Anti Fed Ed Warriors, there has been much in the news about SEL (Social Emotional Learning) and the universal grasp for our students mental health. Regardless of age or where you go to school, this mental health grab is coming at us from the CCSS Machine and our federal government.
You know I’ve been detailing the documentary called “Resilience”. Below are many links for you from my 2nd video covering the ‘movie’. You’ll also find some other related resources which were not mentioned in the video, but you will find helpful.
In the video, I mentioned Anita Hoge’s interview by Michelle Malkin. As you know, Anita has a long trail of SEL evidence from the 1990s to now.
Warriors, We MUST not let up on the overreach into our children’s minds!!
*Special note to my NC folks, if you need any evidence about the Reynolds Foundation (how it ties to Gov. Cooper Education Committee; former Governor Perdue’s company, and, Our Public Schools First, NC) please let me know. I have tons of SEL handouts I got while attending the movie you should see.
**You can tie the Coalition back to the CADCA (Resource #10) from the supporting links post. Be sure to look at the CADCA’s 2017 Annual Report. You’ll see lots of CCSS Machine groups like the Robert J. Woods Foundation (I mentioned them in the video, too) RJW helped back the “Resilience” movie.
You can also trace the Ray Co. Coalition back to the MARC, Mid-American Regional Council (step-child of Agenda 21): http://www.marc.org/
Anti Fed Ed Warriors, we know sometimes we JUST have to speak out. This weekend’s news is a quick recap of my most recent speaking out moments.
From March 31st’s Breaking News Journal Marathon:
Warriors, if you missed this CO based broadcast, the topic was all about how the current trend of school violence, student and teacher self-harm, and death are impacting us. There was also much discussion about why kids bully each other, as well as many thoughts on how to positively stop this kind of movement in our nation. If you wish to listen to the entire broadcast, it’s about 4 hours. If you are interested in my portion, you’ll find it near the 2:10:00 time stamp. It ends about the 2:45:30 time stamp.
Basically, I hold the federal government, the global push for CBE (Competency Based Education), and, the CCSS Machine at fault for the violence, self-harm, bullying, and, death. Sure, each of these things were present in our nation’s schools BEFORE Common Core (or whatever else your State has re-branded it since ESSA, Every Student Succeeds Act), BUT, Common Core and all the insane amounts of pressure to achieve a ‘perfect score’ has come at a price our families should never have had to pay.
My Own Videos:
On April 5th, I recorded two homemade videos to raise the Warrior’s ireover the global push to indoctrinate our students. The moment which pushed me to record videos? Uncovering a UN (United Nations) created board game to target our youngsters to become better ‘global citizens’. (*Note: The specific game information I shared in the above embedded link is just above the ‘closing’ portion of one of my latest articles.)
To access the 2 videos, use the links below:
Video #1 is about 30 minutes.
Video #2 is near 15 minutes.
I will point out that while I’d scheduled a live event on Facebook for the first presentation, the audio to my live feed was shut off. So, in a hurry, I grabbed the cell phone. I also gave a wrong date for the Gates/UN agreement. The correct date was 2004, not 2014. Those ‘hiccups’ aside, the information shared is what truly matters.
Warriors, if we simply stop at 2004’s Gates/UN agreement, we are cheating ourselves of some crucial evidence which points out that the global push for CBE and 2030 Agenda (formerly Agenda 21) predates the agreement to have a ‘one world curriculum’.
Please, share what’s above. Even the embedded links. The march of ruinous overreach by the UN into the US is surviving everyday we do nothing to stop it. Use what time you would of reading a well researched article of mine and devote it to sharing the priceless information so we, together, can save our nation and her children.
To my fellow anti CCSS Warriors, by default this includes those against the federally led education overhaul, as well as the global overreaches.
We know, from research, that all this can be traced to one source. The United Nations. By default, that encompasses the UNESCO arm. *UNESCO means United Nations Education, Scientific, and Cultural Organization. (To be precise, the ‘z’ is an American spelling, the official spelling uses a ‘s’.) We also know from research that what we have known as education (academics) is becoming ‘education’ (workforce training).
While I’ve seen many anti CCSS Warriors jump up and down with glee over the U.S. State Department’s announcement that the nation is leavingUNESCO, I am not among them. I will admit, it SOUNDS like a good move, but as always, the researchSTILL points to many ties which, UNESCO membership or NOT, the US will still be bound by. I’ll say it now, I am choosing to remain on the ‘offense’ side of this War Vs the Core.
Many media resources happily shared the US’s news about leaving UNESCO, but how many of them included in their headlines that We the People will have to wait until the end of 2018? Do we really think after the many years of the UN’s foundation laying educational overreach, that a measly year will be all it takes to truly be free of UNESCO? The CCSS Machine includes UN/UNESCO.
We have to look beyond the headlines, Warriors!
Some Facts: 1) Go to the U.S. State Dept. website right now and look at their headlining article. It’s not that the US is leaving UNESCO, it’s that we MUST have more STEM, especially for women! This is a UN‘play by the book’ move, if ever there was one!! In fact, this comes right out of the SDGs (Sustainable Development Goals)Tool Kit. As we know, the SDGs use ‘education’ as a ‘change agent’ for all kinds of indoctrination.
In this article for Women and STEM, it states just how committed to STEM the Trump Administration is. Warriors, if ever there was a ‘hiding in plain sight’ statement which reveals the continued shift to un-American ideals, it’s that the DC leadership has totally sold out to this. The article also shows how the President has laid a foundation to cement STEM in America with the NSF and NASA programs. (Both are CCSS Machine supportive)
In the State Department’s“Other News”? Is the fact the US and China are welcoming 3 more partnerships for economic and technology purposes. So, it’s basically an agreement for MORESTEM (although not using the “STEM” acronym). STEM means “Science, Technology, Engineering, and Math”.
2) In fact, a few days ago I exposed much about the UNESCO/UN and their STEM and STEAM(STEAM is STEM with the “Arts” embedded.).
3) Following that information, I showed you how the UN/UNESCO, the WSIS(World Summit on the Information Society) and the use of technology in a “Matrix” form that’s already embedded in the US (and the rest of the world) and will NOT be going away.
The yellow circles are highlighting that UNESCO is in charge of each of the categories. This is only 1 page of the WSIS/UN’s joint work. UNESCO is only shown 3 times in this screen shot, HOWEVER, the 3 categories are ICT (Information and Communications Technology), Media , and Knowledge! The black boxes show the SDG #4 which is education for all.
4) The US still owes UNESCOmoney, over $500 million to be exact. UNESCO uses part of the money it receives to oversee our American historic sites which are considered World Heritage sites.
5) UNESCO has several P3s(Public Private Partnerships) involved in the World Heritage Sites. How many of these American or American-tied groups will be willing to leave UNESCO?
6) What about the time between now and when the US leaves UNESCO? Well, the US becomes a kind of silent partner. It’ll be around to keep a watchful eye. HOWEVER, that means ‘education’ will still be up for alignment! Also, there’s a big question about the nextUNESCO leader.
7) The UN/UNESCO is really pushing AI (artificial intelligence), especially in ‘education’. This article from the Mirror (UK) is down-right creepy. My fellow anti CCSS Warrior, Alex Newman wrote and spoke about the AI being used to advance 2030 Agenda(of which the SDGs are now a part of. Previously, the SDGs were with Agenda 21, but 2030 is the newer version). Here’s what I found out about AI. Again, all this connects back to the massive WSIS/UN/UNESCO data control you see in #3 above.
8) From 2002, an article detailing why (then) Pres. Reagan removed the US from UNESCO. It appears the concern for media control is almost being overlooked in our current situation. This won’t be going away simply because our current Administration plans to remove America from UNESCO.
9) The infamousUNESCO/Gates ‘Cooperation Agreement‘ haunts us to the this day. It is THE single most telling root of the UNESCO plan for American ‘education’! This shift is SO embedded in America, thanks to WIOA(Workforce Innovation and Opportunity Act), ESSA (Every Student Succeeds Act), and HEA (Higher Education Act) (to name a few laws), that our extraction from UNESCO won’t mean anything different. Add to this the UNESCO (Huxley) idea of what American education should become. After all, it plays right into the UNESCO/Gates Agreement.
Also thanks to the UN, our individual States have ‘pimped out’ their schools. In this article, I show you how MN went first back in the 1980s.
Finally, for #9, the UNESCO Publication 356. It lays out what ‘global education’ should be like. There’s a tremendous emphasis on ‘commonalities’. (*Note: I couldn’t find a date of publication, but this document has been around a while.)
10) Back in the 1960s (87th Congress), there was no problem with announcing the UNESCO was Communism after our children. So, what has happened between then and now to go from ‘no way’ to ‘hey, have our kids’?! The CCSS Machine is what’s happened!
11) Back in 2010, (then) U.S. Sec. of Education, Arne Duncan addressed UNESCO. Consider his remarks and how they fit into what was being coerced upon our States. Add to that the 2014 UNESCO Report for how far the shift to Universal Design for Learning(embedded in ESSA) had progressed.
What about Secretaries King and DeVos? Have they spoken out to stop UNESCO? Dr. King is currently the head of The Education Trust which is heavily funded by Bill Gates and other CCSS Machine members. Also at the Education Trust is Amber Arellano. Her biography at the Ed Trust reveals she was previously at the UN’s High Commissioner on Human Rights.
DeVos is mentioned in this Truth in American Education article as well as Sec. Tillerson (State Dept.) as ‘playing’President Trump with ‘education’. The UN has recognized DeVos’s family business (Amway) as one of the top companies in the world practicing biodiversity (a big component of the SDGs). Be sure to listen to the entire video below. It is from the late 1980s.
Below is a screen shot for you so you can see the other UN accolades for Amway:
12) UNESCO and aligning teachers has been happening for quite a while. HOWEVER, it will not go away just because the US is leaving UNESCO. In fact, in 2015, the Incheon Declaration was made for all Member States and their commitment to adhering to the SDGs (Warriors, remember, education is Goal #4). As 2030 Agenda compliance dictates, that means our US teachers will have to have their professional development align!
You can see the International Task Force on Teachers (formed 2008, as part of the OnsloEFA (Education For All) meeting) Part 2 Strategy Plan. The Plan was completed in 2016.
Warriors, I realize this may not be a well received article. Truth usually isn’t easy to hear. I do have some optimism about the US leaving UNESCO, but with all this evidence, I am being very cautious in my thinking. I think we all should be cautious. I know we all MUST speak the truth about the CCSS Machine. I want to thank the many dedicated Warriors who supplied their documents for this article.
*I purposefully chose to NOT use any type of wording or featured picture which could alert social media as to my topic. I know it has the distinct possibility of being blocked. When you share, please keep this in mind.
You’ve heard and read several times over about the global overreach in American education. So, finding out one more way in which it is playing out across our nation won’t be welcome news. It will help us make sense of how un-American the 2017-18 school year will be. This will not only be for our beloved students, but our teachers, as well.
What Prompted Me To Even Look:
Recently, Warriors, I saw a post on social media (several Warriors had shared this) about NY City Schools deciding to ditch graded assignments, where no one was going to receive a failing mark, and where NO pressure to learn. In fact, the NY Times published this article.
If you don’t have time to read the entire article, I’ll sum it up: Competency based education (CBE) on heavy doses of technology, Common Core, and a host of sold-out to the CCSS Machine beliefs. All through a program called the Mastery Collaborative. If you look at the fine print of the article, you’ll see it wasn’t written by the NY Times, but by the Hechinger Report. The Hechinger Report is up to its eyeballs in the CCSS Machine member organizations and their checkbooks. The only good news in the article is that Jane Robbins is mentioned as being critical of the entire CBE system.
When you look at the screen shot below, notice the look on the faces of the students. I’m not sure if their looks of non-excitement are due to the fact of their school work is boring or that it’s the middle of summer and they’re in a classroom.
Warriors, here are a few facts: 1) CBE is not new to America, or to the NY City school system. Thanks to WIOA*, HEA*, and ESSA*, CBE is on the rise. It’s also got global roots.
2) The high school you see above is Flushing International High School in Queens, NY.
3) You can find out about the school here (look for Page 484).
4) The article tells you all about the Mastery Collaborative, but leaves out that the former name of the CBE program was Digital Ready.
5) Many NY City Schools receive Apple computers. Applepartnered with the Obama Administration’s ConnectEd Initiative and has given thousands of computers ever since. (Look up at the screen shot again, what brand of computers do you see?)
6) Part of the framework the NY City School system uses in strong family/community connections to schools.
(*Note: to find out where I found the facts for 4, 5, and 6, from the NY City School system, look here.)
7) To learn more about the Mastery Collaborative, go here.
By the way, Warriors, here is one of the chief mindsets of Mastery learning (CBE): “Everyone understands how to succeed, because expectations are shared from the start. Basing grades on objective outcomes narrows the chance of implicit bias in grading. A growth mindset approach means that students hear “not yet” or “approaching mastery,” instead of “you fail.” “
The points I want you to take from NY are these: 1) open design classrooms
2) any time of year (think year-round)
3) strong family/community/school ties which are meant to control (Warriors, keep these in mind. I’ll show you a 2009 UN document which embodies these very ideas.)
*WIOA: Workforce Innovation and Opportunity Act; HEA: Higher Education Act; ESSA: Every Student Succeeds Act
Next Up, North Carolina’s Globalness:
Warriors, you know this isn’t the first time I’ve shown you how ‘globally competent’ NC is making education. To see where the 2017-18 school year is going, let’s take a step back to 2013 first. Look below:
Part of the rhetoric and justification for NC’s openess (overtness) to being ‘global’ is simply stated in the 2013 Report, ‘if it’s not sustainable, it’s not strategy.’
Consider this quote featured in the Report:
Warriors, if you’d like the access the link seen in the screen shot, visit here.
To see both the ASCD and the latest for NC’s global love for ESSA and education, be sure to read my recent article.
The points to take away from NC:
1) global shifts in education are cemented into our States (including legislation).
2) as the shifts continue expect the ‘sustainability’ propaganda to ramp up.
3) globalizing means massive data trails, regardless of education choice or age. (Warriors, again, keep these in mind. They too will be found in the UN 2009 document.)
Overt Moves in FL:
This open move to shift education in America to a UN supported global mindset(manipulation of beliefs) has raised lots of concern. What is it? A behavior molding system used on students as young as kindergarten!
Fellow Warrior, Nancy Bailey just published her article on the mess. What I uncovered about the behavior system which is NOT exclusive to one school (it can be found nation-wide, as well as globally) can be seen below in a screen shot version of a Facebook conversation from the featured school:
To see the entire thread of conversation, visit here. Warriors, be sure to note that ANY behavior intervention is NOT curriculum, but a practice of services!
Long time Anti Fed Ed Warrior, Anita Hoge has been warning us for years about the SEL (Social Emotional Learning), as have many other modern-day Warriors. SEL is most definitely a part of the UN’s SDGs (Sustainable Development Goals), most especially from the early 2000s American created ‘Tool Kit’!
The overall attitude of theSDG Tool Kit is to use education as a ‘change agent’ for shifting attitudes, values, and beliefs. Another dangerous attitude is the fact that all this change is comng from WITHIN our established school systems and communities.For the third time, Warriors, keep all this from FL in mind. You’ll see how this, too, connects to the 2009 UN document.
By now, I’m sure you are puzzled as to how much of this PAST activity is going to be played out during the 2017-18 school year?
Simply put, as long as the US kowtows to the United Nations and their SDGs, we will NOT be free of the constant shift in education we are seeing. Why? Among the 3 top ‘designs’ behind the agenda to conform the entire planet: Economy, social, and environment. Education is the ONE unifying ‘weapon’ to solve all 3 designs.
How do we know? For starters, check out my fellow Warrior, Alex Newman’s latest article (screen shot below with added emphasis):
To see the Obama ‘Fact Sheet’ on committing America to the Agenda 2030 and the SDGs, visit here.
To see the position of the current President on the nation’s economy and the SDGs role, visit the University of Indiana’s Maurer School of Law researched document. (*Note: Page 22 is where you’ll see the connections. However, read the preceding pages first to get the full context.)
**Warriors, the bottom line is the Trump Administration is hyper focused on jobs and the economy. We’ve seen recent news on the President and other leaders touting the importance of aligning education to workforce (job) needs for a better economy!
**Warriors, it doesn’t matter which political party our leaders (national, state-level, or local), when the powers-that-be committed us to this agreement, it meant every single citizen.
From 2017: The Technocracy News and Trends article (Aug. 16, 2017) where the same UN boss as seen above is speeding up the implementation of the SDGs. For how it will continue to be seen in education across America and to find out the team tasked with ensuring all member nations comply, go here.
From 2015: An excerpt from the UN Declaration for SDGs/Agenda 2030, “We, the Heads of State and Government and High Representatives, meeting at the United Nations Headquarters in New York from 25-27 September 2015…have decided today on new global Sustainable Development Goals. On behalf of the peoples we serve, we have adopted a historic decision on a comprehensive, far-reaching and people-centred set of universal and transformative Goals and targets. We commit ourselves to working tirelessly for the full implementation of this Agenda by 2030….We are committed to achieving sustainable development in its three dimensions – economic, social and environmental – in a balanced and integrated manner….As we embark on this great collective journey, we pledge that no one will be left behind…This is an Agenda of unprecedented scope and significance. It is accepted by all countries and is applicable to all..”
One note, Warriors, in accepting this Declaration, it also accepted any and all previous UN agreements (ie: the Brazilian meeting where Agenda 21 was accepted, etc.)
The 2009 UN Document, “Open Schools”:
Actually, Warriors, the entire title is “Open Schools: Strengthening Competencies Continuing Education for the Open School Programme: Education and Culture for Peace”
So how does this fit into the current American education reform? 1) Competencies (as in the CBE shift from NY near the beginning of this article); 2) Lifelong education (as in the global birth to death shift we saw in NC, above); and 3) Social programs (as in the social behavior manipulation from FL, also above).
Every single one of these UN-derived threads is woven into the ESSA via: 1) digital and technology mandates, 2) competency, skill based assessment mandates, and 3) increased social emotion behavior management. These threads are woven very craftily to entangle not only the students, but the teachers, parents, and citizens. These UN planned threads will be in the hands of businesses and government. NO exceptions.
Warriors, if you still do not see how Open Education from the UN is in America, check out theOEC (Open Education Consortium: The Global Network for Open Education). According to their website, at least 3 Americans serve on the Board of Directors.
For contrast, if you’ve seen the NPR article about how “open schools are dead in America”, I urge you to read it. It claims ‘open ed’ started in America back in the 1970s. It also states that some of the threads have survived. (open classrooms, collaboration, student-led lessons)
Sure, they’ve survived. In the 2017-18 school year, we’ll find them in NY, NC, FL, and all the other 47 States. Thanks to ESSA.
Warriors, back on February 19, 2017, I wrote an article detailing a UNESCO education event being celebrated in the US (and other nations). Our U.S. Congress passed a Resolution to honor the International Mother Language Day (IMLD).
As a companion article to “Mother”, we’ll be using ‘Father’ today.
From 2002, A UN Inspired United States of America Tool Kit:
The Tool Kitis actually a 142 page document. The version I’ve embedded has highlighted sections from my fellow Warrior, Karen B. You will find her notes valuable. I’m including mine below. The Tool Kit’s full title: “Education for Sustainable Development Tool Kit”.
The Tool Kit is from the University of Tennesse’s Waste Management Research and Education Institute. From what I could find about the Institute, back in the 1990s, it was allowed to select K-12 curriculum resources for recycling and related activities. The Institute’s involvement in K-12th grades was provided for in TN’s State Code 68 (Health, Safety, and Environmental Protection)
(*Note: In 2006, the Waste Management Reserach and Education Institute was absorbed, along with 2 other University of TN entities, to form theISSE(Institute for a Secure and Sustainable Environment.)
I’m sure you are asking yourselves how all this ties to the UN, by now.
Making Sense Of It All:
To answer your questions about how this is all tied together, you should know this:
***Sustainable Development (as laid out by the UN) is being used as the ‘change agent’ to shift curriculum, education, jobs, and even our communities here in America. By exposing this Tool Kit, you can see the ground work which has been going on for years to accomplish the shifts. The UN’s thinking is, change must happen, but it must not feel like it’s coming from anywhere else, but within your local area.***
In my previous articles , and my fellow Warrior, Alex Newman’s(The New American Magazine) we have exposed of the UN/UNESCOtakeoverof American education. (*Note: many other Warriors have gone before Alex and I to expose the UN’s grasp on America. It is an honor to be among them.)
The Tool Kit, Karen B. supplied fills in quite a few missing puzzle pieces.
1) The author of the Tool Kit from Univ. of TN states in the beginning pages that she created the document after attending several UN meetings. Her name? Dr. Rosalyn McKeown. (*Note: Her first Tool Kit was published in 2000.)
2) What inspired Dr. McKeown the MOST? A 1998 UN Commision on Sustainable Development Report. The Commission annually reviews several chapters of the Agenda 21, especially Chapter 36. What’s in Chapter 36? Promoting education/public awareness/training for SD (Sustainable Development).
3) McKweon’s idea in creating a Sustainable Development Tool Kit? When communities and education work together well, schools can adjust curriculum and resources used! (This is in Chapter 4 of the Kit.)
a) McKweon takes the UN’s global agenda and put the ‘make it local’ twist to it in her Tool Kit.
b) From Chapter 2, the definition of SD (Sustainable Development) is broken into 2 connecting sections. The education of SD is theory based (examples:discussion/critical thinking). The education for SDis using the theories in action (examples:project based learning/community initiatives).“All education serves a purpose or society would not invest in it.” You will find SD woven throughout these educational laws: ESSA (Every Student Succeeds Act), the STEM Act of 2015, the HEA (Higher Education Act), and the WIOA (Workforce Innovation and Opportunity Act). (*Note: because SD is not education based, we will find the agenda woven in almost every bit of legislation we have, present day.)
If you are interested in the Social Emotional Learning, look to Pages 12, 13, 14, and 17. Page 18 gives a chart for SEL.
If you are interested in workforce based education, Page 20 gives you the skills needed for CBE(Competency Based Education which oddly enough sound very close to theSCANS ReportCBE skills). I’ve compared them for you.
c) On Page 8 of the Kit, we are told SD is hard to define, yet because SD is so all encompassing and interconnected, SD must become a priority.
Page 8 also reveals SD is generally broken into 3 areas: economy, environment, and, society.
The last important thing Page 8 (and again on Page 10) we can learn is the SD (backed up by the UN) is non-educatorcreated. (Warriors, where have we seen this in recent events?) Warriors, do you see that ‘education’ is NOT mentioned in the 3 areas of importance? (*Note: Pages 8 and 9 lay out the 18 principles of SD in connection to the 3 areas.)
d) Between the Chapters of 3, 5, 8, and 9, you’ll see the intent of the Kit is to lay out how communities and education will be shifted from a top/down, bottom up impact (government). The shifts to SD (some are already firmly in place in your community, while others are being secured) will be so subtle, they will feel like your community decided to join in because ‘it’s a good thing to do.’ (*Note: Page 27 reveals how using the media will play a part in the shift in thinking, values, and attitudes toward SD. Page 35 will show you how the education funding stream will also be shifted, especially in teacher training!)
e) The Tool Kit also gives us the 7 Steps of establishing CBE (Competency Based Education).
f) Page 42 details the change in education for SD alignment: you must have the 3 Ps (Program, Policy, and Practice) in place. WHY? (Page 43) Intervening in educational systems shifts education’s success.
Page 44, shows us the alignement will ‘breed’ more programs for ‘success’. When you have the 3 Ps in place, permanent change is the result. (Page 47). Look back to Page 38’s Case Study of Toronto Cananda. You’ll need to look for the 21st Century Learner Phases.
g) Warriors, be sure to access the Exercises in Chapters 11-16. It will be very easy to spot the plot unfolding before us.
4) Other Sustainable Development/UNESCO resources:
These are essential in understanding the underlying goals of the UN/UNESCO: shifting values, attitudes, beliefs, and, actions.
a) The Cloud Institute has this short video explaining the ‘change agent shift’ as “change your education to change your way of thinking in order to change the way you believe and operate in daily life”. Featured in the video is Jamie Cloud (considered a champ in the US for Sustainable Development’s role in changing education).
Ms. Cloud is also connected directly to the Green School Movement, as well as the SoL Ed (Society for Organizational Learning Education Partnership.)
From the Cloud Institute’s website, this excerpt, “We believe that K-12 education can substantially influence beliefs, attitudes, values, and behaviors related to sustainability. This is the most fertile ground for helping to shape a society committed to sustainable development. We develop in young people and their teachers the new knowledge and ways of thinking needed to achieve economic prosperity and responsible citizenship while restoring the health of the living systems upon which our lives depend.” (*Note: ‘leverage’, monitoring and transforming school resources is also involved.) See the Cloud’s Mission Statement.
This short (13 pages) Document is almost chilling in its revealing overhaul of education as we now know it. Mandatory Pre K; Nine to 10 years of basic education; and, lifelong skill based learning beyond that! (Sound familiar, Warriors?)
c) The UNESCO 2014-2021 Medium-Term Strategy Plan: unesco-agenda (below is a screen shot from the Plan)
Warriors, I hope you’ve seen how “Mother” and “Father” are connected. The UN seeks to do nothing good for us, yet their claim is, ‘it is good’. Just remember this, SDhas been inserted in the CCSS Machine’s education reform ON PURPOSE. SD is woven into our hybrid learning, our internet, our TVs, and everywhere in between. Jacques Delors (Chair of the ICE 21) recommended ‘all education reform must be done in the spirit of SD.’
We know the CCSS Machine runs on money, but money for ‘play time’?! Believe it or not, anti CCSS Warriors, yes!! Thanks to a tip or two from one follower in AZ we can discover, together, how CCSS (Common Core State Standards), CCR (College and Career Readiness), CTE (Career Tech Education), STEM (Science, Technology, Engineering, and Math), and SEL (Social Emotional Learning) are being jam packed into our students via ‘recess’! A two-in-one article filled with all kinds of connecting dots.
Part One: What is ‘Recess’ Anyway?!
According to the dictionary, it is simply SUPPOSED to be a time for a brief break from heavy or intense activities. However, it the quest to align and undermine our students at every possible junction, the CCSS Machine has now used this playtime of rest for MORE opportunities to continue wearing their minds and bodies down. What is worse?! In some schools across America, services which combine recess and SEL (along with the workforce readiness embedded in CCSS/CCR/CTE/STEM) are being PAID for!
Not My First Time in the CCSS Playground:
Previously published, the CCSSMachine’s overreach into sports and PE for our schools, is my very first article for the website Prevent Common Core. It shares how PE and sports are being transformed into OBE (Outcome Based Education) courses/activities: http://preventcommoncore.com/?p=1080
Directly related to all the play alignment going on, do you wonder where the CCSS Machine got the idea in the first place? Try the WHO (World Health Organization)! WHO is part of the UN, the UN has UNESCO, UNESCO has the ‘Education for All’ (which is a one world global education program the USAis involved with). Stop for a moment and consider the USA is a member of EACH of these global groups! It has signed contracts and agreements for alignment which have been shared by many anti CCSS Warriors.
Here is an excerpt from a WHO document about health in our young people. Notice the CBE/OBE (Competency Based Education/Outcome Based Education) embedded. “The aim of this document is to help countries develop competency-based educational programmes in adolescent health and development in both pre-service and in-service education. In addition, it provides guidance on how to assess and improve the structure, content and quality of the adolescent health component of pre-service curricula. By fostering the capacity of health-care providers in adolescent health care and development, the document supports the implementation in countries of the Global Standards for Quality Health-Care Services for Adolescents. The ultimate goal of this competency framework is to increase the quality of health-care services provided to adolescents by improving the education of primary health-care providers.”
Wait, I didn’t see ‘teachers’ in the above quote! Does that mean this does NOT include teachers or other school leaders? No! All throughout the document, educators of all kinds are included. Consider how the ESSA(Every Student Succeeds Act) is written to use teachers and leaders for MORESEL (Social Emotional Learning) services/programs in our schools. We have heard the teachers crying out for time to ‘really teach’, not be a mental health agent, a doctor, a spy, etc. However, do you see the purposed system in what is going on?! To access the entire WHO document: globalhealthstandards
The ‘Pay for Play’ Service Provider:
As I mentioned above, a follower of mine from AZ pointed me to 1 such ‘Pay for Play’ (PforP) services.The one we will uncover is called ‘PlayWorks’. You can get to their website by: http://www.playworks.org/ Who supports or backs PlayWorks? See the screen shot below:
What other agenda does PlayWorks have? Watch their ‘feel good’ YouTube video:
Did you catch the increased learning time? Did you catch how corporations are involved? Why would I point out corporation involvement? Consider the vast P3 (Public private partnership) overreach in the transformation of education in America! It was P3s which saddled us with CCSS in the first place. It is P3s which concocted CCSS and all the other portions of anything connected to CCSS! ESSA embeds even more P3 involvement in our schools under the guise of student success/student achievement/student outcomes!
Is there more about PlayWorks? Indeed. Twenty-three states have regional partnerships with the organization. Why is this important to the anti CCSS Warrior? Regionalism is part of the global agenda behind Agenda 21 (UN), it is part of the CCR (College/Career Readiness), and it can be found in the ESSA! Since my fellow anti CCSS Warrior lives in AZ, let’s use that State as an example. When you click on the AZ specific ‘Current Partners’ webpage, you will see some pretty big CCSS Machine members like Wells Fargo, Microsoft, the Fiesta Bowl, and Chambers of Commerce: http://www.playworks.org/communities/arizona/sponsors/teammates
In NC, where I live, I wanted to see what CCSS Machine members are involved. Some of the biggest include: Blue Cross and Blue Shield, Glaxo Smith Kline, and 3 of the major Public School Systems (Wake Co., Charlotte-Mecklenburg, and Durham Co.)
If you would like to see who sits on the PlayWorks Board of Directors and see how many of them are globally connected, social justice advocates, etc., see: http://www.playworks.org/about/board
To see the PlayWorks data collection based national survey, look below:
Part Two: How AmeriCorps is Aligned to the CCSS Machine (and all that goes with it):
First off, (Corporation for National and Community Service, CNCS) is a federal agency which is a corporation and has been around since 1933. They are the spearhead organization for the White House led Initiative called ‘United We Serve’. The P3, has several Corps: a) AmeriCorps; b) STEMCorps; c) SeniorCorps; d) FEMACorps, and more. See: http://www.nationalservice.gov/programs/americorps
So how does this point to the CCSS Machine? CNCS/AmeriCorps has a P3 relationship with the U.S. Dept of Education,the U.S. Dept of Health and Human Services, and a network of faith based organizations in their ‘Partnership for the Common Good’ PDF. Both of these mammoth federal agencies have been identified as leaders of the CCSS Machine. On Page 17 of the PDF, you will see how education is embedded. Access the PDF: CommonGood
AmeriCorps also relies heavily on Skill Based Volunteering (SBV) otherwise known as CBE and/or workforce based skills. This, naturally would be where the CCR/CTE would factor in. STEM is so big, it has its own Corps. See: http://www.nationalservice.gov/resources/member-and-volunteer-development/sbv
I hope you can see how vast AmeriCorps’ reach is. The fact is is a huge partner with another CCSS Machine member like PlayWorks, should be a helpful tool for those of us fighting for our educational systems in America. You have been able to see and learn much in this two-for-one article. I hope you will take what you have learned, glean all you can, and help raise awareness to the stealth moves going on in our communities for global alignment disguised as College and Career Readiness, Competency Based Education, and all the rest the CCSS Machine is churning out. Is AmeriCorps the only partner for PlayWorks? No, but now that you know where to look, you can find MORE ties to the CCSS Machine!
I really hope yesterday’s article got your attention. I know for those of us fighting to rid America of the CCSS Machine, its initiative; their educational inappropriateness; and everything else related, we needed to know that information. However disgusted we may be, we need to press on.
Among several anti CCSS Warriors, many nerves were touched by the image of the hub from yesterday. While I understand WHY the image may be upsetting, it is important to know that because of the information, others responded (either via Twitter or Facebook) with very similar images that depict educational/community alignment. Below is the one from “Tacoma 360” for a parents school!
Here’s what another reader posted from Oregon:
Both the anti CCSS Warriors who provided these noted that like Ms. Hoge’s discovery of the 1990s hub (featured in yesterday’s post), these new versions all capture the Goals 2000 or Agenda 21 concept.
Another reaction which was shared to help us all in this data mining/community aligning educational reform is from another one of the anti CCSS warriors who happens to specialize in computer technology. His submission: http://itsmypii.com/ According to the mission statement for “It’s My Pii”: ‘Secure, protect and defend Parental Rights and Personally Identifiable Information (PII) of students, parents and teachers.’
Another follower was able to spot how the hub is a symbol used by several groups determined to undermine our nation.
No matter what we see, the fact of the matter is the CCSS Machine’s INTENT is this: Reshaping America (at any cost) in the name of education reform.
In response to my article, Mrs. Anita Hoge posted the following DIRECTLY related resources. I urge you, as Warriors Against the Core, to access these, share them, and contact your legislators immediately!
Contrast her findings on page 197 and the following pages with Sen. Lamar Alexander’s original vision for an aligned community via education reform. Remember, he’s the main person behind the “Every Child Achieves” Act (S1177). He also is the main one behind the upcoming re-authorization of the Higher Education Act (HEA).
Here’s the visual explanation Mrs. Hoge tweeted earlier today:
Yes! Before the outcome based education model, ‘whole child learning’ was what another dear researcher and anti CCSS Initiative Warrior, Donna Garner calls the “Type One” whole child learning. That’s where basic, good academics were taught. Contrast that with her “Type Two” (outcome based education) definition of ‘whole child learning’. That’s all out performance levels, workforce training..in other words almost NO academics!
The CCSS Machine’s idea of “Whole Child Learning” can be found at the ASCD website. ASCD is Gates Foundation funded. (I’ve exposed their ties to Gates and CCSS in other articles). Here’s their definition of ‘whole child learning’, “A whole child approach to education is defined by policies, practices, and relationships that ensure each child, in each school, in each community, is healthy, safe, engaged, supported, and challenged. It engages all stakeholders—educators, families, policymakers, and community members.” To see the rest of the description: CCSS-and-Whole-Child-one-pager
Just a reminder that Wednesday is my ‘media day’, so no blog article will be shared. However, you can catch me on the Negdog Radio Show, 9:30 am, (EDT, Eastern Daylight Time). Call in during the show with questions about fighting the CCSS Machine. The number is 347-843-4165. Then, catch me on the Women on the Wall national conference call, 302-202-1110, enter conference number 702165. That call begins at 8:30 pm (CDT, Central Daylight Time). I look forward to continuing to look at how we can take back our educational system. Join me!
Here’s the riddle for this Sunday: Want to keep Common Core Standards?
I sure don’t!! However, there are those who not only believe CCSS is the way to go, but are proposing legislation to help keep it for our students. Please continue to read on to see how you can help STOP the “Common Core Machine” dead in its tracks!
Washington Requests Our Input:
An avid reader of my blog and active anti CCSS warrior, Dr. V sent me a ‘heads up’ notice recently. The notice? A Washington, D.C. based legislator wants feedback on his bill to make sure we keep CCSS via an amendment to No Child Left Behind. Now, I know I’m not the only one writing about this, but I feel it only fair to alert you to the fact WE, the warriors AGAINST Common Core have an opportunity to leave feedback for this legislator. We don’t get opportunities like this often, so we need to active swiftly. We need to act with respect while being firm, truthful, AND fierce in what we have to say. Before I get to the body of the bill he’s proposed let me give you a direct quote from the good doctor, “You can write him Chairman Alexander who has asked for input on his proposal here: fixingNCLB@help.senate.gov“ (Note, the Chairman is actually Senator Lamar Alexander, a Republican from Tennessee). Why the clock image above matters? Comments will only be taken until Jan. 21st, 2015!!
Officially, this Amendment to the No Child Left Behind Act of 1965 to be known as “This Act may be cited as the ‘‘Every Child Ready for College or Career Act of 2015’’ ” The Amendment is over 300 pages (387 to be precise). As my fellow warrior pointed out, on the surface the Amendment is being considered a great thing. BUT, as is usually the case with the Common Core Machine, there’s another side that IS a terrible thing. So, why would the Senator from TN offer this?? We’ll address that riddle AFTER we look into the ‘terrible thing’ embedded in this Amendment.
The Hidden-in-Plain-Sight Agenda?!:
From page 2 of the Amendment, “SEC. 4. STATEMENT OF PURPOSE. The purpose of this Act is to restore freedom to parents, teachers, principals and other school leaders, States, Governors, and local communities so that they can improve their local public schools.” IF this could be a reality, then, yes, it WOULD be a fantastic thing..it would actually be honoring our U.S. Constitution!!
However, let’s look a bit deeper..other things that have been updated (oops, sorry, in legal speak, amended) the definition of ‘college and career ready’ now includes NO Remediation AND closing the skills gap (so I guess the false argument will not be gospel because it’s in an amendment that could become law?) LEA grants will be a whopping $15 billion per year until 2021. Add to that $400 million for assessments. Federal money will be relegated for the states to have ‘technical assistance’ in these 2 areas.
Okay, so , so far, nothing really contradiction-wise yet. After this above information, you’ll begin to see the part of the Amendment that is ‘the States this, the States that’. The states will be held accountable to the federal government for several things beyond assuring that ‘challenging state academic standards’ have been aligned, adopted,and implemented. It appears this is especially the case for the English Language Arts and Math (including the participation in the Nation’s Report Card, student data mining, continued teacher assessments, and, because of Perkins Funds and IDEA legislation those ‘career pathways’ will be cemented in education). What I kept noticing is the amount of power the LEAs will be granted under this Amendment (this includes PreK, post-secondary, outside the classroom, etc.)
Other nuggets of a darker side: family financial data as supplied by the U.S. Dept. of Commerce, The U. S. Dept. of Commerce’s branch, The Census Bureau (especially their American Community Survey, which is a mandatory on-going process that helps determine how tax dollars are used). For more about the ACS (American Community Survery, see: http://www.census.gov/acs/www/ , the U.S. Bureau of Labor Statistics; proposed sharing of assessments, standards on a voluntary basis between states, thereby saving money; ‘Developing challenging State academic standards and aligned assessments in academic subjects for which standards and assessments are not required..’; ‘Refining State assessments to ensure their continued alignment with the challenging State academic standards and to improve the alignment of curricula and instructional materials.’; ‘Evaluating student academic achievement through the development or improvement
of comprehensive academic assessment instruments, such as performance-based assessments that emphasize the mastery of standards and aligned competencies in a competency-based education model, technology-based academic assessments, computer adaptive assessments, and portfolios, projects, or extended performance task assessments.
Collaborating with institutions of higher education, other research institutions, or
other organizations to improve the quality, validity, and reliability of State academic assessments.’; the use of formative and summative testing will continue as well.
On page 113, ‘Career Technical Education’ will be replacing ‘Vocational Education’ if this Amendment is adopted. Why is this bad? CTE (Career Tech Ed) is the Adult version of CCSS! By the end of the page, be sure to note the seemingly harmless word changes. For example, ‘student’s progress’ would be known as ‘improve student achievement’. More of these are in the next few pages which follow. Page 116 uses a phrase about information being made available to all interested educational parties. From what I’ve researched that could mean almost anyone, especially in the public/private partnerships seeking to redefine education.
Be sure you note the activity the Amendment would allow the Secretary of Education to exercise. (now, bear in mind, in the earlier portions, many restrictions were laid out) If the Secretary were to enact this exercise, Congress would only have 30 available for review/comments, the public would have 90 days. Whatever it is he could put in motion is expected to cause the States tremendous burdens. (see the pages 117-121).
Teacher reform is laid out in detail in this Amendment. So is having school leaders help transform curricula via technology. As with students, the States will have to submit accountability plans for teacher training, etc. (As above, the states accountable to the Feds..hhmm, does anyone sense something amiss??)
Page 145 gives you CCSS without ever mentioning it or the catch phrase ‘challenging state academic standards’. See for yourselves, ” providing programs and activities to help students prepare for post-secondary level coursework, including early college or dual enrollment programs, Advanced Placement and International Baccalaureate programs.” (don’t see the CCSS ties in AP or IB? Consider who oversee AP courses..the College Board. As far as IB? Yes, it’s Common Core via the United Nations) I’ve written about both, as have others who are fighting CCSS. (here’s one of my articles about how indoctrinated IB schools/programs are with CCSS: https://commoncorediva.wordpress.com/2014/11/14/fib-o-meter-friday-ib-international-baccalaureate-schools-common-core/ )
Page 150 states that among all their professional development only certain types of groups will be included. Here’s an excerpt, “promote innovative instruction and learning strategies by nationally recognized organizations with a proven track record of effectiveness in providing preparation and professional development activities and programs for teachers, principals, and other school leaders, particularly in underserved areas.” Pardon me, but who will be responsible for overseeing these ‘proven’ organizations? With so many private businesses with their fingers in the educational mix which don’t have any business there, does this mean they’ll be given the green light to continue to step in and reform education?? Not too far after this section of the Amendment is a bit about money from 2003 that’s not been touched could get tapped IF the Secretary of Education deems it needed.Where would these funds be used? National Programs!
This Amendment also allows for any non-profit OR for-profit entity to jump in a student’s education..as long as achievement is the goal (pages 153, 154).
Par for the course in American education, the Amendment continues to do all it can to promote outcome based education…both for STUDENTS and TEACHERS. Institute of Education Sciences will be key to all the evaluations of effective programs (page 164) This is only a few sentences before a section that tells us the Secretary of Education (or any other federal employee) can’t mandate states. This includes curricula, standards, and assessments.
Pages 189/90 mention National Professional Development Project and a National Clearinghouse. Be sure when you leave comments, you ask for more details about what these are, who they involve.
On beginning on page 193 is the ‘Healthy and Safe Students’. Now, do not misunderstand me, I’m all for healthy and safe students..just not under the federal government’s plan of the 21st Century Community Learning Centers (also a huge portion of CCSS, Agenda 21). What do I mean? Read the Amendment text, “The purpose of this title is to improve students safety, health, well-being, and academic achievement during and after the school day by (1) increasing the capacity of local educational agencies, schools, and local communities..” Items 2 and 3 cover a student’s mental health and drug awareness/abuse. Have we not yet had enough evidence of the federal government’s increased efforts to know this can’t be a good thing?? As far as the mental health component? Several authors, including myself, have stressed grave concerns on CCSS aligned ‘professionals’ charged with the mental health of our students. When you add that money and the allotment of it is added to this, I’d be raising a red flag!
Beginning on page 217 is the “Empowering Parents/Expanding Opportunities” section. Great!? Especially when you find that the empowering/expanding has to do with charter schools and magnet schools. (Note: I have nothing against these 2 educational choices, however, both have been largely considered as CCSS free..guess what? Not!) This section lays out how even MORE charter schools will be provided for. They’ll be known as ‘high quality’ ones. Not sure being concerned about charter schools/CCSS? Read: http://ladyliberty1885.com/2014/07/07/guest-post-common-core-in-charters-private-homeschools/ and https://commoncorediva.wordpress.com/2014/10/07/ftf-tuesday-clarity-for-sale-aligned-to-common-core-for-free/
As far as the Magnet schools?? “magnet schools that will substantially strengthen the knowledge of academic subjects and the attainment of tangible and marketable career, technological, and professional skills of students attending such schools..” Yep, MORE Career Tech Education to be written into law!
Be sure to ask for more information on the “Rural Education Initiative” and the “Rural Education Achievement Program” (page 280) This is yet another big way to write in CTE Common Core Standards garbage.
Page 287 lays out how the Secretary of Education will award in a competition style method money to states with a certain criterion for low-income based schools. (gee, does anyone remember this style of funding?? Can we say “Race to the Top”?) State level agencies will get to award money like this as well..to the satisfaction of the Dept. of Education.
Page 300 makes a point to include the Hawaiian Workforce Development Council in the mix..hhmm..we know Workforce is tied into not only the U.S. Dept. of Labor BUT Career Tech Education, Career Pathways as well. Be sure to ask about your state’s Workforce Council.
Page 318 is where in-home instruction for Alaska students will be impacted. State money will go towards education ‘readiness’ for preschool Native American residents. Near page 323 is how military children(U.S. Dept. of Interior enters the data mix when military activity is involved) will be impacted. I especially found the phrase ‘federally connected children’ unnerving. (NOTE: Puerto Rico and other U.S. Territories are included in this entire document)
How our tax dollars will be collected/used is also included under “Impact Aid”.
Almost at the end of the document is this nugget (pages 348/49) seeking a change in verbiage. As we’ve seen changes in wording are HUGE, especially where CCSS is involved. ” by striking ‘‘until an agreement for the extension of United States education assistance under the Compact of Free Association for each of the freely associated states becomes effective after the date of enactment of the No Child Left Behind Act of 2001’’ and inserting ‘‘except during any period for which Secretary of Education determines that a Compact of Free Association is in effect and contains provisions for education assistance prohibiting the assistance provided under this Act’’ “
This is followed by the teachers using aligned standards, assessments, curricula, and programs all tied together. (page 350-51)!
If you’ve not read enough to cause you to be extremely wary of this Amendment, I would ask that you review how CCSS got started, where it has spread, who it impacts, how it continues to ‘align and mine’ our students, and it continues to penalize teachers. Our time to act is short, but we MUST act NOW! How can you help? Go to the link featured here, http://www.fixingNCLB@help.senate.gov/
FYI: The Senator behind this bill is not only a former TN governor, but a Common Core Supporter. See: http://www.breitbart.com/big-government/2014/03/24/sen-lamar-alexander-let-s-don-t-talk-about-common-core/
The following is an open letter I first published in November 2014. As the “Common Core Diva”, I, like all moms out there, am hopping mad about the overreach into our children’s lives. Yet, my mother’s heart still yearns to protect our kids. I wish for all the moms out there to have a great Mother’s Day 2015!!
The original intent was to address the generation of not just my children, but those even younger. I had been especially saddened by Common Core’s alignment with the UNESCO, UN, and the Green Movement motives. In my research, I’ve found it has ruined everything it in education it touches.
As a teacher, I beseech you to consider ‘social justice’ from the way you were taught and not from the way the world has recreated it to be. As your mom, my heart is burdened for the ways in which the worldview is tainting so much for your futures.
Why is ‘social justice’ on my ‘hit list’? It no longer means we learn that by being the best ‘us’ we can be, we can help change the world. No, it now means we are so globally minded we must embrace everything. By not learning the individual parameters in each of ourselves; by downplaying the importance of family first, world second, we’re seeing values erode. We seeing love being replaced with bitterness, we’re seeing open and warm hearts being reshaped into ones hostile to those who dare to think differently.
Our world, both as an entire planet and our immediate circle of influence cannot live long, live well, or live freely with this mindset or black hard-heartedness.
My heart longs for those who are not only your ages, who are young ladies and gentlemen, but for those who are just starting out, like your cousins. This Common Core aligned ‘global awareness’ will soon find us so open-minded, we’ll not have any sense of good, decent; or wrong, immoral. I shudder to realize this is the goal of those who have so painstakingly crafted our educational system.
Social justice, when taught well, lived out well is a fabulous activity, NOT a lifestyle. Many of our great historical moments down through history have been the results of correctly carried out SJ movements. However, what I’m seeing in schools now, no matter what grade level, is not well taught. How can we be families who love each other if we’re turning each other in for what the school says we shouldn’t have in our homes? How can we have impacting peace in our communities when they are being aligned with programs rooted not only in lies (remember, Common Core is illegally in our lives), but with ‘nanny state’ mentalities?
I am reminded of some of the turmoil back when I was growing up. The hateful protesters over the Vietnam War; the malice, the envy, the overwhelming strife that would permeate the air. This is what I want for you as you continue to mature? This is what I hope the world will benefit by? NO!! NO!! A thousand times, no!
I know the world, in its quest to be one giant community is turning its agenda on us all, but please remember this, my daughters…you CAN make a great difference in life: use truth; live out wisdom; resist bitterness; know your personal boundaries and that as a wonderfully made child of God, YOU matter! That ‘collective, greater good’ is not a 24/7, 365 daily mantra. There is a time, place, and duration for that. All other instances…are YOURS to exercise as you wish, not what someone else manipulates.
You have been taught exceedingly well how to be socially minded and that justice is not always ours to carry out. Don’t forget that, no matter how much ’21st century, globally minded citizens’ rhetoric you hear, you are strong, you are independent, you are an American who is free! Know what you stand for so you do not bow to everything.
Each of you know how hard I fight for your futures, know that I’m far from alone in this endeavor. I thank each of you for how you’ve fought for the same things as well. I urge you to continue on. To whom much is given, much more is expected. You each have a legacy to live out..may it be as it should be, not as mandated by others for you.
Know that each of you are so precious. I love you, Mom.
Be as wise as a serpent, be as gentle as a dove, my loves.