Tag Archives: adult education

What’s Up Ahead

Warriors Against Fed Ed, you know I’ve been a consistent researcher on the post-secondary education front. You are also aware how I’ve shown you document upon document which proves the CCSS Machine is NOT content with traditional K-12th grade educated students, rather, it is after our babies all the way to our grandparents.

It also means EVERY school choice, at some time or another has been, or, is in the process of being..

  100% streamlined alignment to Common Core, Career Tech Education, College and Career Readiness, STEM, and all that goes with them.

During the past couple of months, I been especially focused on just how desperately our U.S. Congress is churning out propaganda on the ‘value’ of an educated (and streamlined) workforce. Not to be left out, the U.S. Dept. of Ed has echoed this. The CCSS Machine has placed it’s change agents in our government very strategically.
This agenda is to be continued in 2017.

So, what has the U.S. Dept. of Ed had to say about adult ed and its future (2017 and beyond) that I’ve not already shared? Look below.

adulted
The December 2016 Blog Entry:

The “Homeroom” entry this screen shot came from was dated 12/1/16. You can access the entire entry, http://blog.ed.gov/2016/12/committing-adult-schools-2020/

Here is the context for the picture you see above, “Over the last few months, staff of the Office of Career, Technical, and Adult Education (OCTAE) visited adult charter schools and schools for disconnected or opportunity youth in the D.C. area. We were inspired by the dedicated students, faculty, and staff and saw the need for more high-quality and adequately resourced adult and family charter schools, pilot schools, or other blended learning or hybrid schools for adults and opportunity youth in the United States. There are currently 36 million adults and 5.3 million disconnected or opportunity youth in the country who could benefit from access to such schools.”

Look at the logo on the gentleman’s chef shirt. That is the logo of the Carlos Rosario International Public Charter School. You can see the logo below. Be sure you note the two facts I inserted on this screen shot.

adultcharterrosario

From the School’s 2014-15 Annual Report, this screen shot shows several CCSS Machine member groups as donors.

rosariomoney

To see the Report: http://www.joomag.com/magazine/mag/0970131001453241021?feature=archive (*Note: Page 48 is where you’ll find this picture.)

To see ProActive School, Inc.’s website: http://proactiveschool.com/default.htm

Also in the Homeroom blog entry, was this bombshell, “Today, December 1, 2016, OCTAE, the Barbara Bush Foundation for Family Literacy, and the Carlos Rosario International Public Charter School hosted the first Adult Schools Growth Forum focused on expanding high-quality schools for low-skilled adult learners, opportunity youth, and other disadvantaged older youth and adults.”

You can access the Forum’s Agendabbadultedagenda

Featured speakers from CCSS Machine member organizations were there. For example, the Center for Education Reform (the same group which beat President-elect Trump’s door down with the message of continuing to incentivize education for ‘innovation’ and ‘technology’.

If you would like to see the CCSS Machine at work about the Forum from 12/1, head over to Twitter and type in #MoreAdultSchools.

Oh, when you access the Homeroom Blog, please read the comments which have been displayed. Every one of them is in support of this type of education. I wonder if they’d be so supportive if they realized the CCSS Machine’s intent for each student.

In The Next 3 Years:

Over the next 3 years, a national commitment has been issued (via the Blog entry) to create 100 MORE adult public international charter schools!  You can access the ‘menu’ of adult schools action steps: adult_schools_growth_forum_menu_of_options
(*Note: the first group targeted for ‘adult education’ is investors! Parents are dead last.)


Carlos’ School Is A Trailblazer:

Here’s a document you’ll really want to get your hands on. It’s a Case Study of the Rosario Adult International Public Charter School. It was conducted by CAL-SIOP (Center for Applied Linguistics-Sheltered Instruction Observation Protocol). Below is as great a piece of evidence as ever to show the purposed intent for our adult students and their alignment to the same type of ‘workforce based education’ our younger students are experiencing. Note the dates almost line up with the introduction of CCSS/CTE, too!

calsiopadults

To access the 3 page Case Studycarlos-rosario-ipcs-case-study
To learn more about SIOP Model for educationhttp://www.cal.org/siop/

If you’d like to know about the Middle States Assoc. of Colleges and Schools (MSHE), be sure to go to their website. In 2013, there was a name change which is pretty significant for our War vs the Core. You’ll also want to note their involvement with CHEA (Council on Higher Education Accreditation). MSHE also has a K-12 branch.
See: http://www.msche.org/publications/PromotingEducationalExcellenceandImprovement2015FINAL.pdf

If you’d like my research on CHEA and their selling out to the CCSS Machine:
https://commoncorediva.wordpress.com/2015/04/14/ftf-chea-cte-ccss-and-america/

Steering On the Aligned Road:

National Institute of Latino School Leaders (a project of the NCLR, National Council of La Raza) has praised the momentum of adult charter schools. In this 2015 document funded by the Bill and Melinda Gates Foundation, you’ll see what those praises are. http://publications.nclr.org/bitstream/handle/123456789/1416/Memo%20No.%208?sequence=9&isAllowed=y
(*Note: in my past research, I found out how supportive of the ESSA, Every Student Succeeds Act, NCLR was. See: https://commoncorediva.wordpress.com/2016/04/30/weekend-news-for-the-war-against-the-core/ )


JFF (Jobs for the Future)
has quite a collection of informative resources on the topic of adults and international trends in education.
See: http://www.jff.org/publications/international-trends-adult-education-and-lifelong-learning
From the JFF site, this 2009 Document about the “One Step Forward” Initiative.
(*Note: this dated document shows how WalMart is participating.)
Here’s what I have on JFF, https://commoncorediva.wordpress.com/2015/11/19/tech-thursday-post-secondary-champs/

OCED (Organization for Social Co-operation of Economic and Development), in 2005, published the results of the first Adult Literacy and Life Skills Survey. Here’s an excerpt, The Adult Literacy and Life Skills Survey (ALL) is a large-scale co-operative effort undertaken by governments, national statistics agencies, research institutions and multi-lateral agencies. The development and management of the study were co-ordinated by Statistics Canada and the Educational Testing Service (ETS) in collaboration with the National Center for Education Statistics (NCES) of the United States Department of Education, the Organisation for Economic Cooperation and Development (OECD), the Regional Office for Latin America and the Caribbean (OREALC) and the Institute for Statistics (UIS) of the United Nations Educational, Scientific and Cultural Organisation (UNESCO).”

Here’s the Document2005all

UNESCO’s idea of adult education? Look below:

unescoadulted
To see where this screen shot came from: http://www.uil.unesco.org/adult-learning-and-education/unesco-recommendation/new-unesco-recommendation-adult-learning-and-0

To access the GRALE (Global Report on Adult Learning and Education):
http://www.uil.unesco.org/adult-education/global-report-on-adult-learning-and-education
(*Note: its’ third edition was given earlier this year.)

If you’d like to see what the BFA (Belem Framework for Action) detailed for adult education, see below.

belem
To access the entire document: http://uil.unesco.org/fileadmin/workshops/en/clc/Confintea6_BFA%20Implementation_RY2011.09%20final.pdf

Closing:

Warriors, where else have we seen either the same as the above screen shot in ALL education reform, or very, very similar?!

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FYI: Post Secondary Common Core Intel

Tired of being led astray by the CCSS Machine? I am!
Tired of being led astray by the CCSS Machine? I am!

Anti CCSS/CTE Warriors, are you sick and tired of the repeated lies we hear about how the CCSS is just K-12th grades? I got fed up with it from the beginning. That’s why I’ve specialized in researching all the other areas of education CCSS swears it is..but, oh how we know it is.

To that end I’m devoting the rest of this article to the POST SECONDARY evidence new followers of my blog and/or new anti CC Warriors will need to have access to. Why? If you don’t have access to this information, it’s very likely our legislators don’t have it either. As a dedicated warrior/researcher in the War Against the Core. We need to share this type of information with those in the authoritative positions SO they can help END Common Core, Career Tech Education, and all the related components of the CCSS Machine.

Each of the article links below are from previously published researched posts. Each is written so you have the facts, not opinions. Each contains links to the documents to support the truth and/or dispel the lies. We’ve not much time before the HEA (Higher Education Act) is set to be re-authorized.

We MUST use the information we already know to combat Sen. Alexander and Sen. Murray’s push for more alignment to the CCSS Machine in higher education. We MUST also use this information to influence our legislators to combat the same efforts for Pre-K through 12th grades!! Why? Because, what’s been started in the Pre-K through 12th grade (the Student Success Act and the Every Child Achieves Act) WILL be carried on in the HEA’s re-authorization!

From Sept. 2014, Common Core, Career Tech Education in our community colleges.

https://commoncorediva.wordpress.com/2014/09/18/tech-thursday-common-core-community-college/
Why your legislators need to know this: the movement to make community colleges into workforce stations, as well as offer courses for ‘free’. There’s a dangerous misinformed mindset out there surrounding ‘free tuition’.
As we’ve seen, NOTHING about Common Core is ‘free’ or worth investing in.

If you don’t share any other facts with those responsible for helping create the laws, this is the one paragraph from the above article you should pass on.
“Common Core Standards in community colleges, you say? Certainly not! Ahh, sadly my friends, community colleges are being made over to also align with the CC ‘just standards’ Standards. You may know from personal experience or from someone close to you about  community colleges. They are what used to be known as ‘Junior Colleges’, and are 2 year  schools of higher learning. Selling points have been that the schools are local, a great bang for your education buck, not as stringent with admissions, have a better professor/student ratio. This of course, may change drastically as we continue to see Common Core implemented in whatever fashion the states choose. One fact is for certain: if we only seek to rid K-12 schools of Common Core, we’re not really going to be as effective as if we consider the Standards are before kindergarten and extend to colleges of all distinctions.”

From October 2014, Workforce through the Common Core filter.

https://commoncorediva.wordpress.com/2014/10/30/tech-thursday-workforce-common-core-style/
Why your legislators need to have this article’s information: if we are to truly be against Common Core, we MUST also oppose it’s damage in our workforce.

Things you should share about the Workforce and Common Core, Career Tech Education:
a) assessments are being realigned to manipulate student’s careers
b) many alphabet soup programs, entities are being used as the vehicles of choice to force CCSS/CTE outcome based education (performance based NOT academic based)
c) outside forces are influencing education which have no legal authority to do so
d) the joint efforts which ‘marry’ labor and education are toxically filled with CCSS Machine products, services, and lies
From November 2014, two articles about how the Vice President is leading the CCSS/Workforce bandwagon.

https://commoncorediva.wordpress.com/2014/11/02/rmt-sunday-vp-common-core-and-jobs/
https://commoncorediva.wordpress.com/2014/11/16/rmt-vp-unions-career-tech-and-common-core/

What your legislators need to know: acting on the orders of the current U.S. President, the Vice President has been a big leader in aligning post secondary education and the workforce.

The one portion of the memo creating this task for Joe Biden you should share, ”  “Job-Driven Reform of Federal Employment and Training Programs. (a) Within 180 days of the date of this memorandum and in coordination with the Office of the Vice President, the National Economic Council, the Domestic Policy Council, the Council of Economic Advisers, the Office of Science and Technology Policy, and the Office of Management and Budget, the Secretaries of Labor, Commerce, and Education(Secretaries), in consultation with other executive departments and agencies as appropriate, shall develop a specific action plan, to be provided to me through the Vice President, tomake the workforce and training system more job-driven, integrated, and effective.”Among one of the ‘concrete steps’, is this:  “ensuring better alignment across secondary,post-secondary, and adult education, and workforce training, including coordinating Federal programs and promoting foundational skill development for employability, on-the-job training, and apprenticeship options..” then:  “encouraging effective regionalpartnerships among industry, educators, worker representatives, nonprofits, and the workforce system to prepare, support, and train youth, unemployed workers, low-skilled employed adults, and others for career path employment and advancement.” “

The second most important thing to share, is how Perkins funding is being manipulated to fit the CCSS Machine’s needs, ” Maintains state administrative funding at 5 percents of a state’s allocation
The new law also requires the development of articulation agreements and strengthens local
accountability provisions. The Perkins Act provides almost $1.3 billion annually to career and technical education programs in all 50 states until 2016.’ Each state gets to decide how to split the funding between secondary schools and post-secondary schools. (source: http://www.aypf.org/documents/PerkinsActFactSheet.pdf) ”

From December 2014, how CTE and CCSS are impacting those with alternative education needs.

https://commoncorediva.wordpress.com/2014/12/03/tech-thursday-career-techcommon-core-and-alternative-education/
What your legislators need to know. CCSS/CTE is a one-student-learns-the-same-as-all-the-others system. Students in the ‘alternative’ category will be the MOST damaged by this. There should be NO place in ANY education level that supports or accepts alignment as a great thing!
The one paragraph they should read? ” This 2013 presentation supports UDL (Universal Designed Learning) for teaching all ‘special populations’ (their phrase, not mine)
http://www.careertech.org/sites/default/files/C1MahadevanUDL_AccessibletoAll.pdf (originally out of the Texas Education Administration); from Alabama, a presentation on streamlining all students into CTE: http://www.careertech.org/sites/default/files/C5MSmithcareercluster-1.pdf “

From December 2014, two articles exposing the Federal Budget’s alignment dollars towards CCSS/CTE in post secondary education.

https://commoncorediva.wordpress.com/2014/12/12/fom-friday-2015-fed-ed-budget/
https://commoncorediva.wordpress.com/2014/12/13/sic-em-saturday-more-fed-budget-watch/
What your legislators need to know: the 10th Amendment plainly states NO federal involvement in what wasn’t laid out in Amendments 1-9! Education, along with several other states rights issues, are to NOT have ANY federal influence..including money! As one who has been elected to represent the citizens and taken an oath to uphold our U.S. Constitution, these legislators should NOT be seeking federal funds for education..period. Common Core/Career Tech at the post secondary level included! They also need to know how other federal level agencies are chiming in and using funds in the name of CCSS/CTE for post secondary levels.

Want to see where our money goes? Here’s an excerpt:
Where our taxes are going to help support the CCSS Machine:
$300 million for a new Race to the Top (student longitudinal data system on a state-wide platform); $14.4 billion for Title One College/Career Readiness; $1.1 billion for those 21st Century Community Learning Centers (think cradle to grave agenda); $100 million for “Promise Neighborhoods” (cradle to career initiative); $70 million for Statewide Longitudinal Student Data System; $200 million for ConnectED (trains teachers to be CCSS and college/career readiness aligned, assessments, digital aspects, and more in the classroom); $5 billion for incentives (RESPECT) teachers who’ve completed College/Career Readiness training, building like-minded network; $1.3 billion in mandatory preK for everyone; $165 million for “Investment in Innovation” (i3) which will use a best-practices approach to education while affording the Advanced Research Projects Agency for Education a whopping $49.5 million to transform technology; $150 million to redesign high schools so they become college/career ready centers; $170 million for STEM revitalizing (of that, $110 million goes to LEAs to create a STEM network; $40 million to create a teacher STEM Pathway, $20 million to create a National STEM Teacher Corps;$1.1 billion to reauthorize the Perkins Act (means even more Career Tech Ed that’s aligned to CCSS). “

From January 2015, More evidence for post secondary education’s alignment to the CCSS Machine:

https://commoncorediva.wordpress.com/2015/01/06/ftf-more-evidence-for-aligned-ccss-higher-education/
What our legislators need to know: those very groups so eager to help them are part of the CCSS Machine. NEA, AFT, and the list goes on. They also need to know that all the alignment in post secondary education ISN’T just for the students! All staff will be aligned, just as in Pre-K through 12th grades. Show them the networks, the documents in this article!!

Finally, from January 2015, the National Career Pathway Network:

https://commoncorediva.wordpress.com/2015/01/08/tech-thursday-national-career-pathways-network/
What the legislators need to know: “Career Pathways is post-secondary Common Core and is coming at our students (regardless of age or school choice) via the recent Workforce Innovation and Opportunity Act of 2014.”

What to share that is THE most important? The 10 Agenda points from the Dept. of Education and the 6 Keys from the Dept. of Labor! Then, ‘hit’ them with the ‘slick sales pitches’ we citizens are being slammed with!
****************************************************************************************************

Blog note: You’ll notice this article is in a new category “Weekend News”. Until further notice, I’m combining the 3 separate blog categories of “Fib-o-Meter Friday”, “Sic’ ‘Em Saturday”, and, “Riddle Me This?! Sunday” into one. With the recent change of status in my mother’s decline into Alzheimer’s Disease, I must adjust my schedule. I thank you for your support, your patience with me during this time. Each of the Friday, Saturday, and Sunday features WILL return sometime in the future.

Tech Thursday: Part Two of the HEA, STEM, the Workforce, and America

As the push for the re-authorization of the HEA heats up, more evidence has surfaced showing how post-secondary education is an ideal set-up for more than meets the eye.
As the push for the re-authorization of the HEA heats up, more evidence has surfaced showing how post-secondary education is an ideal set-up for more than meets the eye.

Last we were ‘together’, anti CCSS Warriors, I was sharing with you how the Higher Education Act (of 1965) is set for a re-authorization sometime very soon. We were able to connect the dots between the purposed alignment between the pre-K to 12th grade and post-secondary levels of education. In the last article, you saw how the current members in the U.S. House of Representatives have put together many bills related to re-vamping higher education. As I closed Tuesday’s article I promised you we’d look at the S1398 (Senate’s version of the “America Competes” Act), how we would tie it to not only STEM (Science, Technology, Engineering, and, Math), but to CTE (Career and Technical Education)as well. CTE is the ‘adult version’ of the pre-K through 12th grade CCSS. (I’ve shared with you repeatedly exactly how this is documented.)

Today’s article will prove to be a distinct eye-opener. So much so, I’m even shaking my head in just how interconnected the American reform is proving to be. Warriors, we’ve known the real agenda behind the education reform is the trained workforce. We’ve seen how the 2014 passage of the WIOA (Workforce Innovation and Opportunity Act) has embedded CTE (written in via one of its other names, Career Pathways) and is woven into the legislation at least 21 times, per a high ranking U.S. Dept. of Labor spokesman.

In the event you haven’t had the opportunity to read Tuesday’s article, or you’d like both of these articles together:
https://commoncorediva.wordpress.com/2015/07/28/ftf-update-for-stem-workforce-and-the-hea-part-one/
Part One gave you vital information as to just HOW the WIOA and HEA are united via the CCSS Machine. A machine which includes those in public office as well in private business.

 

So just what is “America Competes”? It’s designed to involve America’s energy competitiveness in the global scheme, the ‘need’ for 21st Century technology (which includes energy efficiency, climate control, and other related activities here in America) AND education that’s aligned with Pre-K through 12th grade CCS Standards. As we know, CCSS can also mean ‘college and career ready standards’, ‘essential standards’, ‘career pathways’, ‘career clusters’, and on and on the names go.
(*Note: While I’ve not studied any of the ‘AC’ legislative bills in-depth, it does appear that the U.S. Dept. of Energy, along with the NSF {National Science Foundation; another federal level government entity}, get to influence the U.S. Dept. of Education in HOW to align courses, scholarships, etc. to fit all of the above into “America Competes”!  How will this be BEST accomplished? STEM and its related programs. This will include the STEaM, Common Core, Next Generation Science and MORE!)

All this “American competitiveness” is to be completed in the name of scientific research.

S1398, “America Competes”: 

As I shared on Tuesday, both the Democrats and the Republicans of the Senate like this bill. (The House has 2 versions, one which the sitting Republicans like, one the sitting Democrats like)
Here are some facts about S1398, you, the anti CCSS Warrior need the most:
a) the sponsor of the bill? Sen. Lamar Alexander (as is one of the chief people in rewriting the ESEA, and the HEA)
b) it was introduced in May 2015
c) it has many co-sponsors from both main political parties, every one of whom voted ‘yes’ to the ‘Every Child Achieves’ Act, also headed up by Sen. Alexander (Sen. Murray was also heading up the ECAA ‘charge’)
d) it is classified as an ‘energy’ bill, not an ‘education’ bill
e) while much shorter than its counter part bills in the House, it does involve ‘talent expansion’ programs, lots of taxpayer money, certain data NOT being made available to the public, “National Laboratories”, public-private partnerships being encouraged and incentive driven, removing duplicate authority in the “Science Enhancement Education” realm within the U.S. Dept. of Energy (question is, who gets to the be ONE authority?), protecting the PACE graduate program, giving ‘early career awards’, rewarding schools which drive up the attendance and graduation rates, and merit pay based peer reviews. (Does any of this sound anything remotely like what we’ve seen the primary and secondary educational reform? Of course it does! It’s MORE CCSS Machine rhetoric) While much shorter at the moment, remember the bill could grow by leaps and bounds when all is said and done.

To see the current form of S1398: https://www.govtrack.us/congress/bills/114/s1398/text

The U.S. Dept. of Energy’s Angle for Higher Education:
Before we get too far into just HOW aligned to CCSS/STEM/CTE the Dept. of Energy is, see this screen shot:

As we've discovered, where you see "Workforce" or "STEM", you know Common Core or Career and Technical Education is there as well.
As we’ve discovered, where you see “Workforce” or “STEM”, you know Common Core or Career and Technical Education is there as well.

It appears, from what I can find, that the U.S. Dept. of Energy is really throwing its educational influence towards the Workforce in the “Smart Grid” sector. One such example comes from the MS Gulf Coast Community College. See: Mississippi-Gulf-Coast-CC-Workforce-Development-Electric-Power-Sector
Now, if you’ve followed my blog for very long, you know how I’ve given you proof of how the community colleges across the nation have aligned themselves to the CCSS Machine. From the CCSS derived ‘Adult Standards’ to the CTE courses, hybrid classes (meaning on-line and in-person), and, beyond.

Below, is another example of the Workforce ‘chunks’ your student (or maybe even yourself) can find as an educational choice.

You'll find other energy career ladders, paths, clusters, and internships or apprentices at almost every community college, trade school, or high end university.
You’ll find other energy career ladders, paths, clusters, and internships or apprentices at almost every community college, trade school, or high end university.

To access the entire Energy/Workforce document,
US_Smart_Grid_Revolution_Smart_Grid_Workforce_Trends_Brochu
What you’ll find is more about the energy stance, the economy, or other items than you ever will about the academic nature of the student achieving a “Smart Grid” workforce degree. Why? Because, as we’ve seen time and time again, in all things related to the CCSS Machine, academics as we’ve known them, take a backseat to service. As you might notice, the above gives you a birds-eye view of how the U.S. Dept. of Energy has been able to influence the Workforce angle of education.

 

The White House Chimes In:

Back in 2010, the “America Competes” Act helped create “CoSTEM”. The purpose? According to the White House’s website, it was to co-ordinate the federal level activities in STEM education. (*Note: Does anyone recognize that ‘federal level activities’ violates the 10th Amendment to the U.S. Constitution?!)

One of the co-chairs to CoSTEM is from the NSF (National Science Foundation). I’ve given you plenty of evidence how the NSF has been party to aligning our education, but a great reminder as to HOW is found below.
Members of federal level offices working together to see that STEM/CCS/CTE/Workforce survive and thrive?

  • Department of Agriculture
  • Department of Commerce
  • Department of Defense
  • Department of Education
  • Department of Energy
  • Department of Health and Human Services
  • Department of Interior
  • Department of Transportation
  • Environmental Protection Agency
  • National Aeronautics and Space Administration 

To access more about the above, see: https://www.whitehouse.gov/administration/eop/ostp/nstc/committees/costem

 

The NSF and the CCSS Machine, ‘Bedded Partners’ for any Education Level:
https://commoncorediva.wordpress.com/2014/10/12/rmt-sunday-ccss-snake-oil-of-our-time/

 

Closing:

I truly hope you’ve been able to see my point in sharing what I have to complete the look at just how toxic the revamping of any educational choice is when put through the CCSS Machine’s cycle for America. If you’ve not, I’ll try to summarize below.
1) Any educational re-authorization currently on the table which impacts pre-K through grad school is seemingly under one man’s domain: Sen. Lamar Alexander.
2) The public-private partnership which makes up the CCSS Machine is impacting education from a birth to grave aspect. This will include not only our pre-K through grad school choices, but also our entire communities. Is this really what’s best for America?
3) That by ensuring every federal law possible that can influence an alignment to the Workforce agenda can happen, we see our human lives are less considered than the economy. How did I arrive at this point? Simple, look at the CCSS Machine agenda, it’s more about economy than personality.
4) Finally, by allowing a CCSS/CTE aligned Higher Education bill to pass, we see the cement ‘bridge’ completed from the earliest of American lives to the oldest completed.

As far as I’m concerned, it’s not a cement bridge, but, a cement block. The CCSS Machine wants you to envision a bridge to cross over when in reality it’s a cement block tied to your ankle to drag you down…and remember..it’s all in the name of ‘education’.

cementblock
My student is MORE than a block, or an apple..my student is a human!

FTF: Update for STEM, Workforce, and the HEA, Part One

mountainsmole

Warriors against the CCSS Machine. We know that Machine includes STEM, Career Tech Education, and Workforce. , it’s been very well researched and documented. We’ve seen the train wreck Congress made out of the Student Success Act, the Every Child Achieves Act. We won’t have to wait much longer to see what is revealed when the re-authorized version of the Higher Education Act appears. Today, it’s a quick review of where the bill is and then an update of what we can prepare for.

Remember, the BEST warrior is a PRO-ACTIVE warrior.

Review:

1) The HEA (Higher Education Act) was created roughly the same time as the ESEA (Elementary and Secondary Act); 1965.

2) Ted Mitchell, from the U.S. Dept. of Education has been quietly working on helping re-vamp the HEA while Sen. Alexander has been much more vocal in re-vamping ALL education to align with the CCSS Machine. How do I know this? See: https://commoncorediva.wordpress.com/2015/06/10/wybi-sen-alexander-the-hea-and-next-america/ (*Note: In this article I began to reveal not only the ‘master plan’ for Higher Ed, but some of the pro CCSS supportive companies and organizations promoting the Alexander/Mitchell scheme)

3) In case you missed Part 2 of the Alexander/Mitchell articles, see: https://commoncorediva.wordpress.com/2015/06/11/tech-thursday-more-alexander-hea-and-the-next-america/ (*Note: In this one, you’ll be able to see how maneuvering the Senator from Tennessee has been, the reports and studies created by pro CCSS educational groups or non-profits which are being used to help write a CCSS/CTE/Workforce aligned piece of legislation)

4) All of the rewritten, reauthorized education acts have a united purpose: WIOA
See this excerpt from my June 2015 article titled, “Halting a CCSS/CTE Aligned Workforce?”:“To the Warriors against the ‘Core’, we’ve learned over and over that the CCSS Machine has many parts to it. Those parts include Career Clusters, Career Pathways, the American Apprenticeship Initiative, Career and Technical Education, and the  Common  Core Standards (which encompass every subject, including the Arts and PE).

One of the biggest parts of the Machine? That would be the amount of legislation expressly written to protect the embedding of all this illegally based education reform!

To date one of the most important pieces of this type of legislation is the (already passed as  a law in 2014 on the federal level) WIOA. Also known as the Workforce Innovation and Opportunity Act.”

Updates:

Where is the new version of the HEA, now? We’ll get to that it a bit.

1) Let’s see what related moves have been made. Why? Think back to the amendments offered to be attached to the mammoth Every Child Achieves Act. Much of the plan behind those amendments was to add in key pieces of language created to meet specific goals, or, in the case of the public/private partnered CCSS Machine, the agenda. When the newer version of the HEA is presented, don’t think similar tactics won’t be used. They absolutely will. How do I know?

See this excerpt from May 2015, “In a joint statement released on May 21, Senate Health, Education, Labor and Pensions (HELP) Committee Chairman Lamar Alexander (R-TN) and Ranking Member Patty Murray (D-WA) announced the formation of bipartisan working groups tasked with addressing four key areas within the Higher Education Act (HEA) reauthorization. The four working groups, composed of HELP committee staff from both parties, will focus on issues of accountability, accreditation, college affordability and financial aid, and campus sexual assault. Though committee staff will lead the meetings, all Senate HELP Committee members will be invited to attend. Senators Alexander and Murray noted they look forward to the bipartisan collaboration in the weeks to come as the reauthorization process continues to progress. A draft HEA bill is expected this fall.” (Source: http://www.natlawreview.com/article/senate-help-committee-forms-bipartisan-higher-education-act-reauthorization-working-)

Remember all the ‘bipartisanship’ used in HR5 and S1177? Refer back to ‘confessional’, if you will, by Sens. Alexander/Murray where the pro CCSS groups helping create the legislation were thanked publicly! (*Note, if you didn’t know it, when a legislator publicly thanks a person, group, or business, it is because they were extremely involved and partly responsible for the success of the legislation passing!)

2) “America Competes”, both the U.S. House and Senate have bills with this name (HR1806, the Republican version/HR 1898, the Democratic version/S1398, supported by both parties)

2a) HR1806:
This version has passed the House, already has 4 amendments and 11 related bills! Here’s an excerpt from Section 115 you have to read, It is the sense of Congress that(1) in order to bolster the STEM workforce pipeline, many industry sectors are becoming involved in K–12 initiatives and supporting undergraduate and graduate work in STEM subject areas and fields,(2) partnerships with education providers, STEM focused competitions, and other opportunities have become important aspects of private sector efforts to strengthen the STEM workforce;(3) understanding the work that private sector organizations are undertaking in STEM fields should inform the Federal Government’s role in STEM education; and(4) successful private sector STEM initiatives, as reflected by measurements of relevant outcomes, should be encouraged and supported by the Foundation.” (*Note “Foundation” refers to the National Science Foundation)

Think a STEM pipeline workforce doesn’t sound like a bad thing for America? Consider that many public/private partnerships are ALREADY in place and working well in bringing about the CCSS Machine’s master plan of an aligned workforce (See: https://commoncorediva.wordpress.com/2015/06/25/tech-thursday-p-tech-its-here-its-now-and-its-part-of-the-p3-ccss-machine/https://commoncorediva.wordpress.com/2015/06/19/fom-a-new-ccs-coalition-for-community-schools/https://commoncorediva.wordpress.com/2015/03/31/ftf-ccss-pearsonites-at-your-higher-ed-campuses-now/) Each of these will lay out for you how STEM, the Workforce, and others have already begun to reinvent elementary and secondary education to align with post-secondary education.

To access HR1806’s text: https://www.congress.gov/bill/114th-congress/house-bill/1806/text?q=%7B%22search%22%3A%5B%22%5C%22hr1806%5C%22%22%5D%7D (*Note: Be sure to look at the amendments, related bills; there’s certain to be more Congressional mindset) 

2b) HR1898:
This version passed before the Memorial Day holiday and gives the National Science Foundation (NSF),  the U.S. Dept. of Energy, and other related groups MORE funding. Why? To step up STEM, especially where energy is concerned. Now, that may sound like no big deal, however, consider what many of those of us who oppose CCSS, CTE have discovered about not only STEM, but the NSF’s ties to the CCSS Machine. One of my very first articles gave you the document where it was stated STEM would be THE goal and that Common Core was to be the means to achieve that goal. Since then, I’ve given you more information about NSF. NSF has been tied to CCSS in so many ways, it should be criminal. (See: https://commoncorediva.wordpress.com/2015/02/18/wybiupclosewithnsf/ )
To read the short summary statement of the HR1898’s text it plainly states the purpose is to improve America’s competitiveness AND other purposes. Sections 201-205 spell out the STEM, STEaM, and Workforce agenda. (STEM is short for Science, Technology, Engineering, and Math; STEaM is short for Science, Technology, Engineering, the Arts, and Math). Want to see how STEM, STEaM, Workforce, CCSS, and CTE intersect? Refer to my 3 part series: https://commoncorediva.wordpress.com/2015/05/27/wybi-stem-to-steam-ties-to-common-core-pt-1/; https://commoncorediva.wordpress.com/2015/05/28/tech-thursday-pt-2-stem-to-steams-ties-to-common-core/; https://commoncorediva.wordpress.com/2015/05/29/friday-special-post-part-3-stem-to-steam-ties-to-ccss/

To access HR1898: https://www.congress.gov/bill/114th-congress/house-bill/1898/text (*Note: be sure to refer to the 8 related higher education bills to this. You’ll be amazed at what you see planned)

On Thursday, we’ll look at the Senate’s version of “America Competes” as well as tie in Career Tech Education, HEA, and more.

Finally, where’s the HEA now? It’s not in any one bill yet; rather there are several HEA re-authorization bills in Congress. You can find this when you access the link from Congress. However, don’t assume this link contains the only ones on the table. There are others related to them, or others with different names. Ones we need to watch will contain many of the CCSS Machine buzzwords like ‘outcome based education’, ‘reform’, ‘opportunity’, etc. Also, consider what committees these bills are coming from and are currently in. If you see ‘workforce’, that’s a big clue to what we can expect. See the screen shot to enter the exact phrase to narrow done the search:

Visit: www.congress.gov
Visit: http://www.congress.gov

Lastly, remember this screen shot? It was during the hype just before HR5 passed:

A triple whammy of hype for us from the U.S. Education and Workforce Committee.
A triple whammy of hype for us from the U.S. Education and Workforce Committee.

FTF: Anti CCSS Files Recap

It's been a good year, so far, to fight the CCSS Machine!
It’s been a good year, so far, to fight the CCSS Machine!

In continuing to look back at the anti CCSS year so far, today’s article will share the best files I’ve been able to offer you in aiding your battle against Common Core.

In no particular order, here are the ‘files’ most important and worth sharing again.

American Association of Colleges for Teacher Education:

This info packed article from March, 2015 gave you an in-depth look at how aligned to not only Common Core, but, Career and Technical Education this group is. In it you’ll find connections to Pearson Publishing, Linda Darling-Hammond, Stanford University, and Sage Publishing to name a few pro CCSS supporters. You’ll also have access to the letter the AACTE wrote to Sec. Arne Duncan!

To access all the files related to AACTE, see: https://commoncorediva.wordpress.com/2015/03/24/ftf-tuesday-aacte-and-common-core/

AIR and the ‘Pathways To College’:

What do the massive data miners AIR (American Institute of Research) and an on-line library have in common? “Pathways to College” , as well as the Alliance for Excellent Education! You might recognize Pathways to College is very similar to those  like ‘Career Pathways’, ‘College and Career Pathways’, ‘Career Clusters’, and ‘Career and Technical Education’. Yes, ALL of these names are connected to Common Core. The online library featured in this article from February of this year will also share with you how Horace Mann’s philosophy of education is tied in. You’ll also get to know much more about those high stake assessments, too!

To access this all important set of pdf files, see: https://commoncorediva.wordpress.com/2015/02/03/ftf-tuesday-comprehending-assessments/

Our Students as Part of the “Talent Supply Pipeline”:

From January, 2015, here’s another article with Linda Darling-Hammond, Career and Technical Education, and what is known as “Adult Common Core”. Yes, you read correctly..’adult CC’. You’ll also note, as I’ve stated many times, that while all 50 states may not of adopted CCSS, ALL 50 states have Workforce training, Career and College Readiness plans. In this article, I shared with you North Carolina’s current status in all this as an example of what to look for in your state; the Adult CC Caucus information on a federal level was also revealed in this published article. There’s lots to delve into the learn all you can about the plans to turn ALL our students (regardless of educational choice or age) into ‘talent supply’ to churn down the CCSS/CTE/CCR (Common Core State Standards/Career and Technical Education/College and Career Readiness) pipeline!

To access the ‘game changer’ article, see: https://commoncorediva.wordpress.com/2015/01/20/ftf-tuesday-career-readiness-and-data/

The SBA and Common Core:

The discovery of the Small Business Administration and its ties to Common Core, set a few readers and/or followers aback with shock. I shared all kinds of news, findings, and documents back in February 2015. So just  how is the SBA tied to the CCSS Machine? Funding initiatives, business ventures, and capital investments. You’ll see pro friendly CCSS corporations like Apple, Intel, and Hewlett-Packard.

To see how this federal agency is helping spread educational overreach, see: https://commoncorediva.wordpress.com/2015/02/10/ftf-the-sba-and-common-core/

Closing:

Are there aspects about anything related to Common Core you’d like me to investigate to see what files are available? I’d be honored to dive into it for you, if you’d like me to. As you’ve been able to see from each of the articles above, I don’t tell you what to think, I point you to where to look so you can use what you need for your state’s fight in this war against the Core.

What most pro CCSS groups would like us to look like and believe.
What most pro CCSS groups would like us to look like and believe.

Tech Thursday: When You Think It’s Not CCSS, But It Is!!

Can you believe the U.S. Congress has a CTE (adult CCSS) caucus??!! Wow!
Can you believe the U.S. Congress has a CTE (adult CCSS) caucus??!! Wow!

If you’ve not heard of the U.S. Congress’ Career and Technical Education Caucuses, by the end of this article, you will know quite a bit.

Websites: http://careerandtechnicaleducationcaucus-langevin.house.gov/ (*Note: this is the U.S. House of Representative’s Caucus)
http://www.portman.senate.gov/public/index.cfm/2014/1/portman-kaine-announce-career-technical-education-caucus (*Note this is the press release announcing the Senate’s CTE Caucus from 2014)

Differences between the two (aside from the separate chambers in D.C.)?:

The House’s CTE Caucus has been in action since 2007; The Senate’s geared up in 2014.

ACTE, Not the First Time I’ve Written About Them:

The ACTE (Association for Career and Technical Education) has this tidbit on their CTE Caucus page,
“…call attention to CTE as a proven method for promoting America’s continued economic growth and ensuring that our students have the skills they need to succeed.” To see more from ACTE about the background of U.S. Congressional CTE caucuses: http://www.acteonline.org/caucus/#.VVPesflViko
From the Senate Caucus link above, Senator Portman’s announcement put CTE this way, “The Senate Career and Technical Education Caucus, a counterpart to the House Career and Technical Education Caucus, will support efforts to ensure all students have access to high-quality, rigorous career and technical education to prepare them for college and for their future careers. It will also work to ensure that unemployed and displaced adult and youth workers have better access to training that is accountable, equips them with skills that are relevant in the job market, and ultimately delivers results for the taxpayer.”

ACTE’s Letter to the U.S. President encouraging MORE aligned CTE and that it be rewarded!!
Here’s the text of the letter (the emphases you ‘ll see are mine):

May 23, 2014

The Honorable Barack Obama
President of the United States
1600 Pennsylvania Avenue NW
Washington, DC 20500

Dear Mr. President,

We write today regarding the U.S. Presidential Scholars program, and career and technical education.

The U.S. Presidential Scholars program celebrated its 50th class of scholars this month.  President Johnson created this outstanding program by Executive Order in 1964.  It honors graduating high school seniors for academic excellence, artistic accomplishments, and civic contributions.  High school students apply based on their scores on college entrance assessments (the SAT or ACT).  Further evaluation occurs based on school transcripts, leadership, and contributions to the community.

This program also has a component for students in the arts.  Each year, up to 20 U.S. Presidential Scholars in the Arts are also selected, based on nominations by the National Young Arts Foundation through their YoungArts program.  These Scholars in the Arts are chosen for their accomplishments in the visual, literary and performing arts, as well as for their scholarship, leadership and public service.

The existence of the Presidential Scholars in the Arts program demonstrates a commitment to recognizing excellence in our high school students in multiple ways.  We urge you to create, by Executive Order, a Presidential Career and Technical Scholars program.  

Career and technical education (CTE) programs are a proven method to prepare secondary and postsecondary students with the rigorous academic and technical skills needed to compete in today’s global economy and to further their education.  It is in our national interest to not only provide all students access to rigorous CTE programs of study, but to also encourage high attainment by CTE students.

Over the past two decades, CTE programs around the country have responded to the growing skills gap by increasing the rigor of their programs through secondary-postsecondary links, dual enrollment and alignment with business and industry needs.  Today’s CTE programs are aligned with the needs of the 21st century workforce in career fields such as engineering, information technology, healthcare, and advanced manufacturing. In response to the increased rigor in programs, CTE student performance has risen to the challenge in dramatic fashion.

The Department of Education recently announced that the average U.S. high school graduation rate was 80 percent and Secretary Duncan pledged to push forward to close the gap to 90 percent.  CTE is playing an important role in achieving this goal, with the average graduation rate for CTE concentrators already above 90 percent. Moreover, secondary CTE students are more likely to pursue postsecondary education than their non-CTE counterparts. And CTE students are competing in world class competitions to test their knowledge in ways no standardized test could.  For example, the Skills USA WorldTeam earned a silver medal in the 2013 World Skills competition in Leipzig, Germany.

Your administration has called for an emphasis on college- and career-ready standards in our schools. In your most recent State of the Union address, you highlighted the importance of students obtaining some form of postsecondary training.

As you prepare to deliver the commencement address at Worcester Technical High School on June 11, 2014, we urge you to support rigorous CTE programs around the country and to recognize high-performing CTE students.  It is time we recognize and value the efforts of our students who have chosen CTE pathways.

As cofounders of the Senate Career and Technical Education Caucus, we urge you to issue an Executive Order to establish a Presidential Career and Technical Scholars Award in line with other presidential awards for student achievement in academics and the creative arts.

Sincerely,

U.S. Senator Tim Kaine
U.S. Senator Rob Portman
U.S. Senator Tammy Baldwin

I’ll be sure to include the links for you to follow so you can see why I emphasized the portions of letter that I did. But let’s continue the Caucus focus, shall we??

The House’s Caucus:

Right now, H.B 2317 is in the spotlight. What’s the bill about, Career Choice Counseling. Why is this a big deal? If you’ve not seen my article exposing how big the push to align school counselors is to all things CCSS, CCR (college and career ready) and CTE is, then read it first, then read H.B. 2317’s description. (See: https://commoncorediva.wordpress.com/2014/10/10/fridays-post-breaking-news-you-need-to-know/)
Here’s a portion of the description for H.B. 2317, “Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive establishment grants to states to develop and implement comprehensive school counseling programs that provide students with effective postsecondary education planning and career guidance services.” (to read the rest of the description, http://careerandtechnicaleducationcaucus-langevin.house.gov/legislation) To access the H.B. 2317 full text, https://www.congress.gov/bill/113th-congress/house-bill/2317

The Senate’s Caucus:

Recently, they passed a resolution (March 2015) supporting all things CTE/STEM related and even added language that appears to glorify rigor, college/career readiness and so much more. You’ll need to read it for yourselves to see what I mean. See: https://www.congress.gov/congressional-record/2015/03/03/senate-section/article/S1254-1

Back to the ACTE for a moment:

If you’d like to keep up with what the Caucuses of BOTH the House and Senate are up to, the best place is the ACTE’s Caucus page titled “CTE Policy Watch”.  For example, if you go to their website right now, you’d see how we as citizens of each of our states needs to urge our members to push for MORE CTE via Perkins Funding! To access the CTE Policy page, http://ctepolicywatch.typepad.com/blog/cte-caucus/

Related resources to help you connect the dots:
*How Perkins Funding is being used to push more adult level CCSS (aka CTE):
https://commoncorediva.wordpress.com/2014/11/20/tech-thursday-perkins-gets-the-common-core-squeeze/

*How Skills USA and others are connected to CTE and more CCSS:
Part 2: https://commoncorediva.wordpress.com/2015/05/07/tech-thursday-upskilling-america-part-2/
Part 1: https://commoncorediva.wordpress.com/2015/05/06/wybi-upskilling-america-part-1/

*How CTE and CCSS intersect:
1) https://commoncorediva.wordpress.com/2015/04/09/tech-thursday-recapping-higher-ed-cteccss/
2) https://commoncorediva.wordpress.com/2014/09/04/common-core-after-high-school-reality-check/

*About Job Development Grants our States are up for (ties CTE and more competitive funding to each of the 50 U.S. States)
https://commoncorediva.wordpress.com/2015/03/25/wybi-job-development-grants-and-ccss/

*More on ACTE:
https://commoncorediva.wordpress.com/2015/03/12/tech-thursday-difference-between-careers/

Of the many Career Cluster maps, here's the U.S. Dept. of Ed's
Of the many Career Cluster maps, here’s the U.S. Dept. of Ed’s

Sic’ ‘Em Saturday: Using Community Colleges for More ‘Core’

It’s not new news that community colleges are Common Core aligned via either their ‘dual enrollment’ courses (which serve high school students) or the Career Pathways/Career Clusters tracks. However, I have found a new document that gives 21 ways to make the bonds of the CC even STRONGER.

SREB, Southern Regional Education Board:

“The Southern Regional Education Board works with 16 member states to improve public education at every level, from pre-K through Ph.D. A nonprofit, nonpartisan organization, SREB was created in 1948 by Southern governors and legislatures to advance education and improve the social and economic life of the region. Member states are Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia and West Virginia.”

I’ve written about SREB a few times before. so I know how supportive of CCSS they are. Recently, the entity has published a Community College Report. Titled “Community Colleges in the South: Strengthening Readiness and Pathways” The work going into this is the Bill and Melinda Gates Foundation.

As I normally do, I’ll only give you the highlights from the document. You can access the entire document from here to research on your own. What if you live outside of the SREB’s domain? I’ll be sure to show you how to find the Regional Education entity in your area by the time we’re through.

Point #1:
Community colleges are essential to achieving state goals — increasing educational achievement of the population, increasing access and completion, eliminating achievement gaps, closing opportunity gaps, and addressing workforce and economic development objectives. These complex institutions are also flexible, adaptable, affordable, community-based, user friendly and proximate to the state’s population.”

Point #2:
“Community colleges serve students, employers and communities.” (think P3 involvement on hyper-drive)

Point #3:
“SREB’s Community College Commission met several times during 2013 and 2014 to recommend policies and practices to increase students’ college and career readiness through effective community college and K-12 pathways. Composed of community college system leaders, legislators, national experts and others.” Below, are the numbers the Report provided:
SREBcommunitycollege

Point #4:
“In an effort to tighten the connection between state goals and funding, approximately half of the states in the nation are moving to outcomes-based funding. In states such as Ohio, Massachusetts, Nevada, New Mexico, Tennessee and Washington, state support — all or in part — is derived from a funding formula with metrics specifically designed for community colleges. Program designs in most states would reward institutions on a range of measures, including rewards for students who reach momentum points such as successful completion of a specified number of credits, transfers, success with underserved populations and at-risk students, completion of STEM (science, technology, engineering, math) programs, as well as completion of certificates and degrees. Programs with higher rates of completion receive incentive funding for contributing to a state’s educational attainment goal. Although now used widely, outcomes-based funding is still controversial…”

Point #5:
Addressing the admittance policies that could be changed, “The urgency to redesign both placement and developmental education is fueled recently by the impending, new college- and career-readiness standards and associated assessments being implemented by most states. These nationwide standards and assessments are more rigorous, especially with respect to reading and writing, and the more demanding assessments most likely will publicly reveal a much more severe readiness problem. To these points, the recent National Assessment of Educational Progress (NAEP) 12th grade achievement-level results for literacy and math — which apply performance expectations empirically linked to college success and to the new common readiness standards — show that only 38 percent of students perform at or above the Proficient level in reading, and 26 percent perform at the Proficient level in math. Hence, these placement and remedial challenges must be addressed so that colleges and students come closer to meeting the postsecondary completion goals set by most states…” 

Point #6:
“….emphases in the emerging new common college readiness standards, there is a growing call to address the fundamental and logical importance of students being able to read with comprehension moderately complex texts across a variety of content areas.”

Point #7:

Regarding math readiness, “In fact, numerous examples in postsecondary education (public and independent) have resolved this issue by requiring math other than college algebra (or precalculus) as a free-standing degree requirement. For non-STEM majors, many institutions accept, for degree credit, math courses such as finite math, introductory statistics, contemporary math and quantitative reasoning. It is thought that the logical and critical reasoning and thinking skills required for a degree — for future careers and perhaps for successful study in other areas of the curriculum — can be nurtured through rigorous engagement in these courses. The four major math associations (American Mathematical Society, American Statistical Association, Mathematical Association of America, and Society for Industrial and Applied Mathematics) will issue recommendations this year that college algebra no longer be a general education course requirement.” Not much further down the page the discussion of which math areas would be considered as alternatives, “The construction and implementation of these new approaches to developmental education centering on these courses is proceeding through the work of the Carnegie Foundation for the Advancement of Teaching’s Quantway and Statway projects and the New Mathways Project from the Charles A. Dana Center at the University of Texas.”

Point #8:
“…placement and readiness evaluation tend to identify and assess literacy skills based on students’ abilities to read texts of moderate- to lower-level complexity, within a narrow range of academic disciplines. Too often, these evaluations do not challenge students’ abilities to read and understand academic or technical texts, or to analyze and explain their meaning in writing. This ability to read more complex text in many subjects is critical to students’ abilities to succeed in postsecondary education. For example, the most commonly used placement tests, Accuplacer and Compass, use relatively simple texts and writing prompts. The lack of challenging literacy readiness standards and assessments explain why math skills have been viewed as the area which most contributes to the readiness problem.” Not too far down the page, “Moreover, many state K-12 systems have adopted new literacy standards, such as the Common Core State Standards and others, that are based on the deep and effective reading of complex information texts across different disciplines and the ability to engage in expository writing that parallels the higher text complexity.”

Point #9:
“Public schools need the direct support of community colleges to meet the immense readiness challenge. Community colleges need to lead in making more students ready for postsecondary education, especially in supporting systematic high school efforts to raise achievement in literacy and math skills. Community colleges need to engage in the following activities jointly with local public schools:  *Send specific, concrete messages about the literacy and math readiness skills needed.  *Support the need for junior-year readiness assessments based on specific readiness skills and standards*Support the provision and required enrollment of students in 12th grade bridge or transition courses based on the literacy and math readiness skills. These courses should be taken by students assessed as not ready by the junior-year assessments and provide a way to move developmental education from the community colleges to K-12.  *Provide concrete, actual examples of first-year community college course work to high schools. SREB will use its convening and advocacy capacity to bring together groups of states to address these recommendations; in light of the controversial nature of the recommendations…”
Point #10:
“One of the most underutilized strategies to support student degree completion is the emphasis on a well-defined, rather narrow pathway that students should adhere to in order to complete an associate or bachelor’s degree in a timely manner.” Not long after you read this, you’ll read this, “A structured guided pathway is an academic program map where faculty have sequenced the courses and identified well-defined learning outcomes. Pathways imply structure and guidance toward timely completion and next steps along the path. Structure and guidance are both important and costly. They include adequate and appropriate advising that focuses on careers and programs, rather than courses, and keeps students on track, requiring them to have a plan and declare a major early. Pathways help students build credit toward a certificate or skill base, should they leave the institution before completing a certificate or degree. They provide the opportunity to take accelerated courses such as dual enrollment and Advanced Placement.” Wait, there’s this as well, “While the definition of a structured or guided pathway may vary somewhat, policy-makers, educators and business leaders agree that postsecondary programs of study that lead to certificates and associate degrees must be better aligned with local, regional, and state workforce needs. Additionally, the programs and courses should be regularly evaluated against workforce needs.”

There is SO much more you need to read in this report! Access it: CommCollegeCom_2015
Of interest: The SREB upcoming College/Career Readiness Conference! Set for July 2015 in Atlanta. (see: http://www.sreb.org/page/1615/CCSSConference.html)
Who funds SREB? Here’s the list of CCSS funders we’ve seen so many times before:
*Alfred P. Sloan Foundation
*Bill & Melinda Gates Foundation
*Consolidated Management Resources
*Lamar Plunkett Family
*Lumina Foundation
*National Board of Professional Teaching Standards
*National Research Center for Career and Technical Education, University of Louisville
*National Institutes of Health
*National Science Foundation
*The Pearson Foundation
*U.S. Department of Education

Want to learn more about SREB’s preK-PhD work? http://www.sreb.org/page/1068/about_SREB.html

Other regional Education Boards:
WICHE, Western Interstate Commission for Higher Education: http://www.wiche.edu/
MSC, Multi-State Collaborative: http://www.sheeo.org/projects/msc-multi-state-collaborative-advance-learning-outcomes-assessment#What
NEBHE, New England Board of Higher Education: http://www.nebhe.org/
MHEC, Midwestern Higher Education Compact: http://www.mhec.org/
Consortium of State and Regional Education Research Associations: http://www.srera.org/
American Educational Research Association: http://www.aera.net/

Tech Thursday: CCSS Workforce Pushing Labor Reform

Post secondary ed reform is set to be 'reauthorized'. You can bet your sweet backside CCSS will be there in the form of CTE.
Post secondary ed reform is set to be ‘reauthorized’. You can bet your sweet backside CCSS will be there in the form of CTE.

Common Core for the Workforce is present through Career Tech Education. This isn’t new news for those of us fighting the CCSS. However, were you aware that there’s a push to reauthorize the Higher Education Act? By doing so, you can bet CCSS via CTE will be there.

The Higher Ed Act:

Originally written in 1965, under Pres. Johnson domestic agenda for America called “The Great Society”. It was to increase amounts of federal aid universities and colleges received. The Act was to also increase student aid to get into institutions of higher education. It also established a national teacher corps program.
The HEA (as the Higher Education Act can be referred to) has been reauthorized several times. The updates to the law have been many and wide reaching. Much of what your students and mine fill out on their FASFA forms is tied up in this law.

Most notable in what I’ve been able to find in researching is the 1998 versrion known as “Gear Up”  If reauthorized, this would be the 3rd time. As always, the CCSS is buried. Where would it be found? Perkins funding, those Titles funding programs, work study programs, apprenticeships, and probably more. We’ll get to the particulars in a bit. But first, what does “Gear Up” stand for? “Gaining Early Awareness and Readiness for Undergraduate Programs”. Remember, this was started in 1998. Before CCSS. But how ironic that we have so much ‘readiness’ rhetoric in modern education.

The 2008 Workforce/Education ‘Marriage’:

According to the Center for Law and Social Policy’s document highlighting the changes to HEA, here’s the one that joined education and businesses (think P3s, or public-private partnerships), “Creates Business Workforce Partnerships for Job Skill Training in High Growth Occupations or Industries. Colleges often lack the “venture capital” to start up new, credit-bearing programs that can respond to business workforce needs because state funding and federal financial aid typically only flow after students are enrolled in programs. This grant program funds partnerships of colleges, employers, and, where applicable, labor representatives to expand or create credit-bearing college programs responsive to business workforce needs, adapt college offerings to workers’ schedules, expand worksite learning opportunities, and purchase equipment related to such academic or job training programs. The grants are targeted toward programs serving nontraditional students, such as working adults, and can be used to create for-credit career pathways (Section 803).” 

Other items which supported this ‘marriage’? TRIO and Bridges from Jobs to Careers. If you don’t know much about TRIO, here’s what the U.S. Dept. of Ed. has to say about it, “The history of TRIO is progressive. It began with Upward Bound, which emerged out of the Economic Opportunity Act of 1964 in response to the administration’s War on Poverty. In 1965, Talent Search, the second outreach program, was created as part of the Higher Education Act. In 1968, Student Support Services, which was originally known as Special Services for Disadvantaged Students, was authorized by the Higher Education Amendments and became the third in a series of educational opportunity programs. By the late 1960’s, the term “TRIO” was coined to describe these federal programs. If you don’t know much about Bridges from Jobs to Careers, it basically was a federal program which awarded competing higher education institutions grant money. There were mandatory requirements for use of the funding. In our current educational panaroma, each state appears to have some sort of bridge/work program. I didn’t find all 50 states in my general search, but I did find several states which are proudly open for business, so to speak.

To find out more about TRIO: http://www2.ed.gov/about/offices/list/ope/trio/index.html#references (*Note: at least one of the TRIO programs will begin its overreach as early as middle school)

To read the entire law from Congress back in the day, https://www.congress.gov/bill/110th-congress/house-bill/4067/text

To see CLASP’s information (including the key senators involved), http://www.clasp.org/resources-and-publications/publication-1/0430.pdf

A Jump Ahead to 2014:

While CLASP is still somewhat fresh on our minds, let’s see what more current ed/jobs efforts they’ve been up to.

Here’s a screen shot from their website that plainly has “Career Pathways” displayed. It also states ‘low income’ and ‘disadvantaged’. With some of the sweeping changes embedded in HR5, who is classified as ‘disadvantaged’ and ‘low income’ could drastically change to include almost every student!
You definitely will want to enlarge this screen shot.

The Gates Foundation has a firm grasp on CLASP.
The Gates Foundation has a firm grasp on CLASP.

There’s no question in my mind how much CLASP is tied into the Gates Foundation and is helping direct the policies of this nation. How utterly disgusting. If you want more information about them, see: http://www.clasp.org/issues/postsecondary Oh, and one more nugget of truth the WIOA (Workforce Investment and Opportunity Act) which has 21 embedded CCSS, CTE, and/or Career Pathways in it will take effect July 2015.

The 2015 Push:

If you’ve not already had to run away from your computer screaming after the bombshells from above, know that Washington is hard at work as we speak plotting even more reform. To this end, refer back to the opening screen shot you saw. It’s at the very top of the page. What I want you to find is the phrase about the 4 pillars of action to be taken in reauthorizing HEA. I’ll include the PDF file, but here’s a quick summary:
Point #1: empowering family decision making; Point #2: Simplifying and improving student aid; Point #3: promoting innovation, access, and completion (of what isn’t clarified upfront); and Point #4: insuring strong accountability and a limited federal role.

Drawbacks to the points include more data tracking/mining via the Integrated PostSecondary Education Data System (IPEDS); the federal agencies streamlining information families can access to cause less confusion; more robust financial literacy; having the U.S. Dept. of Ed create a higher education rating system; strengthening federal financial aid; streamlining student debt repayment plans to better serve taxpayers; making the Pell Grant flexible; possible federal interference in the ‘innovation, access, and completion’ point ( I strongly believe you should read and assimilate the information directly from the source); increasing the push for more digital learning; increasing the competency-based outcomes for students; more federal assistance for those with the lowest incomes; ramping up teaching preparedness via federal programs and/or influence; and, a possible move to make accreditation entities become more rigorous when it comes to post secondary education institutions. For all the details and for your research: hea_whitepaper



To learn more about IPEDS from the U.S. Dept. of Ed: http://nces.ed.gov/ipeds/about/

To learn more about the government entity overseeing all interested parties into post-secondary education and data collection, see: https://nces.ed.gov/npec/ (*Note: be sure to look at the Research/Development Board Members. Note which institutions or organizations they represent)

To learn more about the NCES (National Center for Education Statistics) which oversees all types of assessments (includes post secondary ones), see: http://nces.ed.gov/whatsnew/commissioner/index.asp

*Note: The NCES commissioner oversees all the assessments you see below and then some.

To access the entire list/graphic of he assessments, visit: http://nces.ed.gov/about/
To access the entire list/graphic of he assessments, visit:
http://nces.ed.gov/about/

To access the National Post Secondary Education Policy Cooperative’s “Student Success” pdf (which includes public policy, alignment, and more), ewell_report

More You May Want to Know:

The original screen shot showed that an upcoming hearing would be taking place to discuss not only all I’ve shared with you, but even more. Involved in the hearing will be federal budget, plans, and workforce. You’ll want to listen to the entire thing. This hearing actually took place yesterday, March 18th. I can tell you from the opening remarks, at least one U.S. Congress member wasn’t a fan. Here’s a screen shot from Twitter taken from the Ed/Workforce feed:

Link to the hearing as it is on You Tube:
Link to the hearing as it is on You Tube:
[youtube https://www.youtube.com/watch?v=6kOf2UeClzg%5D

For Further Related Info:
Articles I’ve previously published on this subject include (not limited to)
11/16/14, CTE, labor unions, federal funding, and more: https://commoncorediva.wordpress.com/2014/11/16/rmt-vp-unions-career-tech-and-common-core/

11/18/14, Gear Up, College and Career Ready Consortium, and more: https://commoncorediva.wordpress.com/2014/11/18/ftf-tuesday-ccrec-college-and-career-readiness-evaluation-consortium/

Sic’ ‘Em Saturday: Those Who Oppose, Yet Support

Legislative sessions across America are back to business.
Legislative sessions across America are back to business.

Common Core Standards have been proven to be embedded in our post-secondary schools via Career Pathways, Career Tech Ed AND Workforce Training! So what do you do with your legislators who are opposed to Common Core yet are working overtime to ensure Workforces???

North Carolina’s Story:

As you know, I’ve been sharing how the state I reside in has been ramping up the post-secondary Common Core since I began my blog in mid 2014. If you check my link here, you’ll get every story I’ve written about the subject (there at least 4 pages of articles): https://commoncorediva.wordpress.com/?s=workforce From the post I wrote called “Tech Thursday: NC’s Workforce Despicable Moves”, you’d find this excerpt, “Here in NC, everyone wants in on the educational direction our students take. We have the Dept. of Commerce firmly involved, we have the NC Chamber of Commerce foaming at the mouth to put their money’s worth in, private corporations have become education’s pimp. All the while, the most of the politicians smile and tell you how ‘great’it is!” What preceded this was this note, “**NOTE: While I am basing this off what I discovered here, in NC, do not assume if you live elsewhere, you are not impacted. ” CCSS aligned Workforce” is alive, implemented, and growing in all 50 states!”

From my January 20th article, “From the File Tuesday: Career Readiness and Data”, this evidence, “Also, further legislation has continued to progress the CTE in our schools, all while our heads have been turned on K-12 Common Core movement. For example, NC has stepped up its game for Workforce, CTE courses. How? Legislation that ties not only the Dept. of Public Instruction, but Dept of Labor AND Commerce Dept.!! I dare you to check your states.  See: http://www.dpi.state.nc.us/cte/and fc_10_allocation_for_cte_leadership_grants_-_career_pathways and nc cte planning

So Who Among the CCSS Opposers are NOW Workforce Supporters?:

This is a tough one, because fighting Common Core takes all the warriors it can. So when one splits his/her awareness, it’s always up to the citizens to help give them a hand in remaining as up-to-date on all the cracks, crevices, and areas the Common Core Machine is cranking away in. For example one of the NC Senators who opposed Common Core in K-12 (and even nominated me to sit on the now famous NC Academic Standards Review Commission), has been appointed to several committees in our General Assembly which will continue to pave the way legislatively FOR education reform to fit a Workforce agenda!! These committees include Education/Higher Education, Appropriations for Education/Higher Education. Here are his words, “Serving as co-chairman of the Work Force and Economic Development Committee is very exciting.  The reverberating theme of our last session was job creation.  We used tax reform and regulatory reform to create a business environment encouraging job creation.  Additionally, we used education reform to make sure our students could read and have the skills required for gainful employment.  Our Workforce and Economic Development committee will focus on using tax dollars efficiently to train students with the skills in demand today.  Furthermore, we will focus on ways to retrain displaced workers in order to acquire the skills needed to find new jobs and, likewise, helping our military veterans find jobs.” 

In addition to the above Senator’s remarks,  the 2015 President of the NC Senate, had much to say along the lines of education reform and workforce. Below is the video from the opening day of the new session. Mr. Berger remarks begin about the 25 minute mark.

Not to be left out, the House of Representatives also had something to say about education reform and workforce. According to the Raleigh News and Observer (newspaper that’s liberally biased), both the House and the Senate will spend much of the session ‘focus(ing) on jobs, the economy, continued reform of state government and education’ See:  http://www.newsobserver.com/2015/01/14/4475708_republican-rep-tim-moore-elected.html?rh=1

So, Which Members Opposed CCSS and now Support Workforce?

From the 2013-14 General Assembly information (click to enlarge):

Which of those opposed to the CCSS support an aligned Workforce?
Which of those opposed to the CCSS support an aligned Workforce?

If you’d like to see who in the House of Representatives voted, click here: http://www.ncleg.net/gascripts/voteHistory/RollCallVoteTranscript.pl?sSession=2013&sChamber=H&RCS=1772

To see the Senate’s vote, click here: http://www.ncleg.net/gascripts/voteHistory/RollCallVoteTranscript.pl?sSession=2013&sChamber=S&RCS=1132

Compare the members from above to the Joint Legislative Workforce Development System Reform Oversight Committee for the current 2015-16 Session. (See: http://www.ncleg.net/gascripts/Committees/Committees.asp?sAction=ViewCommittee&sActionDetails=Non-Standing_6578)

My Point/Action Steps:

While the above links will give you the names of the NC legislators and how they voted on the subject of Common Core; along with where some of them are now serving in the capacity of Workforce Reform, there are other committees to look towards. For example, here in NC, there’s a joint Study Committee on Education Reform, which includes some members of the public. Now, as notorious as CCSS is for having public, private partners, I’d dare say THOSE folks need a good looking into to.

A) IF you live in NC, what to do: 

Contact those who opposed the Core, yet are supporting Workforce education reform! Visit their offices, write them emails, help educate the constituents of each of the districts represented! Since we know the NC Chamber of Commerce is heavily involved, hold their feet to the fire!! Use the tried and true grapevine; social media; letters to the editor.

B) IF you live outside NC, what to do:

Investigate your Workforce Education Reform members; Education Reform; Appropriations for Education/Higher Education. We all know where the money is, there the Standards will be. Find out if your state level Chambers of Commerce are deep into the legislation. If so, find out where and expose it!! Remember, word of mouth; credible evidence.

C) For all of us:

When contacting Legislators, keep your facts concise (don’t babble); when writing, keep bullet points of the most crucial importance to a one page list. Provide documented proof (remember, each of my articles is written so that any link or document is totally accessible for sharing). Have students who are living the CCSS aligned Workforce saga talk with the legislators!

Finally, while some states aren’t involved in the CCSS, they ARE involved in Workforce! Don’t let your great state settle for CCSS adult aligned education (which via CCSS begins in elementary levels of education). Remember, cradle to career can’t happen IF we fight it with purposed direction.

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Tech Thursday: Workforce Commissions, Education, and Common Core

Now you know, CCSS is most decidedly post high school.
Now you know, CCSS is most decidedly post high school.

Thank you for joining me last night as I went in-depth on the topic of a CCSS aligned work force. It is my hope you were able to glean helpful information to aid your battle in your state. ‘Women on the Wall’ archives each call, so if you missed anything, you can access it from their website.

NC, Bound for “Workforce Destiny”:

Commission on Workforce Development Strategic Plan 2014-16 I’m leading off my post for today with my state’s Report for how it is planning on carrying out Workforce training. Yes, involved in the thick of it, is Common Core, Career Pathways, and lots of other connecting ties. In this report, you’ll learn the name of the Commission which makes the Workforce related decisions THEN advises the General Assembly and our Governor. You’ll discover their ‘master plan’ which includes data mining.

You’ll get to see which groups at state level are partnering to align NC. Those involved according to this report? The Dept. of Administration(NC DOA), the Dept. of Commerce(NC DOC), the North Carolina Community College System, the North Carolina Dept. of Health and Human Services(NC DHHS), and finally, the North Carolina Dept. of Public Instruction.

What’s interesting is that the NC Dept. of Public Instruction is under the authority of the General Assembly which is contained in our Legislative Branch. Contrast that with those private schools, and homeschools which are under the guidance of the Dept. of Non Public Instruction(NC DNPE), which is in the Dept. of Administration. Community colleges, public colleges and universities are also housed in the Dept. of Administration. What about the Dept. of Commerce? It too, is in the Dept. of Administration. As far as the proprietary post secondary schools(for profit schools such as Nascar Tech, DeVry, etc.? They are housed with the NC Community College System(NCCCS). Charter schools depending on their status us ‘public’ or ‘private’ would be respectively, NC DPI and NC DNPE.

Note where Career Education is housed. The NC DPI (Dept. of Public Instruction). Which answers to the NC General Assembly, in the Legislative Branch.
Note where Career and Technical Education is housed. The NC DPI (Dept. of Public Instruction). Which answers to the NC General Assembly, in the Legislative Branch.

According to the Report from our Workforce Commission, lots and lots of money from the federal level and the state level has been poured into aligning. (see page 4 of the Report).

Monies featured cover things like:

  • career tech education (DPI) $430,661,949.00;
  • Post Secondary Career Tech/Vocational Ed (NCCCS), $372,928,057.00;
  • Basic Skills (NCCCS), $89,175,304.00;
  • Workforce Investment Act (NC DOC), $79,691,240.00;
  • Wagner Peyser (NC DOC), $19836,199.00 {Note: Wagner Peyser Act was from 1933 and address workforce, the 2014 Workforce Innovation and Opportunity Act not only keeps this Act going, but amends it.}
  • Apprenticeships (which are a ‘new’ hot item for aligning workforces) will also be receiving big bucks and are in the NC DOC, $1,604,447.00;
  • Workforce alignment money is also under the Displaced Homemakers, $289,670.00;
  • the American Indian Workforce Development Program, $247,991.00 (both in the NC DOA);
  • Veterans (NC DOC), $5,446,000.00
  • Customized Training (NC DOC), $23,587,840.00

So, why would I share all these figures? Simply put, they all involve post secondary instruction. Instruction that will be provided by vocational schools, community colleges, vocational schools, proprietary schools, colleges, and universities.

So where’s the ‘Common Core’?

Excellent question. In my opinion, because CCSS is such a toxic brand name, we’ve seen how companies, states, and others have rushed to re-brand it. However, in most of the items I’ve seen connected to the Workforce legislation, your key words are NOT ‘Common Core’, BUT Career Pathways or Career Clusters. It’s assumed you, the citizen, wouldn’t know the difference, nor would you be interested. How wrong those powers that be are! One of the guiding principles for NC’s Workforce Commission is:

“The workforce system will focus on target industries and career clusters.”

Goal #1: Streamlining must occur!

“The commission recognizes that North Carolina’s public workforce development system is a key part of the state’s economy. It is comprised of a variety of programs with a broad range of activities that serve a diverse group of people. It includes a group of interactive and interdependent entities, programs, and services. Activities range from self-service activities online, to staff assisted services in a workforce office, to multi-year training programs at a public school or community college. In addition, programs serve people with varying levels of education, employment experience, and barriers. Individuals may participate in a single program or activity or may be eligible to receive services through a variety of programs and entities. The system exists to help businesses find qualified workers to meet their present and future workforce needs and to help individuals gain the skills and training they need to obtain and maintain employment.” How  is all this to be accomplished?

 ‘Align partner services and strategies.
 Develop a common brand to be used across workforce programs that is recognizable to all customers.
 Increase awareness of and accessibility to workforce services.
 Develop shared marketing strategies that promote the talent in North Carolina.’

Goal #2: More of Goal #1, but leading up to Goal #3. Basically we MUST have economic (the Great Recession of 2007) prowess again. Workforce will get us there.

Goal #3: Education, our Way, Not Yours:

How it will be done:

 ‘Strengthen career development services and ensure consistency across programs.
 Enhance programs and enrollment in critical career clusters by targeting resources.
 Strategically coordinate programs among workforce partners to develop skill and education pathways.
 Become a national leader in providing structured work-based learning.’

Also included was more about the desperate need to streamline (Goal #1), to be relevant (part of Goal #2) and

‘it is essential for the state’s workforce programs to target its limited resources to careers in high-growth and emerging industries. Providing consistent information to individuals and strong programs in critical career clusters will not only help individuals find good-paying jobs, but it will also help businesses find the talent they need to growth their business.
One of the best ways to help individuals gain skills and learn more about a career is through work-based learning. These programs combine classroom education with on-the-job experience and individuals gains valuable work experience while learning new skills.
The commission recognizes the need for consistent information, a focus on high-growth and emerging industries, work-based learning opportunities, and it supports policies that shift our culture to one that embraces life-long learning.’

Goal #4: Data, You Got It, We Mine It:

This is the last of the 4 goals the NC Workforce Commission published. By far the most compromising..at least for the students who end up in the Workforce. The Report shares with you, the reader, that it used to the U.S. Department of Labor was the only one receiving Workforce data. But, as we know, that’s about to change. The U.S. WIOA 2014 (the Workforce Innovation and Opportunity Act of 2014), as I’ve written about will take the U.S. Dept. of Ed’s Student Longitudinal Data System and merge with it. In some states it’s already happening. In others states, it’s just taking off, and in some states, it hasn’t begun yet. Workforce will be in all 50 states.  So, if you state didn’t adopt CCSS, you’ll get in via Career Pathways or those Career Clusters.

Here’s the plan for pulling this off:
 ‘Develop a consistent and coordinated approach of identifying critical career clusters that workforce system partners will use to target resources to meet the needs of the economy.
Gather, evaluate, and utilize information on the usage and quality of services.
Measure and report on the effectiveness of the workforce development system.’

Justification for all this data? Accountability. Being accountable means rigorous measuring. Because if we can’t measure rigorously, how will we know that the Workforce is going to fit the agenda?

The last paragraph or two details how it’s the Commission who will plot, plan, and begin the chain of implementation in NC. They have the Governor’s ear. They have the General Assembly’s attention. It also involves Common Core.

So What About Your State?

Find out what the name of your Workforce Commission is. Find out who serves on it.

Discover their plan by finding their report. Do they answer directly to a particular branch of government or person?

Is there any voter say in the matter or is all this assigned? We, here in NC, get told what is up, there isn’t a vote about it.

Has your state gotten their WDQI ( Workforce Data Quality Initiative) grant money to ‘align and mine’? (see my earlier posts about the WDQI)

If you need a refresher on HOW Career Clusters and/or Career Pathways are Common Core Standards for Adults, here are some links:
From Achieve, Inc. 2012, http://www.achieve.org/files/CCSS-CTE-BridgingtheDivide.pdf (look at page 22 and beyond)

From CTE (Career Tech Education), where you’ll find the “Career Clusters” as well as the page that links CCSS to Career Clusters:
http://www.careertech.org/common-core-state-standards For the Clusters: http://www.careertech.org/career-clusters

WorkKeys (which is job profiling, CCSS aligned and is part of ACT, Inc. which is part of College Board) My fellow anti CCSS warrior’s blog article about the alignment of WorkKeys/CCSS: http://ladyliberty1885.com/2014/06/23/common-core-aligned-workkeys/

Career Pathways, those Dept. of Labor programs that will force the alignment of education and workforce, my post from 10/02/14: https://commoncorediva.wordpress.com/2014/10/02/tech-thursday-ccss-career-pathways-and-workforce/

From the U.S. Dept. of Ed, Career Pathways Aligning to CCSS 101: http://ctecenter.ed.gov/training_center/training/pathway-curricular-design-and-instructional-practice

Finally, remember, each Thursday, since I began my blog, there has been an article each week about CCSS post high school. I’ve got a brand new report to share next week that will undeniable confirm what some still deny…that CCSS isn’t post high school!