being a “Gold Medal” City*, as well as a few other items. (*Note: A “Gold Medal City” is the award given to any size community by the National Parks and Recreation Association (NPRA)

You can learn more about the NPRA’s Gold Medal for Excellence Program: 
http://www.parksandrecreation.org/2016/January/The-National-Gold-Medal-Award-Program-for-Excellence/

Briefly: NPRA is a national, not-for-profit organization. Some of the same CCSS Machine member organizations also partner with the NPRA.) Look below at what I found in their “Strategic Plan”

NPRA

Here are the CCSS Machine member organizations funding the NPRA:

NPRAReport
Just think, my place of residence is clamoring to be a ‘Gold Medal City’….

Before we move on, it is important to note that the use of educratic buzzwords is most effective when applied to the pseudo-educational ways the CCSS Machine and ESSA are supporting.

 
For the Warrior Number Crunchers:

So since I am a resident of Mooresville, pay taxes, and OPPOSE the CCSS Machine, where are my dollars going? Has anyone considered how the education reform is the modern day “TAXATION WITHOUT REPRESENTATION”?! Directly related to the article, is the below image.

towntax

For our 2017 City Budget, just under  $99 million is being reported by the official Mooresville City Government website. ($98,929,412.00 to be exact). Included in the big bucks are not only the funds to continue the Rec.Departments,the schools, and all the places they intersect, but the Community Development Grants. These grants are top-down funded, AND fit right into the ESSA’s mandates for 21st Century Community Learning Centers, Promise Neighborhoods, PreK Development, and more. Community Development projects can also be under other names like ‘Capital Improvement Projects'( CIPs).

Where Warriors Need to Look in Your Area:

*1:  Use what I have found in my town as an example to look in your town.

*
2:  CIPs are a key place to look for more ‘hiding-in-plain-sight’ CCSS Machine/ESSA ties. Why? Any public space or service receives these funds.

*3: You’ll also want to see how much of the FEMA funding your town receives. FEMA is a key part of the Agenda 21/UN (United Nations) portion of the CCSS Machine.

*4:  Look at groups like the FFYF (First Five Years Fund). From birth to age 5 education  is also embedded in the ESSA. Birth to 5 will also encompass in home visits in your communities.
See the agenda and support FFYR gives ESSA: http://ffyf.org/our-focus/every-student-succeeds-act-essa/

*5:  Look at the Head Start or Early Head Start Programs in your area. I exposed these:
https://commoncorediva.wordpress.com/2015/10/08/tech-thursday-technically-speaking-for-ccss/

*6: What plans does your town/city/area have for 21st Century Community Learning Centers, after school programs, or related family wrap-around services? Here is what the National After School Alliance has  on ESSA’s mandates (*Note: the use of ‘expanded learning opportunities’ is seen):
http://www.afterschoolalliance.org/documents/ESSA-Opportunities-for-Afterschool.pdf

*7:  What Digital upgrades are you seeing in your area? Just down the road, in Charlotte, NC is the headline making news of the Google Fiber system being completed. Commercials sell it as everyone will be more connected/have better and faster internet. What the commercials are leaving out is how Charlotte is considered a leader in the nation for “Smart Cities”*, that Google is part of the CCSS Machine, or the fact that digital and technology upgrades are mandates of ESSA. No, it is being used as a ‘hiding-in-plain-sight’ tactic.
a) To understand the NC STEM Affinity Network (check in your state for yours) and how it ties to the CCSS Machine AND ESSA/WIOA/HEA. Also note how STEM is being used on the early learners.:
i) https://commoncorediva.wordpress.com/2014/12/02/wybi-wednesday-rttt-stem-ed-waivers-and-more/
ii) https://commoncorediva.wordpress.com/2015/10/21/wybi-tying-stem-to-ccss-again/
iii) https://commoncorediva.wordpress.com/2015/10/29/tech-thursday-stemccss-push-making-it-american/ (early learners)

*8: To see the Google (NC) Data Center:
https://www.google.com/about/datacenters/inside/locations/lenoir/community-outreach.html
a) To see how Google is sold out to CCSS (and will continue via ESSA):
https://commoncorediva.wordpress.com/2015/04/11/sic-em-saturday-googles-cs-first/

*9: To see what the White House and the PCAST (President’s Council of Adivsors on Science and Technology) call “Smart Cities”https://commoncorediva.files.wordpress.com/2016/04/pcast_cities_report___final_3_2016.pdf
a) To see Charlotte’s role in helping the White House led Initiative:
https://www.whitehouse.gov/the-press-office/2015/09/14/fact-sheet-administration-announces-new-smart-cities-initiative-help

Related NC/CCSS Machine/ESSA information:

1) Here is a look at how NC is considered a leader in Early Learning Benchmarks:
https://commoncorediva.wordpress.com/2015/07/04/sic-em-saturday-pint-sized-common-core/

2) How local P3s are working in my community and surrounding ones for CCSS Machine alignment. Begins with the youngest learners and goes up in age.: https://commoncorediva.wordpress.com/2015/11/02/monday-musings-alignment-for-wee-ones/

3) For STEM, CCSS, and taxpayer impacts:
https://commoncorediva.wordpress.com/2016/03/10/update-ccss-cte-stem-and-connect-nc-bond/

4) For NC’s “Prosperity Zones” and how they tie to CCSS, ESSA, etc.:
https://commoncorediva.wordpress.com/2015/10/10/weekend-news-collective-workforce/

5) To see how the “Smart Cities” are in other locations:
https://commoncorediva.wordpress.com/2016/04/24/full-steam-ahead/

Closing:

Warriors, what other CCSS Machine items are ‘hiding’ in your area? What alignment to ESSA are you already seeing that is turning out to be much more negative than we were told it would be? What foundations are being laid to align entire areas to the infrastructure ESSA needs to survive? The efforts are there, we MUST expose them. We must not read an article in a weekly paper and take it at face value. Why? Look at the tangled CCSS/ESSA trail I found just from a short newspaper article and a short video.

Congress Loves CTE

congresscteAnti CCSS/ESSA Warriors, it’s one thing that Congress is in its recess right now, but have you seen what they did just before leaving D.C.?  Look above. Both of these, HR5587 AND S3271 made their debut in July 2016.

If you have followed my research and writing for long, you know that one of my specialties is ‘Common Core’ after high school, regardless of where the PreK through High School is completed.

If you haven’t followed me long, then you haven’t seen how, in the fall of 2014, I exposed the Adult Common Core State Standards, or how, I exposed how the Career and Technical Education was changed to Career Tech Education. You haven’t seen where I tied Career Clusters, Career Pathways, The American Apprenticeship Initiative, STEM, and STEM to STEAM, back to Common Core. To keep the focus on what is current, I will not be sharing the links to each of these juggernauts. However, if you need the information, please, let me know.

 

The Purposed Legislative Scramble ( more background before we tackle the ‘latest’ news):

In one of my articles published not long after the ink was dry on ESSA (Every Student Succeeds Act), I told you the WIOA (Workforce Innovation and Opportunity Act) was embedded in ESSA about 65 times. WIOA is also linked to HEA (Higher Education Act) via the Carl Perkins funding.

WIOA also ties back to the American Apprenticeships and STEM (along with the STEM to STEAM). ESSA has STEM embedded too. Most citizens have been shocked when I share with them that STEM (Science, Technology, Engineering, and Math; the ‘a’ was added later and embedded the Arts in STEM to create STEAM) is NOT separate from CCSS (Common Core State Standards) but is in fact a product of the interaction between the PCAST (President’s Council of Advisors on Science and Technology) and the President USING CCSS as a detractor from what was really happening! Just as CCSS is no friend to education reform, the way STEM has been rolled out, is not a friend either. Why? The goal of STEM is not education, but a ‘workforce nation’. Does this sound familiar?!

Think of it this way:

workforcenochoice
Warriors, there has been NO mistake about the workforce shift. There has been no law related (in any way, shape, form, or fashion) to education without it. These have been  carefully plotted moves in the making for YEARS. As other researchers have also shown you, the movement is global, not exclusive to America.

So, it shouldn’t really be a surprise to find our Congress creating MORE legislation along the streamlined workforce path already in place.

What’s a Warrior to do?! Speak up to your Congress members. Especially if they are sponsoring either HR5587 or S3271. Spread the knowledge, many citizens in America are convinced that CCSS (and now ESSA) is ONLY K-12 and in traditional type schools. THIS IS A LIE, regardless who tells you!

ESSA has birth to first grade readiness, special needs alignment, dual and concurrent enrollment, AP or IB classes/courses, and every conceivable education choice ensnared. Either through the digital assessments (to take place inside and outside the home), funding (not just education funds, but health/human services, labor, commerce, etc.), FASFA forms, and/or wrap around services for entire communities.  ESSA is written to conform, not to free States.

 

HR 5587, Strengthening Career and Technical Education for the 21st Century Act:

Link to the Press Release: http://edworkforce.house.gov/news/documentsingle.aspx?DocumentID=400923

Here’s what we need to know as Warriors Against Fed Led Ed:
1) Being championed as a ‘bipartisan’ piece of great legislation, 5587, passed the Ed and Workforce (U.S. House of Representatives) by a vote of 37-0.
2) 5587 was introduced by Rep. Thompson of PA and Rep. Clark from MA.
3) Press release is dated July 2016, Congress is in recess until early September.
4) The purpose of 5587? “reauthorizes and reforms the Carl D. Perkins Career and Technical Education Act to help more Americans enter the workforce with the skills they need to compete for high-skilled, in-demand jobs.”
5) Be sure to read the other Representatives who are featured in the Press Release. Take note of Rep. Kline’s. He was a huge backer of ESSA before it was called ESSA. Speaking of such, remember when you step into the voting booths in November that the House of Representative’s education bill (HR5) went on to become key in ESSA’s language. Also remember the voting record of HR5..it had not a single “No” vote.
6) You will also see several bullet points about the great flexibility States will have to streamline work and education (there is even a shameless plug for how it will help taxpayers). As we have proven with ESSA, State and local flexibility is not true.
7) 5587 is 88 pages long. It takes effect 7/1/17. Subtle shifts in language (just as in ESSA) pack a powerful punch. How so? See for yourselves, “(A) by striking ‘‘academic and career and  technical skills’’ and inserting ‘‘academic knowledge and technical and employability skills’’; (B) by inserting ‘‘and programs of study’’  after ‘‘technical education programs’’;  (2) in paragraph (3), by striking ‘‘, including  tech prep education’’;  (3) in paragraph (4), by inserting ‘‘and programs of study’’ after ‘‘technical education programs’’; and  5  (4) in paragraph (6), by inserting ‘‘or programs’’ after ‘‘education schools’’ ”
8) You’ll also see other big shifts in the language, like ‘in demand’ occupations, regionally based education, competency based education, etc.
Get the download Act 5587:
strengthening_career_and_technical_education_for_the_21st_century_act
(*Note: I will be doing a more in-depth article about 5587 in the near future, as I will with
S3271)

S3271, Workforce Advance Act:

The Press Release from Sen. Bennet (CO)‘s website: https://www.bennet.senate.gov/?p=release&id=3742
Again, bipartisanship is being heralded.
Again, ‘more choice’ in learning (a very false positive statement). See how Sen. Bennet’s website stated it, give more high school students the opportunity to take career and technical education college courses that can help prepare them for success in the 21st century. The Workforce Advance Act will help strengthen and expand dual and concurrent enrollment and early college high school options as part of Perkins-supported career technical education (CTE) programs. Strong CTE programs can provide vital access to the knowledge and skills needed for job and career success.”

But that’s not all S3271 will do. Check out what teachers have to look forward to, “The bill would allow schools to use a portion of the funding they receive through the Perkins Career and Technical Education Act for tuition and fees for CTE college courses. It would also allow school districts to use funding to support teachers pursuing the credentials needed to teach these courses in their high schools, helping to remove a barrier to providing access to college credit. Finally, the bill would allow the Department of Education to use national CTE activities to help identify successful methods and best practices for providing dual or concurrent enrollment programs and early college high school career and technical education opportunities.”

Warriors, ‘region specific education’ is already written into ESSA. Teachers being trained to teach post-secondary readiness (for college and career) is already written into ESSA! ‘National activities’ and CTE activities’ are also already written into ESSA!

Other tentacles of WIOA, HEA, STEM, and ESSA in S3271:
1) apprenticeships
2) public-private partnerships, especially in businesses
3) data mining and sharing of data between U.S. Dept. of Ed, U.S. Dept. of Labor, U.S. Commerce Dept., and all of these at the State levels, too.
4) more use of students as ‘lab rats’ for ‘evidence based research’.
5) how those in rural areas will be encompassed
6) special needs tracks for CTE will also increase

See the S3271https://www.congress.gov/bill/114th-congress/senate-bill/3271/text
Presently, the U.S. Senate’s HELP (Health, Education, Labor, and Pensions) Committee has S3271. This is also the same group headed by Sen. Lamar Alexander. HELP is also charged with checking up on how ESSA is progressing.

Where did the backbone for S3271 come from? According to the Senate’s supporting documents for S3271, the State Directors for CTE  and the Assoc. for CTE created a document of principles for S3271. See: Senate Principles Crosswalk_FINAL

What you see below is the evidence to verify what my research has already shown,
1) that WIOA is, in fact embedded in ESSA.
2) that school counselors (per a White House led Initiative) are to influence students
(related will be the counselors at the one-stop-job/career-centers where non traditional students and those seeking a job will be influenced)
3) that ANY school receiving Perkins funding will be impacted (this includes the proprietary (for profit) schools and virtual schools.

essawioa

Closing:

Reach out and contact a Congress member soon. If you Tweet, use any of the info above to create appropriate messages of dissent. If you have access to them in other social media, use whatever you need to make your points. Here is a list of the Congressional Twitter accounts: https://twitter.com/verified/lists/us-congress/members?lang=en

Can we stop Congress from passing these? I believe we can. Both have only been introduced. Both haven’t cleared their respective Chambers, much less crossed over. Neither has been signed into law yet. Let’s get busy, Warriors!

What you see below is from Dec. 2015, when Perkins Funding received an extension to continue funding across the nation for all those in CTE courses. It was signed just days after ESSA was passed into law.

The rope is tightening, Warriors, but we can break that rope with massive amounts of teamwork!

heaext

wormy

Wormy Education

Warriors Against the Core, it’s a new week. It is getting closer to BTS (Back to School). It is also, according to NPR (National Public Radio), “Worm Week”. In my anti CCSS/ESSA/Fed Ed mindset, it is also a good time to look at the ‘biggest worms’ in the illegally based education reform. ESSA, Every Student Succeeds Act, has rubbed stamped and codified this education reform. It has re-branded ‘Common Core’ into ‘College and Career Readiness’ and/or those “Challenging State Academic Standards”.

It’s been a while since I have used Monday’s article to express my views (when I first started sharing my research, Mondays were dubbed “Monday Musings”). So, who or what do I consider as an educational worm?

We can contrast real worms to conceptual worms. Relax, I will not too graphic.

Real worms have no legs, educational worms have no legal leg to stand upon.
Real worms have long and thin bodies, educational worms are thin in objective research.
Real worms have different jobs, some compost and recycle, some destroy. The educational worms recycle ‘Common Core’ and destroy true learning and teaching.
Real worms are found in every habitat, educational worms are shifting academics to workforce based in every habitat.
Real worms have been doing what they do for a very long time, educational worms have been reforming education for about 100 years.
Real worms have caused a lifelong fascination for some people, educational worms pass off their reform as ‘lifelong learning’.

Warriors, I am sure you can add to the list.

So, Who or What Will Receive “Wormiest”?

Below, are my nominations for “Wormiest Education Reformers”.
Their ‘prize’?  A rotten apple trophy. (see below)

appletrophy

In no particular order:

1) The ESSA, ESEA, HEA, WIOA, STEM Act, NCLB, and every related law in between.
(ESSA: Every Student Succeeds Act; ESEA: Elementary and Secondary Education Act; HEA: Higher Education Act; WIOA: Workforce Innovation and Opportunity Act; STEM: Science, Technology, Engineering, and Math; and the NCLB: No Child Left Behind).

2) Those responsible for writing, campaigning, and passing any of the laws while in Washington, D.C. in number 1. If you voted for any of these, I won’t be voting for you in Nov. 2016.

3) The P3s (Public Private Partnerships) who have taken government overreach in education to lower and more disgusting levels than ever. P3s saddled us with CCSS in the first place.

4) The United Nations and all the global partners for assuming Americans would actually be okay with transforming from American educated citizens to ‘globally ready ones’.

5) For the organizations (including the sold out teacher unions) hell-bent on trampling teachers, aligning school staff members, subjective influencing parents, and misguiding students. This would extend to those involved in ‘educational research’.

6) The local and state level leaders too used to complacency (and the big amounts of money) to actually stand up to this egregious mess and put a stop to it.

7) The ‘posers’ among the  anti CCSS Warriors. As the ESSA gets closer and closer to being fully in place, we are finding those we thought were against this ed reform, who are in fact, among us only pretending to fight. Their goal? To help deceive us.

Shame on every blasted one of these laws, people, and companies.

Warriors, who or what would you nominate? Why would I ask you to name them? Exposing them! Now is the time for us to be roaring, not soft-peddling our message. The CCSS Machine marginalizes us on a daily basis. It is time we fire back. Name names, name the laws, identify the companies. We should do this on a daily basis. Why? To show we mean business. That we mean, we are fed up and that this kind of activity will NOT be acceptable in 2016-17’s school year!

If you haven’t seen Dr. Duke Pesta’s “Common Core, Six Years Later” video, you should. It is just over an hour long, in the opening seconds he expresses EXACTLY my message for today.
If you have seen it, share the opening comments with your local family and friends in this War with us.

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Hiding Behind the Tests

Warriors Against the Core, with school back in session (or just about to be back in session), we know assessments are on everyone’s minds.

Tests, assessments, check-ups, quizzes, and whatever else these measurement tools are being called have been the bane of our educational system since Outcome Based Education via the Common Core State Standards rolled out.

We’ve read countless headlines, participated in numerous opt-out movements, held our children as they cried about these ‘wicked weapons’ used against them, and cursed the CCSS Machine for being so cruel.

So, what more could I possible share with you that might help our efforts to END the mindful abuse?

In digging through some ESSA (Every Student Succeeds Act) resources, I found an organization which has been researching not only assessments, but education in America for the past 100 years. That’s right, since 1916, our education has been studied by an organization not too far removed from the federal government.

**What follows is an in-depth look at one mammoth organization.

Enter, American Educational Research Association (AERA):

Website: http://www.aera.net/
From their “About Us” page, this excerpt, “founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.”

Look at bit further into who is involved with AERA and you will find a mixed bag of public-private groups, testing companies, non-profits, federal and state agencies, as well as international organizations. (see the rest: http://www.aera.net/About-AERA/Who-We-Are) (If you would like to see some of the AERA members and their accomplishments, see:
http://www.aera.net/Membership-Achievements) *Note, you need to not only look at the names but what these folks are doing in education. For example, Linda Darling-Hammond was among 3 educational women to be named as one of the 2015 “18 Women Everyone Should Know in K-12 Education”.

As far as the leadership behind AERA? Currently, the ties extend to the NSF (National Science Foundation, a huge CCSS/STEM supporter); The American Bar Foundation (yes, I have found CCSS ties to the American Bar Association); the University of PA; and the University of Michigan. In the recent past, the leadership has been from the Ford Foundation ( a huge CCSS, CTE, STEM financer). Even further back in the leadership, you will find Linda Darling-Hammond (1995-96), Harvard University ties (2000-2001), and a host of other universities we now know which have been a part of the CCSS Machine. Oh, and AERA has lots of SIGs (Special Interest Groups).

The programs AERA has? Those include educational research communications, advocacy, making sure any government legislation impacting education has their input (especially to preserve the scientific parts), professional development for educators, AND social justice issues. See: http://www.aera.net/About-AERA/Key-Programs

As far as AERA and the future of educational research? Here is an excerpt I found on their 2017 Annual Conference theme page, “As we begin AERA’s second century, the theme of the 2017 Annual Meeting is a call to examine these critical dimensions of educational opportunity and rigor in research as they pertain to the diversity of issues, populations, and contexts served in and by educational inquiry. These range from young children to their parents and families, from PreK-12 to postsecondary education and adult learning, from affluent districts to financially struggling schools, and from immigrant to low-income communities within urban and rural settings alike. They are studied in large datasets and in field studies, and through multiple methods, including qualitative approaches, experimental designs, and discourse analyses. They are investigated in both vastly different and complementary theories of learning, human development, literacy, sociolinguistics, and culture, and within different contexts. They are connected to race, language, and gender, and are embedded in systemic inequalities. Finally, they exist alongside enormous technological innovation, new approaches to studying diverse and historically underserved populations, refinement of existing methodologies, recurrent policy revisions, and the wide reach of global exchanges.” To see the rest (and you really should):
http://www.aera.net/Events-Meetings/Annual-Meeting

Bring on the Assessments Research!

Among the SIGs (Special Interest Groups), you will find the following organizations:
a) SIG #18, Classroom Assessments, their website: http://www.aera.net/SIG018/Classroom-Assessment-SIG-18 (Key contact, University at Albany – SUNY)

b) SIG #167, Cognition and Assessment, their website:
http://www.aera.net/SIG167/Cognition-and-Assessment-SIG-167 (Key contact, University of Georgia)

c) SIG #22, Computer and Internet Applications in Education, their website:
http://www.aera.net/SIG022/-Computer-and-Internet-Applications-in-Educ-SIG-22
(Key contact, the University of South Florida)

d) SIG #179, Data-Driven Decision Making in Education, their website:
http://www.aera.net/SIG179/Data-Driven-Decision-Making-in-Education-SIG-179
(Key contact, WestEd)

e) SIG #56, The John Dewey Project, their website:
http://www.aera.net/SIG056/Dewey-Studies-SIG-56

f) SIG #96, Inclusion & Accommodation in Educational Assessment, their website:
http://www.aera.net/SIG096/IAEA-SIG-96
(Key contact, Anne Davidson)

g) SIG #141, Large Scale Assessment, no website or contact information. The purpose, however, ‘To provide a forum for discussion of the status, issues, and concerns related to large-scale assessment, including practices and innovations in state assessment programs.’

h) SIG #63, Longitudinal Studies, their website:
http://www.aera.net/SIG063/Longitudinal-Studies-SIG-63
(Key Contact, CA State University, Los Angeles at Long Beach)

i) SIG #64, Measurement and Assessment in Higher Education, their website:
http://www.aera.net/SIG064/Measurement-and-Assessment-in-Higher-Education-SIG-64
(Key contact, University of IL at Urbana-Champaign)

j) SIG #99, NAEP Studies, no website information. Key contact, the California Dept. of Education. However, the purpose is as follows, “To facilitate secondary analysis of the National Assessment of Educational Progress ongoing surveys regarding U.S. students knowledge, attitudes and experiences in diverse learning areas.”

k) SIG #83, Rasch Measurement, their website: http://www.raschsig.org/
(Key contact, University of Memphis)

l) SIG #90, Research on Evaluation, their website: http://www.aera.net/SIG090/Research-on-Evaluation-SIG-90
(Key contact, University of TX at El Paso)

m) SIG #151, Technology as an Agent of Change  in Teaching and Learning, their website:
http://www.aera.net/SIG151/SIG-By-Laws *Note: be sure to click on the “By-Laws” to see exactly what purpose this SIG is seeking to accomplish.
(Key contact, George Mason University)

n) SIG #72, Test Validity Research and Evaluation, their website:
http://www.aera.net/SIG072/Test-Validity-Research-and-Evaluation-SIG-72
(Key contact, University of Nebraska at Lincoln)

Warriors, I urge you to investigate AERA’s SIG list on your own. Why? Social emotional learning research, whole school reform research, workforce learning research, special needs education research, and so much more! See: http://www.aera.net/About-AERA/Member-Constituents/SIGs/SIG-Directory/First/A/Last/Z

So Are There CCSS Machine/ESSA Ties to AERA?

Absolutely! From an undated AERA Press Release, this excerpt, “Among the AERA members who contributed their research perspectives and expertise were Bridget Hamre, University of Virginia; Steve Hurlburt, American Institutes for Research; Steven Tozer, University of Illinois at Chicago; Mark Schneider, American Institutes for Research; Shaun Harper, University of Pennsylvania; Robert Balfanz, Johns Hopkins University; Gary Miron, Western Michigan University; Laura Perna, University of Pennsylvania; Michael Olivas, University of Houston Law Center; Yasmin Kafai, University of Pennsylvania Graduate School of Education; Richard Ingersoll, University of Pennsylvania; Deborah Loewenberg Ball, University of Michigan; Anthony Bryk, Carnegie Foundation for the Advancement of Teaching; and Bryan Hassel, Public Impact.”

What about all those universities? Aren’t they part of the CCSS Machine? Warriors, from my research I have been able to connect several colleges and universities across America as part of the CCSS Machine in one way or another.

I invite you to contribute any anti CCSS Warrior knowledge about ANY of the colleges/universities in this article. A simple way to see if an educational institution you suspect as tied to the CCSS Machine, is to get to their main website page (or, in the case of it being a university, go to their college of education’s main page). Type in ‘Common Core’ (or any of the code phrases you know are connected).

For example, my favorite college football team is from the University of GA (you saw them above in the SIG projects). In less than 1 minutes, I found almost 2,000 resources on GA’s main search page.

These public universities are perfect hiding places for the CCSS Machine to ‘improve’ the CCSS into the now famous CCR (College and Career Readiness); the “Next Generation”; the STEM to STEAM; the CTE (Career Tech Education), and on and on. Many privately funded educational post-secondary institutions are also in this mix. No educational offering should be considered safe anymore.

Remember, the public-private partnerships and their money grease the cogs in the CCSS Machine. It is our job to find as many wrenches to throw into those cogs!

To see what OTHER CCSS Machine member groups AERA works with, belongs to, contributes among: http://www.aera.net/Research-Policy-Advocacy/Coalition-Partners

To see AERA’s Position Paper on High Stakes Assessmentshttp://www.aera.net/About-AERA/AERA-Rules-Policies/Association-Policies/Position-Statement-on-High-Stakes-Testing
*Note, their position is based on a 2000 publication.

To see how AERA is supportive of the ESSA, AERA ESEA Rulemaking Comments
*Note: Much of AERA’s comments circle around the States and Title One. In the ESSA language, Title One is definitely tied to the assessments and these assessments are mandates from the Federal government.

Mentioned in the AERA comments is the “Common Rule”, to see what AERA is doing for the “Common Rule” for researching education (as well as their other research pet projects in the ESSA era), http://www.aera.net/Research-Policy-Advocacy/Issues-and-Initiatives

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If you would like to see a recent AERA Research Report on how ‘great’ measuring non academic skills is and should be, see: http://www.aera.net/Newsroom/Recent-AERA-Research/Measurement-Matters-Assessing-Personal-Qualities-Other-Than-Cognitive-Ability-for-Educational-Purposes  *Note: be sure to delve into their OTHER recent research, you’ll need to see the alignment to the CCSS Machine.

Our last tie to the CCSS Machine? You had to know this Foundation would show up at some point:
The Gates Foundation, 2013, granted AERA $250,000.00. See the purpose of the grant: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2013/05/OPP1091034

Closing:

Anti CCSS/ESSA Warriors, there is plenty here to use as weapons of truth in our local fights. Use only what you need, share the other portions. It may seem a bit overwhelming, but when you divide a mammoth organization’s CCSS Machine ties among several like-minded Warriors, it makes light work.

We MUST use this information! Assessments, data mining, and using our educators and students as guinea pigs for research is unacceptable.

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