Anti Fed Ed Warriors, we know Pearson Publishing is one of the WORST companies to be involved in education. However, besides PP, there are other really bad education (or so they claim) companies out there as well.
Today’s article is all about some of the CCSS Machine’s latest ads which are meant to pull you into the trap that workforce based and SEL (social emotional learning) based education are the saving graces of America.
Certiport By Pearson Vue:
Warriors, the ad (not seen below) I saw on social media was crystal clear in its intent. A seamless transition from school to work with Certiport’s credentialized system.
To see the badging video, go here.
To read about the Pearson company, go here.
To see and read the ‘white paper’, find that, here.
Other Certiport news bits: the company has been around since 1997 and is in 148 countries in 26 different languages. By having Pearson Certiport credentials your resume will stand out and your academic performance in the classroom will soar.
One concern which stood out to me is if you are receiving a certificate for your own small business, why is Pearson only equipping you with ‘middle skills’? What are ‘middle skills’? Look below for Harvard University’s answer:
Warriors, here’s a question, since on-line learning is set to wipe out jobs and professions, what happens when it wipes out the brick and mortar trade schools and/or community colleges? These are ‘middle skills’ territory. Most are the two year ‘stepping stone’ to jobs and or 4 year colleges.
You can find Certiport in the US under Cengage, Learn Key, Inc., Total Seminars, Total Training, NY Wired for Education (Metrix), and, Pearson.
Lead2Feed (L2F) :
Next up, in the education hype category, is a ‘feel good, do good’organization which gives free (and comprehensive) SEL (social emotional), CTE (Career Tech Eduation), CCSS (Common Core State Standards), 21st Century Skills (21st Century Readiness), PBL (Project Based Learning), and literacy to any school or community group who registers. It’s called “Lead2Feed”. The curriculum is based off a business model, not an education model.
L2F Board members (tied to education) can be found representing CTE (from TX, CA, and, OR), Gifted/Talented (OH and VA), AP, faith-based, special education, business education, agriculture science, consumer science, IT, social science, and, principals.
L2F is geared for 6th to 12th graders. It unites education and the community with ‘innovation’. It’s been around since 2012. The Foundation for Impact on Literacy and Learning and the Lift a Life Foundation are the co-founding groups. They have chosen
the former CEO of “Yum!” brand foods*, David Novak to base all their curriculum off of. (*Note: while you may not recognize “Yum!”, you will recognize Pizza Hut, Taco Bell, and, KY Fried Chicken. “Yum!” is the parent to all of these companies.)
Mr. Novak has written a book titled “Taking People With You: The Only Way to Make Big Things Happen”. According the to L2F lesson sample, Novak is stated to be an ‘expert’ in leadership and recognition culture.
What’s ‘recognition culture’? Basically it’s a way to incentivize employees for better job performance. It’s a leveraging tool, Warriors.
Why would the Foundation for Literacy and Learning, as well as the Lift a Life Foundation choose Mr. Novak? Novak’s family IS Lift a Life Foundation!
To learn about the Global Game Changers, visit their website.
To see the Univ. of MO’s article on the $21.6 million dollar gift, go here.
Warriors, this long time CCSS Machine member group hasn’t slowed down its education overreaches ONE bit.
To see Lumina’s stance on federal overreaches in education, go here.
Has anyone questioned groups like Lumina to see where in the U.S. Constitution federal overreaches are legal? If not, why not? These groups shouldn’t push unconstitutional activities in D.C. If we haven’t stopped groups like this, why not?!
********************************************** Warriors, back in March 2019, I showed you how Lumina, the Gates Foundation, and, others, were actively setting up our kids for what workforce collar they would wear.
In February of this year, I showed you how Lumina’s overreaches were felt around the globe (and especially here in the US) for PBL (Project Based Learning), the SDGs (Sustainable Development Goals), and, more.
Warriors, we don’t have to look too far back in history to see haughty looks from young people groomed for a collective society where everyone is a productive member. Is this really what America’s being reshaped for?
I believe not only IS this the reality, but it’s among us and growing daily.
Lastly, if you’re not sure how important the differences between being a free citizen in an independent nation and being a controlled citizen of a dependent nation are, watch this short You Tube video.
If we’re not stopping the corporate and legislative overreaches, I want to know WHY. I bet you do, too!
Anti Fed Ed Warriors, in my last article, I showed you the at least 20 year old movement to ‘expand time’ in the name of ‘education’. If you read that article, you saw that the goal wasn’t a true academic advancement of oneself, it was more about a student/worker hurried up and churned out as a ‘competent’ skill based apprenticeship leading to a job.
However, what if I showed you, there’s a much more devious plan afoot?
Warriors, we once experienced history where Germany attempted to ‘rule the roost’. If you’re like me, you weren’t born then, so you didn’t live through those horrors.
Immediately after World War II, America was one of the 4 countries in control of the restructure. Many years later, the changes which were made, showed through in education. How? By way of the economic structure, the corporate structure, and, the government structure changes.
Yes, the US was involved in the German restructure by pushing for ‘democracy’. Since America’s a republic (by ourConstitution), I wonder what would be different today, had the push been for a ‘republic’.
So, imagine, that in 2019, in America, some of those very Germanic restructured roots showed up.What would you do? What has OUR government done? What has OUR economy done for education? What has OUR corporate structure accomplished?
******************************************************************** The educratic global shift we’ve seen is NOT the fault or total undoing of one country, it’s been a controlled and well financed group effort!
Enter the Word Game surrounding “Competence”:
Warriors, if you’re like me, every time you hear certain words, you cringe. Especially when you research items. You may also be like me, and see the larger picture looming in the background because you’ve seen so much. Case in point, “Competence”.
****If you choose to access the German/Latin roots, you may need to use your internet tool for an English translation.*****
My fellow Warriors, you know how I’ve shown you, over the years, the word games used against us. I’m not assuming every educrat in DC or your State knows the watered down English version of ‘competency’; but knowing it has more to do with other things than true academics, do you see how it’s been used to further the agenda?!
Look at it this way, ‘CBE, competency based education’: NOT ‘expert’ based education or ‘skill’ based, BUT ‘legally controlled and authoritatively carried out’ education!!
English speaking countries may mean ‘skill based’, but NOT“expert based” or ‘legally/authority based’. But, if the educrats did mean one version, and, assume you and I believe the other, then it’s the Latin meaning of ‘clashing’.
It’s also a ‘classic set up’, we’ve seen the CCSS Machine used repeatedly, you look one way, while I undermine the other way.
So why, in the context of ‘competent’, would the German version be more accepted and in 2019?
****Because it is the closest to align with the UNESCO/OECD* plan for authoritatively controlled workforce based training NOT academic prowess!!****
(*Note: OECD is short for Organization for Economic Co-operation and Development. UNESCO is short for the United Nations Educational, Scientific, and Cultural Organization.)
Warriors, why would it matter what the German usage and meaning of ‘competence’ really stands for? Because when it’s accepted as their nation sees it, it’s about a collective reflection of education interests of the society….not each student.
This is an approach DC has been taking for years. Especially since the Johnson Administration straight through to the Trump team.
Come with me, Warriors, as I show you the German model America has heartily set us up to embrace without hesitation. (How much of the current system is based off Hitler’s? Read and find out.)
Warriors, Germany still calls education which trains you for a job or a trade as vocational education. Americans called it ‘vo tech’.
Some Americans, to this day, believe ‘vo tech’ is not only still an option, but should be taught. In 2006, that term ‘died’ and was replaced. (Yes, Warriors, another word game.)
That’s when our US government changed what the definition of ‘vocational education’ was. The ‘training’ portion was also redefined. How? The government funding! However, even the CCSS Machine still uses ‘vo tech’ in America to confuse us!
Congress, at least, has finally stopped lying about how education is seen. Look below, this sentiment is readily spoken and shared by BOTH major political parties:
A German Commissioned Study:
Warriors, I found this undated (appears to be very recent, though) commissioned study by Bertelsmann Stiftung (an education based social change group. They heavily support a ‘school to work’* concept.) But, it’s WHERE I found it, you will be interested in. The American “National Career Pathways Network” website. (*Something we’ve seen DC embed for years now.)
The German Study features an ‘expert’ from Germany who is considered the ‘go to’ guy on vocational tech training. His name is Professor Dr. Dieter Euler. He’s known across the world as the specialist for reforming vocational tech systems.
Warriors, I’ll share some of the most troubling points from the Study. I trust you can see the ways in which our nation, our government, and, our corporate overreaches have set the same shift up in American education. I encourage you to read the Study on your own.
1) The shift to work based learning (also called dual enrollment) should be the main focus of vocational tech/training. The main target? Citizens under 25 years old. (Page 14 has a brief history of combining education and work.)
2) Many countries are looking at the success of Germany’s system because it’s been spun as a ‘win/win’. Students get fast tracked education, employers get trained workers.
3) America’s not as developed in dual vocational tech, yet. But, the shift is being increased with ESSA (Every Student Succeeds Act) and its embedding of STEM (Science, Technology, Engineering, and Math), WIOA (Workforce Innovation and Opportunity Act), and HEA (Higher Education Act).
HEA is currently the last national US law to receive the ‘school to work’ makeover. Congress is dead set on increasing the German based concepts. How? Increased CTE (Career Tech Education), which replaced ‘vo tech’, increasing apprenticeships andinternships, increasingdual enrollment, and anything connecting them all.
4) The 11 Vo-Tech Reform Components can best be accomplished in ‘incremented innovation’ programs and learning. The shift in education and work training is also metered out in ‘incremented segments’.
Switzerland’s cantons are in charge of all vocational based exams. (In America, we are divided into States, Swiss has cantons.) Cantons have their own government set-up, but they cannot contradict the federal confederation.
In the Netherlands, they are receiving lots of global attention in vo-tech education. Why? Their 1996 Adult and Vocational Technical Training Act* merged education and labor into 2 training tracks. One was/is school based, the other is dual workforce training (or vocational tech training). *See Point 2.4. Notice the regional vo-tech training centers.
All the countries mentioned above are using national credentialing systems. Why? The ‘big essential’ is ‘real life conditions’ can best be experienced in dual vo-tech training, not necessarily education (you’ll see that referenced on Page 30.)
Warriors, every ONE of these are things are either already in place in America, or the framework isbeinglaid out!! How?College and Career Readinessvia ESSA, WIOA, HEA, and more!
The screen shot below is from an old article of mine on apprenticeships in America, but notice the wrench and hammer symbol.
Study Warning Bells For Us:
1) By government and business ‘rule’ a ‘consensus principle’ will be put in place.
2) By government and business funding, education and training, especially for jobs will be ‘easier’. But at what cost of our freedoms will this be?
3) “Industry specific solidarity contributions”. What will these look like? Grants for apprenticeships!
4) A merger of economics, family, and youth via integrative vocational training (Norway has had this since the mid 90s). 5) A ‘flexible’ vocational education/training track for disadvantaged citizens.
6) “Quality standards” for vocational tech training and education mean laws, not scopes and sequences we’re used to.
7) Teachers and Trainers will have government controlled ‘hoops to jump through’. Their section begins on Page 52. Look for the “Ordinance on Trainer Aptitude”. Then, read what the UN (United Nations) has on this. 8) Class size changes will occur. Being done away with are the large, teacher led classes. What the shift to vo-tech training will produce (already in use in Denmark) is small ‘hubs’ or groups. These groups will spend 5 weeks at a time on one module, then switch to another. A large ‘completion logbook’ is kept on each person. This is their version of ‘personalized learning’.
9) Expect more ‘education research groups’ and ‘vocational analysis’. Germany’s model has been deemed so successful because all the reform is based off ‘in-depth’ research.
I was curious as to what other reforms this German ‘expert’ has been a part of. Here’s what I found:
A) From 2006, A Swiss paper on ‘E-Learning’. A mandate for vocational training/education to be including in the SVC(Swiss Virtual Campus).
B) From 2010, Euler’s paper on developing and transitioning vocational technical training and demographics. He predicted a labor shortage by 2025. Below is the screen shot for the 2013 Journal/Report in appeared in.
C) In this undated McMillian Publishingproof, Euler was a contributor. So was the Aspen Institute. Euler’s topic was ‘Reflective Executives: A Realistic Goal for Modern Management Education’. A brief summary (Page 11) of Euler’s work reveals that ‘management education’ is more of a control tool, than it sounds. Aspen Institute wrote on 2 different topics. One was on business and its relation to social and environmental issues, the other, “A Closer Look at Business Education: Sustainability in Curriculum”. This book was written exclusively for an audience of humanism followers. Warriors, it’s important to note that much of the UN’s overreach into education is rooted in humanism.
D) From 2013, The Routledge Companion to International Management Education had Euler write on “Reflective Leadership: A Vision for International Management Education”. As you can see (below) ‘international management education’ is tied to the UN’s design via the GRLI (Globally Responsible Leadership Initiative). This screen shot is a bit hard to see, so be sure to go to the link above and read it there. When you read the GRLI and related information, you’ll see international managed education is NOT about training or educating people for managerial employment, it’s about controlling education altogether!
Warriors, with the process for the HEA heating up before Sen. Lamar Alexander retires, we have got to inform our representatives and senators about what they are supporting and trying to further. We are America, not Germany 2.0! We are free Americans, not UN led-by-the-nose citizens!
With all that you’ve learned in this article about the words being used against us, you know the UN/UNESCO/GRLI attempts to fast track apprenticeships (like Citizen Schools and the German model) will be lumped in under ‘lobbyists’ and ‘special interests’.
Anti Fed Ed Warriors, I hope you didn’t miss the last article of mine. It was full of Congressional amendments to the HEA (Higher Education Act).
Today, I have two sets of sister bills (identical) which also deserve our attention. They will impact (negatively) our education system.
Both sets update existing legislation by the same name. By rights, the title for today could have gone with ‘second verse, same as the first’, but I don’t want to dishonor Herman’s Hermits (the phrase comes from their 1960s hit “Henry the 8th, I Am”.)
In all seriousness, I present S 213 and HR 787(SOAR Act of 2019) and S 303 and HR 954(GEAR UP Act of 2019).
While I’ve not researched SOAR before, I’ve got plenty of archived information for GEAR UP.
The Gears of Alignment:
GEAR UP is short for Gaining Early Awareness and Readiness for Undergraduate Programs. In 2014, I showed you how GEAR UP was tied to the College and Career Readiness EvaluationConsortium. Back then, Congress devoted around $300 million for the alignment between education and workforce.
******GEAR UP ties high school and post-secondary education together.****
In late 2015, research showed GEAR UP was tied to the College or Career Pathways. CCP was Common Core. CCP has been rebranded to CCR (College and Career Readiness) as well as embedded in WIOA (Workforce Innovation and Opportunity Act), ESSA (Every Student Succeeds Act), and other related laws.
By mid 2016, Rep. John Kline and Sen. Lamar Alexander teamed up to have the audacity to tell We the People what direction higher education needed to go. Their‘plan’played out via Rep. Paul Ryan’s “Better Way”. Only problem, by then, was the workforce aligned education was fully locked in by the passage of ESSA. GEAR UP was a big part of the “Better Way”. Taxpayer costs for all the aligned education was somewhere around $60 billion.
When the FY 2017 Budget figures came out, Congress wanted at least $22 million for GEAR UP on its own. When GEAR UP was combined with all the other ‘education’ programs, the cost was a whole lot more! Low-income families and under-served populations were used as reasons why so much money needed to be poured into the CCSS Machine’s‘cradle to grave’ or ‘cradle to career’ system. (Be sure to look at the collaboration of the federal agencies for all the alignment.)
BY July 2017, GEAR UP was up for more money. It was also right in line for P3 (Public Private Partnerships) overreaches, too. Somewhere between these articles and this one,theglobalism threadwas showing up.
Last year, 2018, I gave you 3 articles on GEAR UP. The first one showed you, from a State level (NC’s) how GEAR UP was being used as a‘back door’to reach down to much earlier than high school, for aligned workforce education. The second article showed how amending HEA (and including GEAR UP in it somewhere), wouldexpand our government, not shrink it. The last article I wrote about GEAR UP (mid 2018) showed how it was being used in ALL school choices, at all levels, for21st Century Readiness. You can tie 21st Century Readiness to the P21 Group, a notorious CCSS Machine member.
What S 303 and HR 954 Update for GEAR UP:
1) They ‘reform’ the program. Since both Bills are identical, I’ve providing one link (S 303). Each bill will have different sponsors, co-sponsors, so if you need those names, visit http://www.congress.gov and type in Bill letter/number. 2) They rename the program, at least in Bill form. “GEAR UP for Success Act of 2019” is the full title. 3) They amend the HEA (Higher Education Act). By default, this expands federal government overreach into education. 4) They expand the breadth of students reached for college/career readiness. (Meaning younger than high school are now included.) 5) Incentivize States to have early college/career awareness interventions. Pit States in active competitions against each other for these grant opportunities to expand ‘strategies’ for these interventions. 6) Insert SEL (Social Emotional Learning), mental health counseling, etc. for ‘at-risk’ students. Will include cognitive and non-cognitive assessments. (How this plays into the career readiness will be via those career tracks students are pigeon-holed to. These will basically rank and file students on a pay scale.)
As seen below, this is an example of why students need to be assigned careers via tests.
7) Establish or expand data collection to last 5 years AFTER grants expire. 8) Collaborate with any eligible group for college awareness/career awareness. 9) Offer scholarships to students who’ve fully participated in GEAR UP activities. Scholarships will be based on several factors, including the number of students on reduced/free lunch and who’ve filled out FAFSA (federal student aid) forms.
HR 787/S 213, SOAR Act:
1) “SOAR” stands for “Scholarships for Opportunity And Results”. Here’s the link forHR 787. 2) These scholarships are set aside for District of Columbia students only. 3) These Bills amend Public Law 112-10, Division C. Basically funding DC parents/families for ‘school choice’. (Below is a screen shot of that law.)
Public Law 110-12was from during the 112th Congress, 2011. You can read the entire section on the DC School Choice information and what parameters were set in store, as well as see how these 2019 Bills will renew the ‘choices’. Since the print in the picture of PL 110-12 is so small, it’s best to go directly to the website, look for Section 3001 and continue until 3014. *Note: The NAEP (National Assessment of Educational Progress) is mentioned, as is the IES (Institutes for Educational Sciences). IES is an arm of the U.S. Dept. of Education which harvests and collects, freely shares student data. NAEP is tied to the Program for International Student Asssessment (PISA). As such, it’s all tied back to the CCSS Machine. As we know, there is ZERO choice in education since ESSA was made into law. Much of S 213 and HR 787 center on charter schools.
4) These 2019 Bills extend Opportunity Scholarships until FY 2024. No dollar amount has been cited as of yet. 5) Massive amounts of data will be collected and used against each participating student. How? If they do not conform to all the parameters given in the scholarships, they will lose them. Parameters are strings, Warriors. Strings tied to our children to force the government’s agenda for a prescribed outcome, not a true freely chosen education.
Below, I’m showing you a screen shot of the officialDC Opportunity Scholarship website. While the 2018-19 figures cite a per child cost, the 2017 Report was created by the IES about DC Opportunity Scholarships, as mandated by Congress. In that Report, it revealed that after one year, math scores were down, parents weren’t all that impressed with the new schools EXCEPT for school safety (which ESSA has used as excuses to data mine and indoctrinate children).
So WHY is the 116th willing to throw money at providing scholarships which aren’t really doing that much good?
Among DC Opportunity Scholarship Board Members, Verizon is represented (CCSS Machine member group). AmongPartnerships, Jack Kent Cook and Great Schools are listed. Huge CCSS Machine member groups. Capital Partners for Education is a P3 group where you’ll find one of the Bushfamily members serving representing their international LLC. As we know the Bush family is a big supporter of CCSS.
Capital Partners for Education’s tag line is “Mentoring to College and Career”. From their2018 Annual Report, you’ll find the mentoring is geared for 3 different ‘outcomes’ for students. They really focus on the kids in the middle of GPAs (Grade Point Averages) and love to focus on ‘soft skills’. For a look at HARD Goals and SMART Goals (where ‘soft skills’ can be found) read my2017 article. Capital Partners for Education is partners with Bank of America, Microsoft,and, Hilton. All of which are CCSS Machine members.
Warriors, as I said in my last article, these types of Bills from the 116th are from the early part of the Session. We need to continue to watch, but more importantly we need to take back our government. Take back our students. Stop allowing bad leadership and even worse financial management. We cannot win the War Vs the Core by shear research alone. We must get actively irate! We must strike several blows to the CCSS Machine.
**Fifth in my series on the 116th Congressional Bills
Anti Fed Ed Warriors, imagine, if you will that you are the blue person in the featured picture above. Who are all those people behind you?
Increasingly, we’re finding those ‘people’ behind us are in fact, the federal government.
If the blue person represented our federal government, all the ‘people’ in the back would be the global powers, P3s (public private partnerships), and corporate giants steering the government.
Why would I say that? Based on all the educational research I’ve done, is exactly why.
So far, in this series, detailing the 116th Congress, we’ve seen 4 educratic bills which seem to continue the following us via data rape. If you’ve not seen my chart of why I call the intrusive data collection by ‘data rape’, here it is:
Warriors, I am in NO way trying to water down the horribleness of a physical attack, I am simply trying to point out how BAD the data collection has become.
Based on evidence, it’s only going to get WORSE.
***For the rest of this article we’ll look at two Congressional Bills, one from the House and our first from the Senate. How do these tie to education? Let’s find out.***
Sponsor and Co-Sponsors of HR 260:
(Warriors, from the past. A visual on Medicaid funding in schools.)
I’ll share more of the Medicaid in schools visuals in a bit, but let’s look at HR 260.
HR 260 isn’t just for schools, it’s for everyone. The Bill is 17 pages long. Rep. Frank Pallone (NJ) is the sponsor. There are 2 co-sponsors, Reps. Walden (OR) and Neal (MA).
Pallone’s stance on education is that students need to be ready with 21st Century skills as well as free college for everyone (He voted “Yes” to HR 5, the Student Success Act which went on to be combined with the S117 to become, ESSA: Every Student Succeeds Act). On healthcare, he was one of the main authors of the Affordable Health Care Act, according to his website. (*Note: Walden and Neal voted against HR 5.)
Walden’s Bill, HR 6 (115th Session) not only addressed opioids, but expanded telemedicine and involved Medicaid funds for youth. (*Note: Rep. Neal’s got a current bill (HR 860) we’ll need to watch. It ties to our youth via Social Security and has 202 co-sponsors.)
HR 260, Medicaid Provisions and TANF Extenders Act of 2019:
To read the entire Bill, go here.
*TANF is short for Temporary Assistance for Needy Families and ties into ESSA.
*Medicaid ties to ESSA (as seen above). However, it can be seen here:
Warriors, notice the middle column, Phase II, “Medicaid has now been expanded to include Mental health wrap around services which extend the definition of related services beyond medical care to include emotional disturbances.” Have you noticed the increased amount of (Social Emotional Learning)SEL in schools?
So what is the purpose of HR 260? “To extend the Medicaid Money Follows the Person Rebalancing demonstration, to extend protection for Medicaid recipients of home and community-based services against spousal impoverishment, to extend the Temporary Assistance for Needy Families program, and for other purposes.”
Back in 2017, I showed you this about TANF and ESSA:
MFP (Money Follow the Person) can be tied to the ACA (Affordable Care Act). **HR 260 will extend grants only to States (43 & the District of Columbia) which have an existing MFP plan. If your State is found to be non-compliant with their MFP Plan, federal funds will disappear (Page 6). On Page 7, you’ll find the federal PAYGO (pay-as-you-go) ties. On Pages 9 & 10, TANF grants for those with healthy marriages, responsible fathers, Native Americans, and childcare. Beginning on page 10, data tracking and ‘outcome measurements’ for job placement/employment are described. Finally, beginning on page 14, the national data standards streamlining shows up. I just wrote about HR 150 and HR 50 in relation to creating national data standards.
Warriors, are you noticing this is eerily like ESSA and the State’s Plans? Also, think about the massive power increase ESSAgave the U.S. Dept. of HHS (Health and Human Services). Much of it is to go to those ‘community wide services’. How does THAT impact education? Two ways: a) school are the hubs and b) schools can access the Medicaid funding. Those hubs have a name, 21st Century Community Learning Centers. The hubs are supported by PNs (Promise Neighborhoods). Both of these WERE White House Initiatives, but became codified via ESSA.
Meet the MOMS Bill:
Warriors, this is the first Senate Bill from the 116th I’ve looked at. As far as education goes, there’s one big way in which S116 will intersect: behavioral health and mental health. Massive data tracking (called surveillance in this Bill) are also part on the ‘package’.
MOMS stands for ‘‘Modernizing Obstetric Medicine Standards Act of 2019″ It’s currently in the Senate HELP Committee.
1) Nationally driven data collection to ensure optimum outcomes for mothers. (Does anyone remember Sen. Alexander’s chilling quote about one day going into hospitals and grabbing not only the babies, but the mothers, as well?) 2) Best practices and multi-state interventions, especially for low-income families.
Again, the biggest intersection to education? SEL (social emotional learning). How? Young mothers aka: teen mothers.
3) Contracts for State based collaborative teams (known as ‘maternal safety bundles’) will be enforced and encouraged. (Really, must it sound so devoid of all feeling?)
4) Grants for maternity and morbidity prevention. All focus of the MOMS Bill is on the care and results of the mother. (How will this Bill, should it become law, gel with the recent States passing controversial laws related?) 5) This Bill also ties to the CDC (Centers for Disease Control), if you missed it, I’ve already exposed how this federal government entity is in partnership with major SEL players, not only in education, but entire communities.
6) Price tag? Forty million dollars for EACH fiscal year between 2020 and 2024.
**Knowing ESSA used Medicaid funding to turn schools into quasi-hospitals (see the wheel above), how would a law like this also otherwise impact education?
Finally, look at who has sponsored or co-sponsored this Bill and then factor in recent events as well as present presidential kick-off campaigns:
Sen. Gillibrand (NY) (See the screen shot above)
Her views on education are included here.
Sen. Booker(NJ) (See the screen shot above)
His views on supporting ESSA can be accessed in 2 places.
Sen. Harris (CA) (See the screen shot above)
Her ties to education, are all here.
**How will the data tracking and SEL of S 116 overlap into Sex Education or Health Education?***
Warriors, if ever we needed an example of the wickedness of Congress overreaching not only into education, but our families, these two Bills should be a massive wake up call!
Don’t forget, the CCSS Machine has already claimed it can help marriages, why not birthing babies and micromanaging rural and low-income citizens?!
In my next article of this series, HR 280 will have us look at sports teams and national data collection. How will THAT impact education?
Anti Fed Ed Warriors, in the last few days of July, I wrote and published a researched article centered on the former HR 2353, nowPublic Law 115-224, the “Strengthening CTE (Career Tech Education) for the 21st Century Act”. Warriors, the Bill became law when President Trump signed it on July 31, 2018. He was surrounding by lots of CTE ‘champion cheerleaders’.
Interestingly enough, the PA Representative’s (Rep. Thompson, who was the chief sponsor of HR 2353) Press Release stated that this Bill (now Law) overhauls the former Perkins CTE Act of 2006. Speaking of THAT Act, I showed you back in 2014, how the Perkins Act re-branded ‘vocational technical’ to “Career and Technical”.
So, once again, the CCSS Machine has been playing agenda word games with the citizens ever since then. Trouble is, most Americans are still remember education is as it used to be and not fully grasping the toxic changes being sneaked in under some familiar phrasing. Still more troubling is that there is almost zero ‘education’ happening in CTE (Career Tech Ed). It’s roughly 98% workforce training.
(Clipart by ClipArt Library, image is by @commoncorediva)
Warriors, links to my latestvideoabout the new CTE (Career Tech Education) Law (formerlyHR 2353, now Public Law 115-224). In the video, you’ll learn how the 2017 Executive Order 13801 plays into the Public Law 115-224 as well as connects directly to the new Executive Order 13845, signed July 19, 2018. (*Note, in the opening moments of my latest video, I mistaken identified HR 2353 as a resolution, it was a Bill.)
As I stated in the video, I’m providing much more information in this article.
Previous research into just what PL 115-224 (HR 2353) is going to set up for us across America: 1) From earlier thisyear, States are to take the CTE Pledge. After all, WIOA (Workforce Innovation and Opportunity Act), STEM Act (Science, Technology, Engineering, and Math), HEA (Higher Education Act), and ESSA(Every Student Succeeds Act) all have! 2) From 2017. How HR 2353 would ‘level’ all education into the same thing. As we know, that was ESSA’s goal all along.
3) To give you an idea of how eerily close the National Workforce Council created by EO 13845 is to the one laid out in the LADDER Act (as well as how ANY national council will data rape the citizens), read this article of mine.
(Clipart by ClipArt Library, image is by @commoncorediva)
Warriors, you’ll also definitely want to look at theMay 2018 Executive Order 13801’s Final Task Force Report. In it you’ll see that the 3Rs have been sacrificed for the global economy rhetoric. How will this economic portion play out in schools? Career Technical tracks and ‘post-secondary readiness’, as laid out by ESSA.
(Clipart by ClipArt Library, image is by @commoncorediva)
Task Force Report Notes Previously Not Shared: 1) The entire Report is 51 pages long. Within these pages, the over all policy agenda is 4-fold: Educate, Expand, Control, and Attract (you’ll find this in the U.S. Dept. of Commerce’s Secretary Ross’s introductory letter.)
2) The Task Force created by EO 13801 (Expanding Apprenticeships) was broken into 4 sub-groups. 1) Education and Credentials; 2) Attracting Businesses to Education; 3) Expanding Access, Equity, and Career Awareness; and, 4) Administrating Regulatory Strategies.
3) From the U.S. Dept. of Labor’s Secretary Acosta’s opening letter, his goal was filling ‘insufficient’ skill gap apprenticeships*. The 26 steps the Task Force created will unfold over the next 5 years. *As ‘reported’ by public service, education, trade associations, labor unions, and companies.
4) From the U.S. Dept. of Education’s Secretary DeVos’s opening letter, her input was centered on President Trump’s expansion of apprenticeships. She claims it’s a NATIONAL priority as well as a NATIONAL education one. Her comments target ‘active learners’. She goes on to say the actions will speed up unity between education and jobs. How will this happen? Using more ‘flexible’ industry created learning models. This will, in turn, breed qualified workforce for the 21st Century. This type of qualified workforce will be key for the 21st economy, security, and, prosperity. This learning model will engage learners and be cost-effective for employers. Workforce based learning will a great way to learn, work, and earn. (*Note, underlined below will be the evidence we need showing the continued federal overreach ‘commitment’.)
5) From the U.S. Dept. of Commerce’s Secretary Ross’s letter. These 26 steps will update an 80 year old American system. He goes on to stress that the historic gains the President has made will be a carrot to fill high-skilled jobs. Sec. Ross mentions Rep. Foxx’smisinformationabout the unfilled 6 million jobs in America. (*Note: be sure to scroll down to the comments section of the embedded article directly above.)
6) From the Report’s Executive Summary, the tone suggests that the entire woe of America is higher education, as in, colleges and universities! “When implemented correctly, apprenticeships will provide a career path!” (See Page 10)
7) From the 1st sub-group: Expand industry recognized apprenticeship programs, especially the ‘learn-to-earn’ ones; include CBE (competency based education) assessments; P3s (public private partnerships) clarify national portable credentials (national ID card for working); federal government identifies available resources to carry these activities out (industry sector led financing).
8) From the 2nd sub-group: use and streamline various funding streams in simple ways for attracting businesses to education (State incentives); study skill gap shortages (data rape/manipulation); U.S. Dept. of Labor centralizes all data between all participants.
9) From the 3rd sub-group: Federal government funds an all out advertising blitz (propaganda) to raise awareness for workforce based apprenticeships/aligned education; incentives by federal government to businesses for more ‘learn-to-earn’ programs; U.S. Dept. of Labor leads funding campaigns to create more community based efforts for aligned apprenticeships; improve the existing data base for the Registered Apprenticeship System.
10) From the 4th sub-group: Begin with pilot project for expanding CTE apprenticeships via a selected industry from the existing Registered Apprenticeship System. In that selected pilot: focus on mastery based learning and competency; cannot include the construction industry per the Davis-Bacon Act; base apprenticeship paychecks on a scale system to reflect competency; reform the existing Registered Apprenticeship System.
11) From the Introduction to the Report: Task Force actions began July 2017. Other meetings were held August 2017, November 2017, February 2018, March, April, and May 2018; the 4 sub-groups ‘cross pollinated’ their 26 steps to expanding CTE apprenticeships.
12) Also from the Introduction: Higher education (college) is letting Americans down; apprenticeships have a proven track record for affordability and relevancy in America; the U.S. Dept. of Labor has 4 pillars for all programs (apprenticeships included): provide your needs, manages your direction, earn money while you learn, and, rewards you with credentials. Total typical process time these programs take: 1-6 years.
13) Introduction continues with: a) old apprenticeships were focused on construction and manufacturing. New ones will focus on healthcare, IT, transportation,energy, and logistics. b) old pattern (in place since the 1930s) is the base for now; the U.S. Dept of Labor and States partner to ‘upskill and reskill’ citizens. Updates will remove all barriers for disabled, elderly to be included; create stable families (especially for low-income ones); improve economics and social community situations (cites a WA State example on Page 15); apprenticeships praised by bipartisan elected leaders, current and previous White House Administrations, and State Governors. c) Page 16 will show you the huge ‘put down’ aimed at America’s colleges and universities. d) Page 16 also shows the blatant lie that “Apprenticeships can offer a key component to the solution to the skills gap.” (Based off a Harvard University Business School Study. The irony is that Harvard partnered with Pearson to help create the myth of the ‘skills gap’ and helped create the Career Pathways as a solution.Career Pathwaysare a embedded part of CTE!)
e) Warriors, to me, this is the BIGGEST clue to just how globally minded D.C. has become while sacrificing our nation on the altar of our freedoms. The Task Force actually has the audaciousness to bring in how much American apprenticeships should copy the German and Swiss apprenticeships!(*Note: the European Union’s targeted youth ages are 16-24 years of age. That’s 8 years.)
See middle paragraphs on Page 17 for Germany and Switzerland). Be sure to look at the associated footnotes and see the CCSS Machine member groups/resources cited.
14) From the Section “Implementation Challenges”:
a) there are several complex and inter-related ones. Setting a tone of ‘us vs them’, here are what are considered to be challenges for the government:
i) student interest and engagement in ‘worker supply’
ii) parents lack ‘career awareness’
iii) youth do not grasp ‘viable’ tracks for prosperous futures
iv) businesses need better ‘career profiles’
v) communication needs include apprenticeship ‘design signals’ for skills needed
vi) more early career counseling especially for ‘middle skills’ to elevate the dignity of workforce apprenticeships
vii) increase ‘stackable credentials’, increase transportation for participants; increase P3s especially for flexibility in alignment.
15) Warriors, of the 26 action steps (which I gave in my latest video), will begin on Page 21 of the Report. Six steps will involve education/credentialing; Four will expand access, equity and career awareness. Three steps will go toward attracting businesses. The largest group belongs to the administration and regulations for apprenticeships and their implementation (which will be no doubt carried by Executive Order 13845’s created National Workforce Council) at 13 steps.
16) The Conclusion of the Report begins on Page 39. The most important information from this section is that businesses, labor unions, non-profits, trade and industry groups, education, and public officials are pleased to answer President Trump’s call to increase this type of programming in America. As Warriors, notice the ‘lifelong learning’ educratic phrase and how education/workforce aligned apprenticeships will break down American silos.
1) From 2017, anopen letterto anyone who teaches CTE. From my heart, hard questions about why anyone would NOT fight what their job is being turned into.
2) From early July 2018, all the reasons WHY we should exercise our American citizenshipresponsibilities to HALT our government in its tracks.
3) From 2016, the Heads Up and Made in AmericaWhite House created initiatives helped ramp up themarriagebetween U.S. Dept. of Education and U.S. Dept. of Labor. (*Note: look at the recent White House events centered around “Made In America”. Consider these events were right around the time the new CTE Law was signed.)
4) From 2017, I invite you to go back and watch the 4 embedded videos to contrast the continued workforce shift unfolding right before our eyes. See how relevantthis information STILL is!
5) From 2015, thispairof articlesshowyou the “Upskilling” going on in America at that time and how it fit into the CCSS Machine’s agenda.
6) From a few days ago, the Women on the Wallconference callwhere Alice Linahan, Mary Black, and I tie CTE to the CBE (Competency Based Education) which is used by the SEL (Social Emotional Learning) to shift our kids values, attitudes, and beliefs.
Driving this all? The United Nations and its SDGs (Sustainable Development Goals) use of STEM (Science, Technology, Engineering, and, Math) for the global/national economics.
(Clipart by ClipArt Library, image is by @commoncorediva)
Warriors, this doesn’t have to be our nation’s epitaph! This doesn’t have to be the future our children face, either. We must, I repeat, MUST, protect our families. How? Listen to the closing moments of the Women on the Wall call.
If you’re like me, you recognize the federal government’s propaganda is about to step up to never before seen proportions. CTE, apprenticeships, and all that goes with them are NOT America’s savior. They are NOT your family’s savior in any way, shape, form, or fashion.
There’s only one Savior in our lives, and it ISN’T aligned workforce based education!
Our Savior IS Jesus Christ.
God save us all as we go on from here. Pick up your swords, my Warriors.
Fellow Anti Fed Ed Warriors, Does the featured image look familiar? We know the digital push for our families is at an all-time high. We’ve certainly seen the research on too much screen time and the damages laid upon our students when they are on their computers. But, what about the stealthy moves by those TV networks to not only draw students in, but entire families?
The type of shows being used? CCSS aligned education, for sure. Wrapped up as fun? More than likely. Adventures? Maybe. Indoctrinating plots or themes? You bet. The trouble is, you’ll never notice IF you’re not informed.
No, I’ve not recently read “1984”, but we all may as well of. “Big Brother” is snooping through our homes already. If you’ve got a Smart Meter for electricity; a Smart TV; a Smart kitchen appliance; and, most especially if your student has a school issued laptop. For those who home educate or take virtual classes? It’s a safe bet to know you’re ‘watched’ as well.
So, why would I bring up TV networks? Does this have to do with the ESSA (Every Student Succeeds Act) mandate that no student would be denied 24/7, 365 days a year access to quality digital on-line learning resources? I believe it does, 100%. In late 2017, I shared with you how Saturday morning TV had been totally transformed from simple cartoon fun to education.
If you’ve read my blog for a while, you know the tie between the major media companies, especially Silicon Valley venture capitalists in major media (ex: Netflix), have a massive game plan to reinvent education. It’s well it the works. Part of the plan is to totally shift away from people on school boards. Another part? Totally computer (and/or) TV driven education. Netflix is hardly alone, there’s Google, Verizon, Amazon, and scores of others ‘hot’ in technology and cannot wait to infiltrate our families with ‘education’.
Enter Quest TV:
While most of the attention for TV indoctrination has been obvious on cable and satellite TV, what about good, old-fashioned antenna TV? Warriors, if you have an antenna and receive PBS (Public Broadcasting System), that’s a start. But what about your local CBS, NBC, ABC, Fox, or, other networks?
What I’ve found is that they, too, are opening up channels on your antenna feed exclusively for education-that-doesn’t-feel-like-education-but-is. Especially for STEM. One such channel? Quest TV. This one is fairly new (at least in my neck of the woods). It’s 24/7 access to ‘entertain and inform’. Simply look at the leaders behind Quest TV and you have to wonder no more about the intent. Former leaders from NBC (US and globally), National Geographic, Discovery Channel, ABC, and, Kraft. Warriors, every single one of these groups is a CCSS Machine member. What’s worse is that every one of these uses the UN-driven STEM as well.
While all that seems bad enough, what we should also consider is the presence of a former leader of SyncSense. What’s that? Look below at a screen shot from their website:
If you cannot read the description of Syncsense in the picture, “When audiovisual content spikes the brain, you’ve captured the viewer’s attention. We optimize content to drive spikes or brain synchronization-without changing the creative. SyncScore then measures the effectiveness of media elements causing those spikes.”
If you’re not exactly sure what the ‘brain spikes’ and data mining mean? Think:
attention grabbing and retaining information, which keeps you coming back to watch more TV. (a 2013 article explains this). Another article explains that the reason these brain spikes are so important is due to the fact we see and hear, so taking in information in short visual bursts is ideal.
Apply this concept to all the computer time students have thanks to the CCSS Machine. If you’d like more research into the how and why this type of activity happens in the human brain, visit this blog.
Warriors, while it is fantastic how our brains are wired, it is terrible how the CCSS Machine has turned that into manipulation!
Warriors, is it any wonder the shift in TV is so successful? I know many researchers have studied this topic for years, but add to it the digital learning, global push and it indeed spells massive trouble for entire families, not just students! Notice that some of the same groups in the CCSS Machine also are clients of SyncSense.
SyncSense also has analytical clients. Among them, Peace Corps! If you wish to learn about the founder and other key data mining partners are in SyncSense, go here.
Enter the NIH (National Institutes of Health):
Warriors, did you know the NIH, back in 2014, had a research article exposing CCSS was BAD for students? Here’s the excerpt:
“Today, the US government, facing numerous educational failures, has developed the Core Curriculum, which proposes to address the needs of all students (5). The Core Curriculum assumes children have homogeneous gifts and weaknesses and, thus, applies one standard for all students. Yet, we are learning that this is absolutely the wrong approach.”
Yet, in the same article, it cited that ‘critical thinking’ is a ‘must’ for education. Warriors, as we know the CCSS Machine’s‘critical thinking’ is not true critical thinking. The CCSS version is about ‘what to think’ not ‘how to think’.
Fast forward to today, and the NIH is EVEN moreinvolved in education. Why? ESSA (as a law) increased the choke hold on education by the U.S. Dept. of Health and Human Services. NIH is a key part of the HHS.
Conflicting “Evidence” From the NISCE:
In 2013, the NISCE (National Institute for Student-Centered Education) held a “Learning and Brain” Conference. During this Conference, it was widely shared and taught that CCSS was GOOD for neuroscience and student’s brains.
Warriors, if you are not sure what the NISCE does, it is an arm of the Schools for Children, Inc. According to the homepage for NISCE, their goal is the center of education being students, not tests or politics. While I can find no activity for NISCE beyond 2015, take a look through their website’s search results for “Common Core”. You’ll see 21st Century schools/skills and more.
If you cannot read the words, basically Schools for Children, Inc. puts students needs first. Then, fills educational gaps. Followed by your school leaders receiving the right professional development. Then, the families and communities are factored in for a quality education. HOWEVER, read the SfChistory and you’ll find the roots are in CBE (competency based education) via skill based learning. Be sure to read all three pages of the history. You should see the CCSS Machine agenda woven throughout it, just not by name.
Listed among the ‘Educator Resources’ for Schools for Children, Inc. is theASCD; NAIS, and the ISTE. (*Note: ASCD is short for Association of School Curriculum Developers; NAIS is short for National Association of Independent Schools; ISTE is short for International Society of Technology in Education.)
Warriors, make no mistake, during school hours or outside them. The CCSS Machine is after every one of us. What can you do? Unplug the TV and spend a family night watching the stars, having a pillow fight, or just hanging out. Instead of tuning in, try tuning out the indoctrination and fodder of the global grab for our brains.
To My Anti Fed Ed Warriors, I hope the exposure of federal legislative bills has been helpful. I know it’s been eye opening.
While it’s taken several articles to cover them, I’d like to think I’m almost through. However, I’m not.
S 2084 “Community Partnerships in Education Act”:
Warriors, this bill (Sponsored by Sen. Whitehouse, RI) was introduced back in November 2017. It’s currently in the Senate HELP Committee. Before I get to the details of S 2084, let’s examine the Senator’s stance on education:
Warriors, the way ESSA (Every Student Succeeds Act) was written and passed into federal law, education took a ‘back seat’ to economic gain (for global competitiveness) AND workforce alignment. A ‘classic’ CCSS Machine move.
If you look at the many bills this Senator has either sponsored or co-sponsored, you’ll see similar CCSS Machine agenda items popping up. For example, his Museum and Library Act of 2017; his legislation connecting the federal government to Pell Grants. Then, there’s an amendment to the HEA (Higher Education Act), as well as a ‘biomedical innovation funding’ bill. “Biomedical innovation” is being factored into education more rapidly than ever. (*Note: if you are not sure how Museum and Library Grants can be tied to the CCSS Machine, go here.)
Warriors, HEA is the LAST link (law) to receive a ‘makeover’. Leading the charge to re-write the HEA? Sen. Lamar Alexander. (Over in the House, it’s Rep. Virginia Foxx.) Both are 100% sold out to the CCSS Machine.
Reading Between The Lines:
From S 2084’s pages, Warriors, these federal strings in education:
Page 3 reveals that the Carl Perkins Act will be amended. If you’re not sure how the assessments tied to all those 21st Century Skills will be impacted by this amendment, look below. It’s the existing language from 2006:
What’s really interesting, however, Warriors, is that at the top of the page from the US Code Office, it plainly states that the “Text contains those laws in effect on March 1, 2018”. I urge you to read this resource! You’ll see how more federal (supposedly with the States cooperation) data mining has been embedded and will INCREASE with a bill like S 2084.
Sen. Whitehouse’s S 2084 will insert more P3s in our classrooms. (P3s are public private partnerships). ESSA’s language mandated an increase in P3s in education. WHY? Because our education MUST be aligned to workforce needs. Somehow, the P3s know more about education than the teachers.
********************************************************************** HR 4272 (Community Partnerships in Education Act)
Warriors, this Bill is also sponsored by a RI legislator (Rep. Cicilline). However, this one has several OTHER co-sponsors. By no coincidence, HR 4272 was introduced at the same time as S 2084. These 2 bills are 19 pages, have the same language, AND are being led from Rhode Island legislators.
From the press releases on Rep. Cicilline’s website, look at the ‘bragging’ that’s being done:
Warriors, this is awful! Not only do these RI elected leaders, promote this aligned agenda, they are working together to pull it off! Cicilline’s bill increases non profits in education. Especially for CTE (Career Tech Education, the ‘adult’ workforce training portion of the CCSS Machine) AND STEM (Science, Technology, Engineering, and, Math). It also seeks to add 21st Century Skills Attainment as a performance accountability portion of every State’s education plan.
Warriors, we know ESSA gave more educational power to the federal government and not the States. This is further evidence that the ESSA mandates (more P3s, more CTE, more STEM, more wrap around community alignment via after school programs, etc.) are being carried out via NEW LEGISLATION! Possible NEW laws for MORE federal level (and less, local) control.
Reading Between These Lines:
Within HR 4272, you’ll find the Bill has two purposes. The first is to insert non-profits and intermediaries into local schools. These groups will be responsible for not only planning what it taught, but carrying it out. The second is to amend the HEA.
You’ll also find that Perkins funding (used in higher education but calculated on the number of 5 to 17 years old students in each State) is going to be used to help pay for the ‘community partners’. By doing this, the door for more CTE and STEM will be mandatory.
To accomplish this type of move, the Carl Perkins CTE Act of 2006 must be amended. This will also factor in the insertion of the ’21st Century Skills’ as an accountability measure. What makes up those skills? Not educators!
“21st century skills (such as critical thinking, problem-solving, communication, and collaboration)” (From Page 3 of HR 4272)
Data mining, assessments (you have to have those to measure how attainable 21st Century Skills are), and, professional development for CTE and STEM will come with HR 4272.
The TRIO programs currently under HEA’s governance will also be thrown into the mix. This is how HR 4272 will amend the Higher Education Act. You’ll also find the GEAR UPprograms involved. The U.S. Secretary of Education will ‘encourage’ community partners to seek grants to help carry out the aligned workforce education.
Lastly, for HR 4272, the U.S. Secretary of Education will get to determine what existing education programs will be maintained AND create room for EXPANDING others.
Does this sound like LESS federal control, Warriors?!
Warriors, be sure to continue to follow the DC fools with me, next week. We’ll be looking at education for the world, cosmetology; more digital access for more student success; gender equality and mental health amendments for education; amendments for higher education to increase data mining; and, how the SBA (Small Business Administration) will be ‘updated’ to continue it’s portion of the CCSS Machine’s activity in education.
Anti Fed Ed Warriors, I know many of you will be getting ready for celebrating Thanksgiving, as I will be. However, before we all eat too much, I wanted to leave you with some things to ponder.
You see a question in the article’s title. Look below and you’ll see another one to ponder.
Warriors, as we’ve seen time and time again from the CCSS Machine and its educratic overreaches that modern education is not about the academics, or even the true critical thinking; it’s about confining a student’s life to a predisposed track based on a workforce skills assessment. So imagine my non-surprise when I received an e-mail from the NC DPI (Dept. of Public Instruction)
Warriors, you really should see the rest of the education related compromises. While this IS a NC Legislative Budget supposedly for public education, it crosses the lines into private education and home education by using STEM, CTE, College and Career Promise, and more. In the academic year 2018-19, funds for the Coding Grant Program will double to $800,000.00.
What if you don’t live in NC? Well, Warriors, as we’ve learned from experience, when it’s connected to the CCSS Machine, it will be in ALL the States, Territories, and military bases contained within American power.
Lies From NC:
Warriors, below is a screen shot of an interactive NC DPI Career Pathway map. Here’s the link to the map. Be sure to refresh the page to find out whatever information you’d like most to see.
While NC’s not a PARCC State, I did find this evidence of the International Morse Code inserted into 4th Grade Common Core Standards.
Lumos is located in NJ. It’s also knee-deep in 21st Century skill based learning.
To see what I’ve previously shared (2015) with you about ACT’s Aspire, go here.
To see how Aspire is part of ESSA (Every Student Succeeds Act) mandates, go here. Lumos Learning has quite a few resources where they help States with Title One funding, where they are sounding off about Pres. Trump’s impact on education, and more. Lumos Learning is a division of Lumos Information Services, LLC. I found plenty of YouTube videos for Lumos Information Services, LLC. I also tried to locate the CEO, the Board of Directors, and other related information, but very little success was had.
Back to NC’s Coding Grant Program:
Warriors, what you see above is from the NC DPI’s document about the nuts and bolts behind the Coding Grant Program. Also in this document is that fact the entire Program gets off the ground in the Spring of 2018. The ‘winning schools’ will be judged on a 100 point scale as to how aligned their coding programs/partnerships are. Below, is just a portion of the judging (grading):
Warriors, this, of course brings about several questions. 1) What federal funds will these private coding partners receive, if any? 2) What State tax breaks will these coding partners receive? 3) What about any un-funded portions of the coding programs in schools. Will the taxpayers be expected to pick up the tab? 4) What happens if any of these schools are graded as failing?
5) What about the private schools and homeschool students utilizing NC DPI’s Virtual Public School or are involved in any early college/career programs?
1) My article on the National Career Pathways Network.
2) My article from 2015 showing you CAPS from KS is still tied to the Career Pathways.
3) The ALA (American Library Assoc.) is giving $500,000.00 in coding grants. The sponsor? Google.
4) When I searched for ‘National Coding Grants’, the National Endowment of the Humanities surfaced. They sold out to the CCSS Machine long ago. Since the NEH receives federal funding, think about this: coding means technology, innovation, and, computers. Which translates to data. Data needs to be collected and studied. We also know how data collection has turned into a massive nightmare for our freedoms and privacy. We also know that the federal government is making bold steps (no matter how illegally based they are) to create MORE data mining. All this data will need deciphers. How awful it is that our students education will train them for such ill purposes. Sadly, the NEH is not alone when it comes to federally funded grants for coding or anything related.
5) When I searched for ‘STEM Coding Grants’, the first resource which popped up was the U.S. Dept. of Ed’s Office of Innovation and Improvement. Below is the screen shot of the interactive map for all the innovation (will include Race to the Top, and much more) from FY 2009 to FY 2017.
6) To access the “STEM 2026: A Vision” from the U.S. Dept. of Education, visit the highlighted phrase.
What you see is that coding is tied to Google, United Way, and more. You’ll see what student groups are being most targeted for coding.
That brings me to ponder something else. Since ESSA was supposedly going to break down education for equality, why is the federal government working with the CCSS Machine to discriminate against students using education as the weapon?
Warriors, we know Google is hardly the lone aligner in all this coding. We also know that all this coding is meant to confine citizens.
Warriors, as I stated earlier, this is probably not the news you want to mull over during your family time. I do thank each of you for continuing to access my blog. I wish each of you a blessed time together. Look at what is going on in your State when it comes to coding or workforce based regional partners. Find out what is going on in your schools, or if your school is in the living room, look at what extra curricular activities involve anything related to any of the coding, apprenticeships, etc.
Warriors Against the Core, make no mistake, I am not a fan of MORE student-led education as a solution to the problems in American education. I believe that teachers make much more difference in education than the CCSS Machine has reduced them to.
Student-led school makes as much sense as putting them in charge of making dinner when they’re 6 months old.
Teachers are NOT meant to be relegated to merely being a warm body in a room. That’s totally NOT why these ladies and gentlemen became interested in education, it’s not why they went to college, or became massively in debt to earn those teaching degrees.
Warriors, evidence has proven that the target of the CCSS Machine’s design on modern classrooms is ‘more student, less teacher’. It certainly gains momentum with guru-like quotes similar to the one you see in the screen shot. (“Less Us, MoreThem”)
We have teachers for a purpose. It isn’t to baby-sit, it isn’t to watch his/her students glued to a computer. It’s to lead them! It’s to lead them well. It’s to show other humans how to not only gain information, but to help shape them. Reducing a teacher’s role to what ESSA (Every Student Succeeds Act) is, is flat out criminal.
Telling a teacher that due to Common Core (or whatever label is slapped on it) he/she MUST do this or that is wrong.
Warriors, I’m sure you seen a shift in teaching responsibilities before ESSA’s passage. I know I have.
In fact, I recently shared with you the definitions about learning in the ESSA Era. It’s where teacher AND student are considered in the same context! While this might be okay in some educational settings, an across-the-board, one-way-to-educate-everyone is a landmine waiting to be stepped upon!
Modern day education reform has re-assigned the control in the classroom. What is going to happen when things go awry? We’ve seen time and time again how the CCSS Machine has turned both teachers and students into guinea pigs, will be let them experiment even more in 2017-18’s school year?!
By putting the kids in charge of education, it shifts the burden of responsibility. It changes ‘accountability’. It can set them up to fall flat on their faces. It also will cause a much more conducive platform for the Delphi move of a nanny state school and its control.
Another dangerous mindset we can connect to the CCSS Machine’s urging of having kids as teachers, is the rhetoric connected to education: ‘Let ’em fail, it’ll teach ’em better than I can.’“Failing means grit; grit is good for them, especially when they are young.” This type of thinking and actions are quite frankly, hard-hearted!
‘Rigor and grit’ do not speak to a student who is scared, who has NO earthly idea what is expected of them, or when they are having a bad day. A computer cannot hug a student or give a ‘high five’ a child. Likewise, setting them up to fail on purpose is mean-spirited.
It’s like tying their shoe strings together and then laughing when they fall. Or, the CCSS Machine’s passive-aggressive style of ‘Is that the best you can do? You should try harder!’
Warriors, I’m not suggesting to baby every student at every age, but certainly, we must have guidance and leadership that is centered on how to educate in many different ways.
See how this may translate in a picture version, below:
Source to Mosston and Ashworth’s Spectrum can be found here. I’d like to point out that they very clearly state that ‘variety’ is the spice in teaching.
CCSS Machine’s idea of ‘teaching’ with variety is there is almost NONE! Has this changed since ESSA? Not much!
This is what ‘rigor’ is designed for. It’s failing us every day, in every State, and at every age level.
A visual for ESSA ‘teaching’:
The Source to see the ‘hamster wheel’ for yourselves is here.
After all, if we’re being honest, thanks to ESSA, WIOA, HEA, federal and statelegislation, and the CCSS Machine, computers and digital have BECOME the TEACHERS!
So Who Was Seymour Papert?
If you looked at the featured screen shot (‘less us/more them’), you probably saw the name “Seymour Papert”.
Seymour was considered a great ‘technology-before-its-time’ kind of professor. Seymour was teaching/leading at MIT (which by the way is a hugeCCSS Machine member). He was credited with predicting kids and computers as the learning method of the future way before most folks. (*Note: the “21st Century Learning” page provided at the bottom of the highlighted link is broken. However, I was able to find this, instead. Warriors, you should ‘love’ the global learning/leadership tag.)
Back in 1995, C-Span broadcast an Education and Technology hearing. Seymour Papert was a witness. The entire video is over 2 hours, but I urge you to listen. Note who was attending the hearing, who was speaking then. Listen to the tones about the excitement for this advance in education. Source
After MIT, Seymour landed in Maine. This article (2000) reveals how his ‘technology education’ activism can be tied to (then) Gov. Angus King. King is now a Senator for Maine. Is King supportive of more technology in the classrooms? (In the 2000 article, you’ll see how he wanted a computer given to every 7th grader.) In 2017, is his support still there? Absolutely! (*Many State leaders are convinced a computer for every student is a marker of successful education.)
Do these leaders understand (completely) what this is REALLY doing to our teachers? I do not believe they do.
In 2015, (then) President Obama signed the “Computer Science for All” Initiative. Seymour was said to be a ‘father of CS (Computer Science)’ in this resource:
Seymour died in 2016. His MIT obituary is lionizing, to say the least. I only include this because the Professor’s work proves his thinking about children and the way they learnwas altered in Switzerland by a philosopher and psychologist Jean Piaget. Seymour was credited with leading the revolution for technology in 3 distinct areas: a) children, b) AI (artificial intelligence, which is also replacing teachers), and c) education via technology. (*Note: Piaget was a co-director for UNESCO as well as an honorary Harvard doctorate recipient. As you know, both Harvard and UNESCO are CCSS Machine members.) PBS’s “A Science Odyssey” ended their Piaget article with this quote:
“Piaget is widely recognized as the greatest developmental psychologist of the century. His ideas have been refined and added to, but they remain the foundation of child psychology.”
Seymour’s “Legacy” Lives On:
So, we’ve seen a distinct shift in education, Warriors. We’ve seen a distinct disrespect for teachers in our nation. While switching our students ‘on’ to computer learning, putting them in charge of said learning, we’re actually turning them ‘off’ to adults and the leadership they can provide.
We’re also seeing the adult’s authority (in appropriate measures and settings) become less and less. Why? All the ‘self-direction’. History has proven (and will continue to) how far a person gets when the education they thought they worked hard for wasn’t ‘real education’ at all.
Technology is a poor substitute for human interaction.
So, how is Seymour’s ‘legacy’ about kids and computers living on? A couple of ways: STEM and STEAM (Science, Technology, Engineering, and Math; Science, Technology, Engineering, the Arts, and Math). We also can find Seymour-ish leaders, like the ones at Vision, Education, and Media (VEM)
Warriors, as we know, STEM is a farce as part of education. No, STEM is more about a trained workforce. So is STEAM. The evidence has been given countless times here on my blog. (*Note: the highlighted link is only one such set of documented facts.)
KQED published a short article explaining Seymour’s beliefs about ‘child’s play’ earlier this year.
Warriors, the highlighted “Computer Science for All”link also will show you how Seymour’s ‘legacy’ is living on and will continue to be seen in the 2017-18 school year.
Earlier this year, I shared with you how the global AI (Artificial Intelligence) was taking over American education. It certainly will render human teachers as ‘obsolete’, thanks to federal law.
So, how is it surviving beyond the law? Followers of the UNESCO global ed push, most certainly. Fans of Seymour and the others like him, will also carry technology on.
However, also look to groups like the CCSSO (Council of Chief State School Officers). They, my fellow Warriors, are a huge root into why our teachers are in the plight they’re in AND our students are learning less and less, every day in every State.
Lastly, ‘personalized learning’ is a huge educratic term for justifying the shift from teacher-central learning to ‘self-directed’. Every day, every State, my Warrior friends.
Warriors Against the Core, Anti CCSS Warriors, and Anti Fed Ed Warriors: School’s back in session, or almost ready. Are we?
Thanks to the CCSS Machine’s grasp on the classrooms and every outlet connected to them, (ie: public libraries, museums, etc.) Several States have begun pushing their ‘academic’ calendars up so much, there’s hardly any summer vacaction at all for the teachers, leaders, or students. Think of it as “Live From the US: Conformity!”
Why? You can look to ESSA’s (Every Student Succeeds Act) codifying the CCSSI’s (Common Core State Standards Initiative) ‘lifelong learning’ phrase.
You see, to have ‘lifelong learning’, you have to produce an atmosphere of constant information being fed into the minds of those ‘learning’.
As far as the CCSS Machine is concerned, once your student (or, even you as a student) is hooked into the ‘lifelong’ part of education, they will not be free of it. That’s why ESSA was so heavy on the digital and technology portions of the mandates.
Remember, Warriors, I shared with you over 1 year ago how the digital overloads in ESSA were setting us up for 365 days of 24/7 computer access. If you missed it, find it here.
Of course, since ESSA’s passage into law, you’ve seen many of the CCSS Machine member organizations bend over backward to bring you every conceivable digital and technology based known to humans. This applies to our States, as well.
The accepted ‘sales pitch’? All this technology will lead to jobs..jobs for the 21st Century. No, the ugly reality is it isn’t about giving Johnny and Suzy a leg up, it’s about controlling Johnny and Suzy’s lives.
Because ‘lifelong learning’ is now a de facto part of education, we’ll continue to see a constant flow of data. Accountants would refer to it as FIFO, ‘first in, first out’. Data makes money for everyone in the CCSS Machine..as well as everyone connected to that Machine, EXCEPT those being educated/indoctrinated.
Look below for a photo by Will Lion depicting the data overflow:
According to the article this photo was featured in, our brains take in as much information in a single day, as one of our 15th Century counterparts would take in throughout an entire year. This article also points out that when it comes to too much computer time, it’s still a people problem, not a machine’s.
However, Warriors, consider this in the context of school days. So much pressure is exerted to learn more, learn quickly, and then take a test. This doesn’t even cover the constant assessment algorithms embedded in every computer activity used in education. This applies to teachers and students.
Again, ESSA’s assessment mandates will keep the alignment to these constant measures up. Most, without parental consent or knowledge.Think of this as “Live From the US: Mental Abuse!”
**What if you have an older student, or, are the adult student? Because ESSA’s education standards are aligned to the ‘post-secondary readiness’ standards of WIOA (Workforce Innovation and Opportunity Act), you’re hooked in as well!
Education is being revamped SO much so, it hardly resembles anything worthy of participating in! Our teachers are being conformed to a strict format, our students are being plugged in younger and younger each year..and for longer periods of time. Think of this as “Live From the US: Intentional Frustration!”
“Live From The US, The UN!”: It’s all part of the slick propaganda to ‘rethink’ how we learn or educate others. It’s also a big step to global conformity. (*Note: the global conformity is even being unleashed on private education and home education. In this previously published article, I showed you how UN (United Nations) ideology is ushered in via clubs. Toward the close of this article, you can see the same ideology ties to STEM.)
One of the biggest “American” education propaganda pieces which fits nicely into the global conformity is STEM (Science, Technology, Engineering, and Math). STEM is embedded in ESSA and WIOA (don’t forget the HEA, Higher Education Act) in several ways. Mainly: Career Tech Education, Career Clusters, Career Paths (or Pathways). STEM also will unite the ‘lifelong learning’ to jobs (ie: workforce). If you doubt the connections between STEM, the UN, and the workforce, I urge you to read and consider this.
Before we move on, be sure to read about the Global STEM Alliance (started right here in the USA) as part of First Global (Dean Kamen).
The connection to the CCSS Machine is quite simple: Dean Kamen (think Segway inventor turned STEM guru) has received funding from Coca-Cola, The Gates Foundation, Toyota, and Johnson/Johnson for some of his work in health care equipment. For the First Global? The main funder:Toyota, a well-known CCSS Machine global member organization. Toyota’s also big on STEM. (Source) If you’d like to see how the World Bank (also tied to the global education reform) is working with Kamen’s First Global, visit the blog.
“Live From The US: New High School?”:
I recently saw this (below) in a well known magazine which has zero to do with education.
The full page ad shared a little about how over the past 100 years, our education system has remained the same and how it’s time to ‘rethink’ it, especially for high school.
I first wrote about XQ back in 2015. Then, I recently re-visited the CCSS Machine member organization. The earliest article (Sept. 2015) exposed “Project XQ’s” part in “Redesigned High Schools”. Also involved? Apple, Inc., ConnectED, and other educratic partnerships. The second 2015 article featured the CCSS Machine’s chokehold on network TV for ‘educational purposes’. You’ll be able to see other CCSS Machine member organizations and how XQ became partners with them for “National Graduation Day”. Warriors, think of it as “Live From the US: Indoctrination by Broadcast!”
Speaking of ‘broadcast’, below is XQ’s Super School Movement. There are already 10 in operation across America.
Now, let’s look at the colorful ad again, this time notice the highlighted portions.
Warriors, do you notice XQ can be tied back to the U.S. Dept. of Ed as well as Steve Jobs’ widow? (or visit here) Warriors, the EIF (Entertainment Industry Foundation) was begun in the 1940s. It’s got globally reaching arms in education, cancer research, and other projects. From their 2015 Annual Report, “Think It Up” page, you’ll see the globally overreaching CCSS Machine members: The Gates Foundation and EXXON Mobile as key ‘support’:
Warriors, according to the EIF 2015 990 form, the group has lobbying power as well as foreign grant making powers.
Live From The US: Digital Promise, ESSA, XQ, and UN’s SDGs!:
Warriors, ESSA has mandated Digital Promise (a White House created initiative)!
If you didn’t know this, here’s the original documentation from the Obama Administration, creating DP.
If you missed the ESSA’s embedding for DP, find the references to not only DP, but the other digital/technology ESSA strangleholdshere. (*Note: this article also reveals how Digital Promise was embedded in the HEA, Higher Education Act.
By ESSA tying to WIOA and HEA, what’s in one law, will show up in all 3 in some fashion.)
If you’d like to see how the ESSA/DP is playing out in real time in NC, click here.(*Note: look at the leadership involved in your State. Are they pushing for digital overloading your schools?)
So, how does DP play into the UN’s Sustainable Development Goals? How does XQ fit into all this? Digital Promise’s own documents! For starters, look at the CCSS Machine members who are funding DP:
Then, look at this evidence which ties DP to the UN’s SDGs(*Note: Digital Promise Global was launched in 2015):
You can access the DP 2016 Annual Report here. As far as the teachers, DP has much to do with their alignment to digital CCSS Machine ways. Because of this, you’ll see LESS deviation from a prescribed format. This means LESS freedom for HOW teachers will be able to exercise teaching abilities.
Warriors, think of it as “Live From the US: Globally Aligned Manipulation”!
Warriors, earlier in 2017, I showed you how Project XQ was part of the undermining of local schools..the very ones your students may very well be in or heading to.
If you wish to see for yourselves the UN’s plans for ‘lifelong learning’, visit their 2009 Education Return on Investment document. What you see below was featured in this article where ‘lifelong learning’ was also discussed.