Anti Fed Ed Warriors, before you know it, we’ll be in June 2019. Summer thoughts may replace school plans. Depending on where you live and where you or your children go to school.
Before we break out the bug spray and sun screen, let’s look at a few items which we should use as encouragement to soldier on in our War Vs the Core. After all, the CCSS Machine will not be taking a summer 2019 break.
A) ESSA (Every Student Succeeds Act) is still in place and hasn’t been repealed. It’s current status is being felt more and more every day. It’s future is also currently being considering for amending via individual bills in the 116th Congress.
B) We’re in election hype time. From now until the election in November 2020, to elect our President, and other leaders, we’ll be pelted with every kind of educratic BS possible. (If you missed my entire series on the Presidential candidates and their education plans, go here.)
C) With the 2020 Elections and the 116th Congress, the last federal education law to be re-authorized, the HEA (Higher Education Act) will see passage unless we fight it tooth and nail. If you missed the House and Senate bills which will amend or extend HEA, gohere.
D), Lastly, Warriors, with all of the above, the march towards globalism in education is firmly in place. How? The US’s continued ties to the United Nations (UN) and their SDGs (Sustainable Development Goals).
Warriors, those things, by themselves, are plenty of mayhem to push upon us. However, there’s even more.
Warriors, here are some of the other things on the educratic radar.
You may have seen these in May, or you may not have seen them:
1) ACLJ has reported that parents have filed lawsuits to block Buddhist meditations in schools. While this isn’t new news, the American Center for Liberty and Justice has been tracking the indoctrination and UN-backed shift of ‘mindfulness’ in the classroom. (*Note: ACLJ is also a proponent for ‘school choice’, but that’s a whole issue unto itself.) Back in 2018, I wrote for thePatriot Institutehow yoga was being used in classrooms for UN’s SDGs as well as SEL (social emotional learning). Warriors, as you know, yoga is used for ‘mindfulness’.
2) Salt Lake City’s gearing up for the UN’s 68th Civil Society meeting.
So, what’s new in May 2019 for this big SDG palooza?
The Mayor of Salt Lake City has an aggressive schedule to make the City 100% ‘green’ by the 2030 Olympics. Why? Salt Lake City is supposed to host the Games. She said they’ll be the ‘all renewable’ games. Warriors, if you are not sure how the Olympics fit into the United Nations, or the SDGs, you can read my research on it.
(*Note: Salt Lake City is also a top Resilient City by the Rockefeller Foundation as well as a “Smart City” to align to the UN’s SDGs. ‘Resilient Cities’ are hubs for SEL, social emotional learning. SEL also aligns to the SDGs.)
3) Speaking of the SDGs, did you know that earlier this month (May 2019) a New York City meeting took place to update progress in America to adhering to the UN’s master plan?
4) SDGs breed Global Citizens, Warriors. If you’ve read my blog from the beginning, you’ve seen how it’s been laid out and connected to the CCSS Machine. If you’re somewhat new to the blog, you are welcome to search my archives. During May (2019), my email inbox was filled with Participate Learning’s Global Citizen in the classroom resources. (*Note: Participate Learning was formerly known as VIF International Education. They are also a “B” Corporation. “B” Corporations are part of the CCSS Machine. These types of corporations thrive on social justice and competency based skills.)
What will Johnny and Suzy see in the classroom? The 10 Competencies they must master to become global change agents (just as the SDGs demand).
In essence, the House of Representatives is trying to fill the holes in the budgets for the U.S. Depts. of Labor/Health and Human Services/ and Education. The ‘holes’ which President Trump’s proposed FY 2020 Budget put in place.
Among the ‘holes’ to be refilled:
a) Funds for PreK and early childhood education alignment
b) Funds for K-adult education
c) Funds for medicaid and social security (these are tied to education as well)
d) Funds for a nation wide SEL initiative
e) Funds to increase workforce based education
Warriors, as you can see, mayhem via educratic BS is a constant for us. However, these five items are proving that the CCSS Machine has ‘stepped up’ its ‘game’.
Will we reject these disruptions to our freedoms? I sure hope so!
Warriors Against Fed Led Education, I’ve recently been looking over about 20 different federal bills from ‘our’ Congress. These bills are all the precursors to the Fiscal Year 2019’s FINALIZED Congressional Budget. In other words, what is laid out in this group of bills will be combed over, some changes made, and then combined into one BIG bill by mid September. Fiscal Year 2019 begins Oct. 1, 2018. SO, if we know what to look for NOW, we can be prepared later.
Why so many bills? Well, Warriors, think about it, when you have at least 9 different federal agencies overreaching into education, the funds have to not only be earmarked, they must come from several different angles.
However, make NO mistake, the size of government is NOT shrinking, nor is the footprint in ‘education’. One thing I can assure you of, as concerned American citizens. Our government does not care one bit about our students, as people, but as producers of profit for big government and big business.
As we know, Warriors, the shift in modern academics has been to remove true academia and replace it with workforce prep. The bills I’ve been looking at are 100% proof of this well planned, and so far, executed CCSS Machine agenda.
Warriors, for the remainder of this article, you’ll get all the information about these FY 2019 Congressional bills. Use the information to ask questions, demand answers, tell your Representative and Senator that there’s NO WAY you are OK with
(*Note: Not only will some of these bills cover FY 2019, but have laid the groundwork for every fiscal year between 2019 and 2028!)
Warriors, the time I’m asking you to spend on the following items is more than likely the most important thing you can do for your country. It’s certainly more time that it appears Congress spent remembering ANY overreach into education is illegal!
1) Start here, Warriors, it’s my most recent 40 minute video laying out the main Congressional Bills: House Concurred Resolution #128, HR 6470 and S 3158.
2) Then, take a couple of minutes and access my most recent article titled “Moving Along”. There, you’ll find the most well known US Government agencies with their claws in education.
3) To access the H Con Res 128, go here. What the most important items are from this Resolution is that all the FYs from 2019-2028 are laid out. You’ll also note that out of the 22 most important budget items, education is #10. It’s also lumped in with labor, jobs, and all social services. There’s a distinct reason for this.
4) Because education is lumped in with labor and social services, we need to note that most social services are headed up in the health and human services areas. Hence, the HR 6470 and S 3158. These sister bills cover ALL FY 2019 Labor, Health and Human Services, Education, and Related Agencies. (*Note: Warriors are you seeing the theme here, that even Congress is relegating education to a back seat?) The most important items about HR 6470 and S 3158 are below. I urge you to comb through these on your own to see what else is in store.
a) Money being budgeted varies slightly from Chamber to Chamber in some cases, in most, both Chambers of Congress are in total agreement. (An example is that BOTH Bills seek to have $6 million dollars to ‘beef up’ and innovate the WQDI (Workforce Quality Data Initiative), but vary slightly on Title One funds via ESSA and HEA (Every Student Succeeds and the Higher Education Act). The House wants $16.4 billion and the Senate wants $16.5 billion.)
b) HR 6470 is 194 pages and is on the Union Calendar for Congress as Item #667. S 3158 is 172 pages and is on the Senate Calendar as Item #497. The ‘Union’ calendar means that HR 6470 (and any other House bill with a Union Calendar #) was passed out of its Committee (in this case the Committee for Funding Labor, HHS, Ed, and their Related Agencies) and is waiting further action. The ‘Senate’ calendar means that whatever item is marked there, it needs Senate action on from the entire floor. A General Order (some of the Senate FY 2019 bills have this) note means the order in which the item was received.
c) Both HR 6470 and S 3158 have Committee Reports. As important as combing through the main bills are, these Reports are MUCH more revealing as to exactly where and HOW the funds will be spent IF APPROVED in the Final FY 2019 Budget. Here’s Committee Report 115-862from the House. The see the Senate Committee Report 115-289, go here. d) Both HR 6470 and S 3158 have money earmarked to expand CTE (Career Tech Education) and STEM (Science, Technology, Engineering, and, Math) Apprenticeships. The House wants to spend $150 million in expansion and the Senate, $160 million. As we know, Warriors, the President recently signed into law a nation-wide expansion for CTE and apprenticeships, as well as created a new EO (Executive Order) to create an expansion of government in overseeing apprenticeships. This also plays right into a previous President Trump EO to expand apprenticeships. You can read all about all of these EOs and the new law, here.
e) Also look for Community Development Block Grants, Head Start, Early Head Start, Social Services, Mental Health, Biomedical, Biotechnology, YouthBuild, TRIO, GEAR UP, any technical or infrastructure upgrades or assistance, or the many instances for national data collection (for example, near pages 68-70 of both HR 6470 and S 3158, you’ll see millions set aside for collecting mental health data from children.
f) Beginning on Page 113 (Page 115 in the Senate) in the House bill, you’ll see the ESSA breakdown for the huge amounts of taxpayer funds being sought. However, read carefully, Warriors, it is in this section (and others throughout all the Budget bills I’ve been reading) that an increase in funding from P3s (public private partnerships) will be HOW the federal government funds our nation’s agencies AND programs! These funds will come by donation, be awarded as either competitive or non-competitive grants and/or sub-grants. These ‘awards’ will also be available to non-profit groups. All in the name of ‘student success’.
5) HR 5894 (Union Calendar #539) is only 42 pages long and is what the House wants to see funding in FY 2109 for the entire Legislative Branch of the government. The tie to education can be found on page 26 via the Library of Congress’s $8.5 million for curriculum. (*Note: this bill has a Committee Report you’ll want to read.) S 3071 (Calendar #450) is 34 pages long. It has a VERYrevealingCommittee Report where you’ll see the CCSS Machine woven throughout. S 3071 also covers the FY 2019 Legislative Budget. One of the ties to education in the Senate Committee Report can be found on Page 16 with the Dept of Treasury’s Community Development Finance grants. Warriors, you’ll see that these grants can also be investments or loans. With ESSA’s mandate and funding increase to create 21st Century Community Learning Centers, this is a big red flag!
6) Warriors, these remaining bills cover most of the federal agencies with education overreach as well. Their ties to where in education will be in blue.
HR6258 and S 3107 cover Financial Services/General Gov’t. (*Note S 3107 has a detailedCommittee Report.) DC school improvement grants and the National Science Technology Council HR5952 and S 3072 cover Commerce/Justice/Science/Related Agencies (*Note: S 3072 has an accompanying Committee Report. The House’s Committee Report is here.) Economic development, census data collection, scientific research and information sharing technology. Ties to CCR (College/Career Readiness, STEM, the United Nations and CTE) HR 6072 and S 3023 cover Transportation/HUD/Related Agencies (*Note: the House CommitteeReport/Senate’s) Sustainable neighborhoods (of which you can probably tie to Promise Neighborhoods of ESSA), ties to the HEA (Higher Education Act), businesses testing higher education, national data collection, gives the Secretaries of Ed, Labor, HHS, Transportation, Commerce, the EPA, and the Attorney General leverage. HR 6157 and S 3159 cover the U. S. Dept of Defense (*Note: HR 6157 is currently in the Senate, as it has passed the House’s voting system. The Committee Report for HR 6157 is here. You can find the Senate’s here.) Gives more power to the Secretary of Education and LEAs (Local Education Agencies, at US Ed’s direction, over military base schools, targets Veterans and higher education, data mining, and data banks. HR 5961 and S 2976 cover Agriculture/Rural Activities/FDA/Related Agencies (*Note: House Committee Report/Senate’s) Specifically refers to a national Bio/Ag Facility in KS, the Borlang International project, Food for Peace Grants, 12 education references, 10 science/technology priorities, and on Page 64 of HR 5961, portions of the budget must be used for science based educational information on the environment (this will lead to the SDGs (Sustainable Development Goals of the UN and STEM). S 3073 covers Interior/Environment/Related Agencies (*Note: The Committee Report) Education, especially as it relates to the Bureau of Indian Education’s alignment, is referred to in 31 different instances. HR 6147 covers Interior/Environment/General Gov’t/Agriculture/Rural Development/Food and Drug/Transportation and HUD (*Note: This Bill has passed both the House and the Senate. The House Committee Report is here. I’m including the plethora of amendment actions from both Chambers of Congress, as well.) Education is embedded a total of 65 times, Science (and as it relates to STEM in the various federal agencies) is embedded 22 times. HR 5786 and S 3024 cover Military Construction/Veteran Affairs and Related Agencies (*Note: House Committee Report/Senate’s) Regional data collection, in the House Committee Report, education is embedded 24 times. S 2975 covers Energy/Water Development (*Note: this Bill is sponsored by Sen. Lamar Alexander, father of ESSA lies about local control in education. The Senate Committee Report is here.) Specific use of funds for educational purposes. HR 6385 and S 3108 cover State/Foreign Operations and Related Agencies (*Note: House Committee Report/Senate’s) In the House bill pages 3 and 4 cite the United States Information and Educational Exchange Act of 1948; Fulbright Scholar program, and at least 34 other educational references embedded throughout. The Senate’s bill has 40 education overreaches.
Warriors, please note that in H Con Res 128, the 22 prioritized agencies have until Sept. 14, 2018 to trim their budgets. You can find the figures beginning on Page 44. For example, the Committee on Education, Job Training, Employment, and, Social Services must reduce their assigned $90 billion down to $70 billion.
In the Senate Committee Report related to S 3107, the following programs or offices are overreaching into education or items directly related to education services: The U.S. Treasury’s Capital Investment Plan, cyber-security, financial literacy, DATA Act, Government Accounting Office, The IRS’s TIGTA program, taxpayer data tracking, IRS’s Future State Vision, US Mint’s Community Development Financial Inst. Fund, Drug-Free Communities Support Program (ties to the Office of National Drug control Policy which partners with the US HHS’s Substance Abuse Mental Health Services Admin. in grants schools money), FCC’s IT Reform plans, Tech Modernization Funds, Harry S Truman Scholarship Funds
In the House Committee Report related to H 6147, the following programs or offices are overreaching into education or any directly related service: National Foundation of the Arts, the National Holocaust Museum (federally funded EXCEPT all educational materials which are privately funded), 21st Century Conservation Service Corps, National Endowment of the Arts/Humanities, Federal Land acquisitions to tie to World Heritage Sites, 3D Earn and Empower Program, Water Research Act, Core Science Systems Supports, Community Development Block Grants, BIE programs to align PreK to adult among the Native Americans, EPA’s expansion into STEM, Regional Innovation Clusters, and the Smithsonian’s expansion of STEAM (Science, Technology, Engineering, the Arts, and, Math).
Warriors, look for an update article in mid September about all this. In the meantime, raise your voices against the continued abuse of our taxpayer funds, the overreach into education, our privacy, and all that connects them. This is NOT our American vision!
Warriors Against Fed Ed, there’s been quite a bit of buzz over closing the U.S. Dept. of Education in ‘one’ big swoop (HR 899).
From an activist’s viewpoint, this has really troubled me, but not for the reasons which may immediately cross your mind. From a researcher’s vantage point, seeing the hype proves one thing, history is repeating itself once more in our War Vs. the Core.
As a result, I have a great curiosity, as to will we, the Warriors for our Children, LET that history play out yet again, OR, will we take a page from the great battle plans of the past, and truly beat our opponent?
Did you know there’s another plan to gradually close the Dept. down? (HR 1510).
Note: Early next week, I’ll have an in-depth look at HR 1510.
For the remainder of this article, I’m using one-liners to make the simple points of effective strategy. Join me, will you? After all, we are a team.
As ‘one-liners’, these PROPOSED Solutions SOUND great, don’t they?:
HR 899’s Title, “To Terminate the Department of Education.” HR 1510’s Title, ” ‘‘States’ Education Reclamation Act of 2017’’
Warriors, how many times have we seen the titles of proposed solutions accomplish exactly the opposite? With or without citizen input, what have the results typically been?
How many MORE times are we going to give Congress the benefit of the doubt when it comes to what’s best for our students?!
I’ll counter BOTH those ‘solutions’ with the one liner from ESSA (Every Student Succeeds Act)…
“Workforce Innovation and Opportunity Act of 2014”…
As in ‘ALL education’ (means what’s learned, what’s taught, and what’s measured/tested) ‘MUST align to WIOA’s standards’, NOT academic standards!
Remember, ESSA’s an ‘on-books-law’.
The only solution to solve ESSA is a totally legal repeal without having to create new legislation.
Warriors, By Congress using WIOA as a ‘one-liner’ in ESSA, WIOA’s woven into ESSA on purpose. It is there to align education with labor!
************************************************************************* Warriors, it’s STILL federal overreach! It won’t matter if U.S. Ed is closed, some other federal agency (agencies) will take over. That’s been a pre-planned process for quite some time.
By WIOA being woven into ESSA, that means US ED is woven into the U.S. Dept. of Labor! There is NO proposed Bill to close US Labor..nor will there be!
Here’s another ‘one liner’ to consider: The Dept. of Health and Human Services!
Because ‘health’ in EVERY form is woven throughout ESSA, closing the US Ed down, shifts every bit of those programs and services right into the US Dept. of HHS’s lap! *********************************************************************************
Warriors, in the recent Congressional Appropriations moves the U.S. Dept. of HHS was given the lion’s share of our tax dollars. US Labor was 2nd in line, and US Ed was last in line. In BOTH those Appropriations Bills, the grasp at educational alignment via mental health services was extremely evident. So was the massive amount of data mining.
Again, NO Bill to remove the U.S. Dept. of HHS exists, nor will it!
IS there a one-liner solution which WILL work?
Yes, Warriors! Use the EXISTING legal statutes to TOTALLY Repeal ESSA and at the same time Restore FERPA! President Trump needs to wipe out the Executive Order which gutted FERPA.
This one-line solution will do TWO things almost immediately: a) roll back the illegally based ESSA; b) throw a monkey’s wrench in the data mining.
In other words, Warriors, this move will greatly reduced the U.S. Dept. of Education straight away. THEN, we can all move prudently to work towards TRUE local control in education; not see ALL the US Ed’s programs get scattered like a bunch of roaches when you walk into a room and turn the light on.
By approaching ridding our nation of the US Ed in a responsible manner, we can ensure our children that their education can go back to academics and not be taken over by U.S. Dept. of Labor; we can assure them their education will cease to data mine their private information to be used against them by the U.S. Dept. of Health and Human Services.
In our rush to do what’s best for our children, we need to step back this weekend and CAREFULLY considering WHAT IS BEST for the children will NOT be accomplished in ‘rip the band-aid off’ kind of way.
By taking a one sentence Bill and attaching a huge ‘to do’ list to it, are we REALLY considering all the ‘un-intended consequences’?
By taking another related bill where US ED is divided up into several pieces, are we honestly being pro-active in our moves?
To be honest, no.
Everything ‘We the People’ are doing to END the federal overreaches in education is REACTIVE at this point. All the laws have been passed to codify the overreaches, all the funds have been earmarked.
Warriors, we MUST really plot out effective battle plans against the CCSS Machine.
The first step? It is a big one, either way. However, there are many other steps we need to look at: a) Repealing WIOA and re-writing it to EXCLUDE education at any level; b) Halting the re-writing of HEA (Higher Education Act) right now to ensure it remains free of the WIOA clauses; c) getting P3s out of education; d) getting educators and teachers back to their first love; e) seeing States cut the dependence to the federal government’s pocketbook; and f) cutting ALL ties with the UN (United Nations).
By doing all these steps IN ORDER, we can really make use of the exit from UNESCO. (It is our membership with the UN/UNESCO which helped the CCSS Machine move so far along in reforming education in the first place, Warriors.)
If we DO NOT do things in a proper step way, Warriors, the exit from UNESCO will be as effective as a screen door on a submarine.
Let’s make sure this one-liner is NOT our destiny in this War Vs the Core:
My Fellow Anti Fed Ed Warriors, have you ever heard of BARDA? I’ll be honest, I hadn’t. However, in looking at the Congressional Appropriations Bills (HR 3358 and S 1771) for the U.S. Depts. of Labor/Health and Human Service/Education, I discovered BARDA. Specifically, the ‘new-to-my-research’ agency was written into the S 1771’s Bill.
On Page 96, you’ll find under the heading of ‘Transfer of Funds‘ for the U.S. Dept. of Health and Human Services, directives for where the NIH (National Institute of Health, a part of the HHS) could use some of the funds. Warriors, remember, these funds are our taxpayer dollars.
On Page 97, is where BARDA first shows up. “BARDA” stands for ‘Biomedical Advanced Research and Development Authority’.
To access the Public Health Service Act, click here.
BARDA is part of the nation’s PHE System. PHE means Public Health Emergency.
We’ll look at the BARDA funding and research project near the close of this article. For now, we need to see how, if, at all BARDA plays into the CCSS Machine’s overreach in education.
Warriors, with the word ‘biometrics’, is there more BARDA does than simply prepare us for the worst scenarios? We know ‘biometric’ devices are used to monitor the SEL (social emotional learning) and have been tied to Common Core.
Now that ESSA (Every Student Succeeds Act) is the law, will biometrics continue to be used? Back in March 2017, I published an article about some (then) current Congressional Bills. Related to them? A 2011 biometric study! Be sure to access this more recent article about the SEL and special needs students via ESSA.
When I typed in ‘Social Emotional Learning’ into the PHE’s BARDA search bar, what you see below, is what I got back in results.
Warriors, please note I am NOT saying we do not need emergency plans, especially in our schools. BUT, my question is simply this, where does the emergency planning end and the SEL manipulation begin?
Warriors, some of the ‘red flags’ I saw in the highlighted resource in the screen shot above were: all States have behavioral health partners/plans. The plans are to cover emergencies, the partnerships go a bit deeper than ’emergencies only’. Some of these partners happen to be some of the very same ones which have rubbed stamped Common Core, support STEM, have Career Tech Education, or, are CCSS Machine member organizations in on approving the SEL overreach in education!
You can access the 2016 document, here. (*Note: back in 2014, I wrote how SAMSHA was using Common Core as a tool for gun control via “Project Aware”; in 2015, this article about mental health and the manipulation of it in education for workforce needs. Then, in 2016, this article gives you a big run down of the federal level of overreach in not only mental health with agencies like SAMSHA, but many others!)
In the 2016 Document (above), look for the bottom of Page 14, ‘federal behavioral health support usually involves the provision of technical assistance, educational resources..’ (‘technical assistance’, more times than not, means data mining in some form)
Page 15, an inter-agency council for behavioral health: Forum on Medical and Public Health Preparedness for Disasters and Emergencies. This Forum is a P3 (Public Private Partnership). It’s been around since 2007.
SAMSHA (Substance Abuse and Mental Health Service Administration), Red Cross, (Red Cross is mentioned on Page 16 and others.) Here’s a screen shot of Page 16 with emphasis added:
Below, are related documents from each of the major groups listed in the screen shot tie directly to ESSA, SEL, and/or behavior interventions OUTSIDE of disasters or emergencies!
Also from the APA is the 2017 Annual meeting syllabus. “School” is mentioned 57 times in the topics/presentation notes. I noticed at least 2 on ADHD.
To get to the Skinner referring article(s) from the APA, go here first (this is a research paper on a study of behavior interventions tested on college students), then visit here. (this is one of the few cited sources from the study on college students. It’s where Skinner’s education theory is mentioned.)
Also from the NASW, an entire page of ‘school’ related social work information for you, Warriors.
Answer #6) To access the Behavior Health Consortium (in the screen shot above), go here.
Answer #7) The National Academies of Science, Engineering, and Medicine Press’s Disaster Publication has all kinds of partnerships and programs which you may find interesting.
Answer #8)Warriors, we know the educational shift is all about money, so do not be too shocked when you see the picture below:
Access the article where this screen shot is from.
Getting back to BARDA:
This 2014 article likens BARDA to a venture capital group hidden in DC. Warriors, we know how toxic venture capitalists have been in education. Where health and education intersect is probably just as bad.
As far as the 10 year contract mentioned in S 1771 for BARDA? It appears that is a continuation of a project which began back during President Bush’s (the first) administration. It’s known as Project BioShield, (PB).
From the Strategic Plan (2011-2016) for PB, an increase in public private partnerships(P3s); 21st Century skills; a workforce steeped in science and technology (which of course means STEM education and STEM jobs); and, all which connects them.
Warriors, the PB price tag is in the billions. (*Note: refer to the highlighted “Bush” above. When that document opens, look to your right for ‘funding’).
Two resources for more about Project BioShield can be accessed here. Johns Hopkins (a known CCSS Machine member) and Oxford Press have articles.
STEM Endorsed by PHE:
Warriors, remember that BARDA is under the Public Health Emergency(PHE) arm of the U.S. Dept. of Health and Human Services. I was able to find on the PHE’s blog, not only an endorsement for early emergency preparation by studying STEM in 2017, but how the PHE is working in the context of a 17 year (began 2009) partnership for global health.
As we know from research, global health is part of the UN’s SDGs (Sustainable Development Goals). STEM is a part of the SDGs, as well as part of the CCSS Machine.
Warriors, S 1771 and its partner Bill HR 3358 lock in all the funds for things like BARDA and more educational overreach on 10/7/17. The LAST day to raise any challenge is 10/6/17. IF you’ve not contacted your Senator or Representative about the massive amounts of overreaching taxpayer-abused-funds. Please hurry!
Anti Fed Ed Warriors, today’s article is the follow up to Wednesday’s revelations about the S 806 “College for All Act of 2017”. In that article I laid out the illusions crafted by the U.S. Senate, at the beck and call of the CCSS Machine’s agenda. I showed you 17 illusions hiding in plain sight among 51 pages of this Act.
Warriors, please, do NOT assume this is a political party specific play into the CCSS Machine’s working. This is from all political parties! The biggest illusion from Congress, is that S 806 and others like it, are American made based on American needs. BS!!
No, these type of bills are directly bowing to the UN’s “Education for All” campaign as well as the SDGs (Sustainable Development Goals). If you’ve missed HOW, the article from yesterday has links.
For the remainder of this article, we’ll take a look at the U.S. House of Representative’s HR 1880. It is their version of the “College for All Act of 2017”. The fallacy of ‘free’ college is extorted in this Bill, just like S 806.
Remember, both HR 1880 and S 806 are to be amendments to the existing HEA (Higher Education Act).
HR 1880 Fast Facts:
1) It is 51 pages long, just like it’s ‘sister’ bill: S806.
2) You can access the entire HR 1880here.
3) There are several Representatives sponsoring and co-sponsoring this Bill. Reps. Jayapal, Ellison, Scott (VA), Grijalva, Nolan, Mrs. Lee, Pocan, Jackson-Lee, Khanna, Mrs. Norton, Velazquez, Conyers, Raskin, Swalwell, Cicilline, Welch, Napolitano, Langevin, Blumenauer, and Espaillat. (*Note: for all practical purposes, HR 1880 is a carbon copy of S 806) 4) HR 1880 was introduced on April 4, 2017 (S 806 was introduced on 4/3/17). The Representative’s Bill is in the hands for Education and Workforce Committee. You’ll find pro-CCSS/CTE Chairwoman Foxx there. She’s been quoted in total support of the workforce shift in education. See below:
The Illusions of Higher Aspirations Continue in the House:
My fellow Warriors, here are the items our Representatives have embedded in HR 1880:
1) Creating federal and state partnerships for higher education funding. Given via grants to wipe out tutition and related fees in all public and Native American colleges/universities. This will encompass all community colleges, early college programs, dual enrollment, concurrent enrollment, and all ages of those attending.
Just like S 806. the illusion of State-led exclusiveness in education. Also, just like S 806, non-federal funds must be supplied. HR 1880 states no ‘in-kind contributions’ will be allowed to count towards those non-fed funds. (‘in-kind contributions’ are goods and services, not money.)
No where in our U.S. Constitution is the federal government allowed to overreach in education..at ANY age!
2) Since dual enrollment and early college programs are embedded, so will the ESSA’s mandates concerning the students and teachers involved. Warriors, ALL education choices have open access to these! ESSA, as we know is short for “Every Student Succeeds Act”.
3) Student data collected goes to the U.S. Secretary of Education. Warriors, the illusion of said data remaining in the U.S. Dept. of Education and going nowhere else is intended here. As we know, all Cabinet agencies and countless others share student data. Most especially the U.S. Depts. of Labor/Health and Human Services. Why? Aligning data makes accountability so much easier! Another illusion.
4) Just like S 806’s language, HR 1880’s has the Secretary of Education deciding which States receive grants; States will have to submit annually applications to the Secretary of Education as well.Also giving power to the Sec. of Education, is the right to challenge any State’s projected enrollment formulas.
Illusions of State-led authority in education is being used here. (*Note: Grants ‘awarded’ equal 67% for higher education instutions not of Native American service. For the Native Americans, the grants are 95%. If you are looking for the Historically Black Colleges and Universities (HBCUs), those requirements begin at the bottom of Page 28. For the increase in power the Secretary of Ed will have in determining Work Study Programs, begin on Page 42.)
5) HR 1880’s language also includes the use of any State’s GDP to adjust expected enrollment formulas. This will impact those fed-state grants. You can see an illusion of more State-led control being used. You will also see a State-level push for economics. In the CCSS Machine’s agenda, carried out by WIOA and ESSA (and soon, HEA), the economy is more important than education.
6) The State required compliance measures begin on Page 18. The laundry list is quite detailed and is just like S 806’s. The reality here will be the States bowing to the federal government. The illusion is all this is done for ‘student success’.
7) Each State Governor (or his or her appointee) will be required to not only submit any information the Sec. of Ed deems needed, but, those applications to receive federal-state grants. Illusions of data privacy, citizens protection, and, State-led education are ripe here.
8) Once all college tutition and related fees are wiped out using the fed/state/non-fed grants, any balance of money goes to expanding ‘student success’ activities, programs, work based skill building opportunities; and, for teachers and staff, increases in personnel for ‘instructor faculty’. Note that the exclusion of ‘in-kind contributions’ is not included in this section (Pages 25/26).What illusions do you see here, Warriors? (*Hint: Those goods/services from the CCSS Machine appear to have an open door. Think they’ll take it?)
9) For the teachers and staff, the same PD (professional development) language as S 806.
Look below for just one of the price tags HR 1880 has in store for Americans:
10) Following the section addressing HBCUs, we’ll see another price tag to give America ‘free college’ access:
12) TRIO and GEAR UP federal workforce based programs will see a big increase at taxpayer expense. Warriors let’s remember that P3s (public private partnerships) are also footing quite a few educational bills as well.
How much more will TRIO/GEAR UP cost? Look below:
Warriors, if you are not sure how TRIO and GEAR UP are tied to the CCSS Machine, find that here. We also need to see the illusion that TRIO and GEAR UP are education based. They are also found in the WIOA (Workforce Innovation and Opportunity Act) as well as ESSA.
13) Just like S 806, HR 1880 has an increase for expanding Job Development locations and programs. This directly plays into WIOA. WIOA uses student data to streamline education to that of career tracks for jobs/economic gain..not personal academics. Illusions of freedom of choice in what our students learn is used here. This is where ‘personalized’ education will show its sinister underbelly. The cost for this portion of HR 1880? Find it below:
14) As with S 806, the HR 1880 has language which suggests a lower student debt loan burden. But, at what or who’s expense?! An illusion of ‘my college experience’ is happening here.
Collective society paying for everyone’s education is NOT American.It is not an American idea based on American character traits.
If we give someone something, it is valued far less than when it is achieved personally.
All we need to do Warriors, is look at the nations WITH‘free college’. Their cost of living is horrendous. Ask a student who has attended one of these institutions. What they learn is not self-supporting, it’s intended purpose is to keep one in some sort of controlled learning enviroment for a very long time. How do I know this? A couple of years ago, during a radio interview a Dutch student called in to share his experience. His advice? Do NOT become like them!
If you’ve not seen the European Youth Guarantee Program(which also uses the idea of ‘free college’, ‘free work based training’), I urge to see the You Tube video from 2013:
Warriors, it is a long used tactic in D.C. for each Chamber of Congress to use bills which are either exactly like each other’s or very slightly different. HR 1880 and S 806 are in this category. The ‘take away’? The CCSS Machine is determined this type of alignment and control is embedded in the HEA’s newer version. We have much to look out for, as we continue to see the shift from American academic based learning to that of a UN, globally contrived common worker.
Yes, Warriors Against the Core, we know ESSA (Every Student Succeeds Act) has horrid plans for our littlest learners. However, did you know there was a 2007 law factored into it as well? (If you’re in a hurry, skip to item number 7 below.)
The Law? The 2007’s “Improving Head Start for School Readiness Act”.How is this playing into ESSA?
According to a general search, the U.S. Dept. of Ed’s document embedding the Head Start Act, should show us how. (image is below)
To access the Guide: essaelguidance10202016
This Guide is 37 pages and is chock full of all kinds of things we Warriors should know:
For example: the data mining, the workforce education, and the inclusion of homeless, Native American, and privately schooled children.
Below are the highlights most important to our War. We should remember that IF the U.S. Dept. of Ed survives, who leads it MUST be a true champion for these littlest children. So far, that champion has not stepped forward.
The Highlights and Low Facts:
1) Dr. John King covers his backside on the very first page and in the very first few sentences. ‘Champion for kids’? No, a chump for kids. Any leader not willing to be held accountable is a leader we don’t need.
Here’s an excerpt, “The U.S. Department of Education does not mandate or prescribe practices, models, or other activities in this non-regulatory guidance document. This guidance contains examples of, adaptations of, and links to resources created and maintained by other public and private organizations.”
2) Page 4 reveals the guidance is given to assist States and Leaders in the ways they should go to meet their obligations in ESSA. Excuse me, but IF the whole gist of the law was to give the States back their control, why does the Ed feel it needs to assist?
This is like a parent telling a child you can eat whatever you want for dinner and then pointing out that these certain kinds of foods are what they should have. Add to that the resources are from P3s (public private partners)..take a guess as to how many will belong to the CCSS Machine, therefore, being slanted for MORE education alignment and overreach?!
3) Page 5 gives us the worn out rhetoric of ‘high quality’ early learning needs SEL (social emotional learning), anything to close the ‘achievement gap’ (Wait, what? These children are just beginning to learn, there isn’t an ‘achievement gap’!), and critical thinking (again, too early!!). In fact the source cited for the ‘critical thinking’ is called “From Neurons to Neighborhoods”. (Sounds absolutely awful, doesn’t it?)
You can find this dated document on the National Academies Press website. See: https://www.nap.edu/read/9824/chapter/1 (*Notes: 588 pages long, an army of all kinds of researchers, doctors, social agents, policy makers, and others created this study which focuses on children from birth to their first days in Kindergarten. It looks at how their brains work, how they interact, and on and on.)
Oh, and one more thing, all the Foundations tied to the National Academies Press? Up to their necks in CCSS curriculum and resources.
4) Page 6 begins the teachers and their roles in early education section.
5) Pay very close the the footnotes on Page 7, you’ll see, first hand, what those ‘comprehensive’ services include for families and their little ones. All under government parameters.
6) The justification for ‘federal education funds’ begins on Page 8. If our U.S. Secretary of Education and the entire federal government knew their U.S. Constitution, there is NO legal justification for federal anything in education!! (*Notes: it is here you’ll begin to see the strings from the feds extended to the LEAs and SEAs (Local education agencies and State education agencies). As I shared with you almost immediately after ESSA was passed into Law, the powers of LEAs and SEAs would increase..and so would the micro-management. Here is where you get an idea of HOW that power is to carried out.)
7) Pages 9 and following show you how ESSA will use Title One funds in preschool. There are all kinds of tables and charts to see. However, it is the sentence stating the the Secretary of Education MUST disseminate performance based education standards to the LEAs that we MUST share!! (see below) Also, notice in the footnotes and you’ll find that 2007 Law.
Other Warning Signs:
Warriors, in this document are other warnings for us to share! Look for charter schools; Preschool Development Grants; subgroups of students considered ‘non traditional’ like homeless, Native American, privately educated, and more.
The Underlying Goals:
From Page 16, “Alignment and collaboration between early childhood education programs and the K–12 system is a recurring theme throughout the ESEA. The law stresses greater coordination, at both the State and local levels, of programs that serve young children, and encourages a more seamless learning experience from preschool through the elementary grades. In order to accomplish these goals, the Department encourages States and LEAs to consider both the horizontal and vertical alignment of programs. Horizontal alignment is the consistency or connectedness of program and professional standards across programs and settings that serve a particular age or grade. Vertical alignment addresses the progressive development of standards from birth through third grade that provide a continuum for children’s knowledge and skills. Furthermore, it is important that both schools and early childhood programs coordinate their outreach efforts to families, so that they are aware of enrollment options and processes for their children. Community-based organizations can play an important role in this regard as they often have existing, trusting relationships with families.”
Warriors, I don’t need to share with you how dangerous this is. A ‘seamless transition’ is not only for early learners to elementary school, it’s ‘birth to grad school and/or career’!
We have TOO much evidence which points this out, to sweep it under a rug.
1) Sept. 2016, a document from the U.S. Dept. of Health and Human Services where you’ll find a lot of information about agencies, services, and groups to be used to continue alignment. You’ll also see assessments are factored in. Every State has an Early Childhood Education Council, that’s where you can find out how aligned your State already is to ESSA for the little ones. See the document: https://www.acf.hhs.gov/sites/default/files/ecd/sac_joint_statement_final.pdf
Warriors, it goes with saying, but I will say it anyway. We must use this type of information NOW to influence our leaders BEFORE their return to office in January (or their debut in January).
What you see below is a lovely little child. The sponge is to represent all that our babies will absorb in life. How dreadful it is to know they are destined for a streamlined education of workforce proportions instead of being free to be themselves.
Anti CCSS/Fed Ed Warriors, this is the follow up to the U.S. House of Representative’s Subcommittee Appropriations article. When I closed that one, I promised that if the U.S. Senate had a similar appropriations report, I’d delve into it as well. This is that article.
If you missed the House article: https://commoncorediva.wordpress.com/2016/10/23/sure-fire-disaster-fed-ed/
What is interesting is that one of my dear fellow Anti CCSS/Freedom Loving Grandma Warriors, re-blogged my article with an obvious question: I do not understand how this is legal. Would someone explain it to me? My friend/Warrior was referring to how Medicaid/Medicare funding could be used in education. I salute my friend for asking this vital question. I’m with you. HOW IS IT LEGAL?!
Why these articles are needed: In the House Appropriations article, I showed you an in-depth look at how our taxpayer funds are being used against our children in, not only the name of education, but other areas of our lives, no matter their age. In this article, I’ll do the same with the U.S. Senate’s Appropriations for FY (fiscal year) 2017.
And…We Meet Again:
Seated on the U.S. Senate’s Subcommittee on Appropriations are none other than Sen. Lamar Alexander AND Sen. Patty Murray. The two tag-team members we saw parading ESSA (Every Student Succeeds Act) around as the savior of American education.
Knowing there are other ESSA supporters on BOTH sides of the ‘American taxpayer bank accounts’, we need to pay VERY special attention to their moves.
We saw in first article how wicked the House is with our money. Let’s see how wicked the Senate is.
Back in June of 2016, the Senate’s Subcommittee on Appropriations approved almost an exact copy of the House’s Report you saw in the House’s article.
While it’s obvious these approvals are dated, we need to hold Congress’ feet to the fire NOW. Why? The FY 2017 isn’t even 1 month old. Add to that elections in November, now a mere few days away. No matter who is elected, BECAUSE the money has already been budgeted, it will be their job to implement where the funds go!
In other words, Warriors, no matter how much we protest, Congress will continue to grind down our educational system. So, what CAN we do? Expose the wrong, seek any recourse we can.
That said, remember, I am NOT a Constitutional lawyer. However, no matter WHAT recourse we take it MUST be as a united front. These actions we are seeing are absolutely punishable. So why aren’t they being brought forth? At the very least, charging our elected officials with violating their oaths of office seems appropriate. Remember, Congress is setting a precedent here. They take our money, use it against us, dangle it in front of our States. It’s no WONDER our state leaders are jumping every time money is cast their way.How shameful it is that these leaders do NOT exercise their 10th Amendment sovereignty.
For IF they did, they’d send the federal bucks back in an envelope marked “Return to Sender”.
While most of what the Senate has approved appears to be exactly what the House approved for FY 2017. I did find a few differences. These differences, however, are just as toxic as the House’s.
1a) Charter Schools will see an increase in funding. ESSA’s mandates also increase charter schools’ influence. The danger in charter schools is: they are being used as a way to take public schools (along with those public funds) and be turned over to private management companies for reform (aka: school turnaround). The obvious unintended consequence? Loss of local school boards. This means loss of the parent’s voices. ESSA’s mandates also include MOREP3 (public private partnerships) arrangements.
I showed you a bit of how charter schools (as part of ‘school choice’ are being falsely lauded in ESSA propaganda: https://commoncorediva.wordpress.com/2016/09/08/kings-bandwagon-its-a-comin/)
1b) Since some charter schools are private, I included them in my ESSA and Private Education article. Section 4301 in the ESSA Final Conference Report begins the Charter School mandates. See: https://commoncorediva.wordpress.com/2016/03/01/warriors-guide-to-essa-and-private-education/
2) AmeriCorps will see less money, but an increase in presence in your State. The reason? More national and local services. (See: http://www.nationalservice.gov/) Don’t let the name fool you. This is a CORPORATION, complete with a CEO.
AmeriCorps is part of the CCSS Machine for certain. AmeriCorps is in league with STEMCorps, SeniorCorps, and FEMACorps. In my previously published article about not only AmeriCorps, but P3s using children’s recess for social agendas and profit: https://commoncorediva.wordpress.com/2016/04/19/play-money/
Their 5 year strategic plan includes, ” leverages the strength of grantees, participants, programs, state service commissions and the American public to build a network of programs that offer effective solutions in the six priority areas: Disaster Services, Economic Opportunity, Education, Environmental Stewardship, Healthy Futures, and Veterans and Military Families. We will produce these results by investing in effective local initiatives, engaging more Americans in service, supporting evidence-based programs, and leveraging public-private partnerships.” The backing for the Strategy? ” April 2009, President Barack Obama signed into law the Serve America Act, which amended the national service laws to reauthorize CNCS and expand its scope and programs. This landmark bill, which passed with bipartisan support, is the foundation for our Strategic Plan.” To access the 2011-2015 Plan: 11_0203_cncs_strategic_plan On Page 9, look at the Learn to Serve Program. Suspect to also consider: Social Innovation Fund.
Page 12: the ever present, ESSA friendly (as well as the CCSS Machine reform ideal) “school readiness”. Yes, my Warrior friends, our students can be considered capable by, “Well-implemented national service-supported efforts can lead to critical outcomes such as improved attendance, improved engagement in coursework, improved course completion, performance at grade level, performance on standardized tests, high school graduation, and persistence in college and university. Academic achievement— performance on standardized tests, high school or college graduation—is premised on strong academic engagement—high levels of attendance, positive behavior in class, or on-time course completion.” Page 13 in the footnotes shows you how the Corporation is working with the U.S. Education for the Higher Education parameters. Oh joy, another proving piece of evidence to unite K-12 and Higher Education. The CCSS MachineLOVES this. Why? The Higher Education Act is the LAST federal law to be reauthorized to adhere to the agenda the CCSS Machine has in the works.
3) Corporation for Public Broadcasting will see more money. The stated purpose is increase interconnectivity across America. Given how much the CCSS Machine already has invested in interconnectivity, infrastructure, and agenda, I’m not surprised. If you don’t know how PBS (Public Broadcasting System) is embedded in ESSA, consider this excerpt, “Page 630: Preschool and ‘Ready to Learn’ digital content, especially via PBS (Public Broadcast Stations).” To see the rest of the article this comes from: https://commoncorediva.wordpress.com/2016/02/04/essa-and-digital-overload/
Warriors, I don’t need to tell you how dire it is we act swiftly.
First action we MUST take: refusing to vote for any leader (local, state, federal) who supports the CCSS Machine in any way.
The American education reform is NOT a one political party problem. It’s not any ONE party’s fault we have CCSS. It’s also not any ONE party’s fault they’ve turned a deaf ear to We the People or that there’s SO much more to Common Core than just K-12 public education!
Our second action: get news like this out there! Knowledge is power. Power like this is something we Warriors MUST use effectively.
Third, IF we are to create havoc for the CCSS Machine, we need to be united. We also, MUST use the full power of our U.S. Constitution to rein in the egregious overreaches of our leaders.
Warriors Against the Core, when I last left you I shared that I would look into HOWCongress has set aside funding to continue the ramming of fed-led-ed down our throats.
While it appears everyone is focused on the Presidential race, we should note that it is Congress which holds the reins on not only making legislation BUT appropriating our tax dollars to carry out said legislation.
Case in point: ESSA (Every Student Succeeds Act) is going to take money (and lots of it) to be fully implemented. Above, I brought up the digital aspect. Several anti CCSS Warriors, have as well.
In my “Sorry, Mr. Babbage” article, you were able to see how the infrastructure of America is being remade for the overall goal of the CCSS Machine: culture shift. You hopefully, could see all the dots being placed around us and how the lines to connect them are becoming bolder and bolder every day. So how will the 2017 Appropriations fit in? Let’s see what we can glean from the evidence.
Link to article: https://commoncorediva.wordpress.com/2016/10/19/sorry-mr-babbage/
Let the Record Show:
Here is a screen shot of the U.S. House of Representatives Appropriations Report:
Warriors, that is JUST the first page you see!!
As far as S 3190, I wrote about the digital overreach and the taxpayer abuse: https://commoncorediva.wordpress.com/2016/08/16/ctes-health-country/
So, what else is this Report hiding? Below is a short list of hidden federal overreaches in education.
a) Continued use of taxpayer money without our consent. Congress covered its backside with this excerpt: “Within the funds provided, the Committee has focused increases on priority areas and reduced funding for programs that are no longer authorized, are of limited scope or effectiveness, or do not have a clear Federal role.”
b) Topping the priorities: biomedical research. Biggest ‘winner’? NIH (National Institutes of Health) I first wrote about the educational overreach via the NIH back in 2014. It has not only continued since then, but has increased its overreach, thanks to Congress. What is becoming more obvious is that the Affordable Health Care is being embedded in not only education, but every aspect of our lives. See:https://commoncorediva.wordpress.com/2014/12/13/sic-em-saturday-more-fed-budget-watch/
d) CDC (Centers for Disease Control) and SAMSHA (Substance Abuse and Mental Health Services Administration) also get boosts of taxpayer money. Thanks to ESSA and its abuse of Title One funding in addition to the RTIs (Responses to Intervention) and Behavior Intervention and Management, as well as the data mining/tracking, our schools are absolutely in harm’s way of more federal overreach in education. How? ESSA plainly states that anything and everything..as long as its in the name of ‘student success’ is permissible; thereby open to being funded..with OUR money!
e) From page 4 of this 269 page document, you’ll find the summary of education funding.
Here’s the excerpt, “In the area of education, the Committee has included an increase of $500,000,000 to assist local school districts in covering the cost of ensuring all children with disabilities have access to a free, appropriate and public education. The Committee has also provided an increase of $450,000,000 to the Title I, Grants for Disadvantaged Students program to help school districts close achievement gaps between groups of students under the newly reauthorized Every Student Succeeds Act (ESSA). A total of $1,000,000,000 is also provided for the new Student Support and Academic Enrichment program created in ESSA. These funds can be used flexibly by school districts across the country to meet local challenges, whether those be in the area of counseling, special curriculum services or other school climate needs as local demands may dictate. The Committee has also included robust increases for the TRIO ($60,000,000) and GEAR UP ($22,000,000) programs to ensure that students from disadvantaged backgrounds have access to a college program. The bill also provides sufficient funding to increase the maximum Pell grant award to $5,935 in the 2017-2018 academic year. The Head Start program is increased by $141,629,000 and the Child Care and Development Block Grant is increased by $40,000,000 to continue investments in early childhood education. The Committee has also included $250,000,000 within the Department of Health and Human Services for the Preschool Development Grants program, also newly authorized in the ESSA.”
Page 5 begins the WIOA (Workforce Innovation and Opportunity Act) overreaches. If you’ve missed how ESSA embeds WIOA, I’m including my search results for the many articles connecting not only these two, but how they will change our lives and how HEA (Higher Education Act) is also embedded in both.
Page 6 starts the ‘evidence based’ rhetoric. As if the Committee needs to justify its overreach into workforce based education! At the bottom of the page, be sure to see how the infrastructure is to change via the States.
Page 8 brings us “YouthBuild” and WIOA QDI (WIOA’s Quality Data Initiative). The WIOA QDI is how the U.S. Dept. of Labor justifies data mining Career Paths/Tracks and CTE (Career Tech Education) of our students. To see what else I dug up on YouthBuild: https://commoncorediva.wordpress.com/2016/09/13/the-chain-gang-cometh/ (*Note: ESSA mandates that not only students be taught and tracked for job readiness, but teachers and leaders are only lead/teach to a post-secondary readiness tune.)
Page 19 begins the Labor Dept.’s statistics measuring. You know, Warriors, much data collection, sharing, and possibly selling of our information, will be found here.
Page 21 discusses our U.S. military vets. Yes, even their education will be federally micromanaged. What a horrid way to thank those who sacrificed so much for our freedom. At the bottom, look for the technology upgrades.
Page 23 (mid way down) begins the Dept. of Health/Human Services details. There’s lots to see in the pages which follow. Look for post-secondary mental health ‘upgrades’ and the nurses education alignments. Don’t forget the Rural Health Care. Then go back and consider how S 3190 fits all this.
Below, is what I found on Page 55. Notice how the Collaboratives are buried among the other health issues.
I pause to ask questions, Warriors, where is the respect for the Constitution andthe students? Why are WE the Peoplenot afforded flexibility when it comes to how our hard earned tax dollars are used?
Page 60 reveals all the Brain Initiative participants.
Page 72 how science will be used as a tool to use to create attractive education for students, especially for biomedical research. This is where you’ll begin to see the STEM (Science, Technology, Engineering, and Math) step up. On page 78, in regards to the 2018 budget you’ll see not only STEM as a featured budget item, but another Workforce Study by the NIH. How this connects to ESSA? The STEM Master Teacher Corps (you’ll see the STEM Master Teachers Corps in the WIOA/ESSA related articles). This also connects to the STEM Act of 2015. See: https://commoncorediva.wordpress.com/2015/10/21/wybi-tying-stem-to-ccss-again/
Page 95 begins the Early Learning ESSA related mandates. Look for Preschool Developmentand more. According to this Report, ESSA mandates that the Dept. of HHS (Health/Human Services) oversee this new education shift.
Page 96 begins the Community Development Grants. These are wolves in sheep’s clothing as well.
Page 109, would you believe a National Health Care Technology Information Official? Check it out for yourselves. There’s sure to be massive amounts of data mining there.
Page 116, Title 1 Funding and the U.S. Dept. of Education begins. Look for 21st Century Community Learning Centers, assessments, STEM, Comprehensive Centers, and so much more. You’ll see all kinds of Title funding, incentives, data mining, and more. (*Note: I’m not going into as much detail here, as I have previously detailed these portions of ESSA and/or fed-led-education.)
Page 126 features the CCSS Machine aligned “Stronger Together” and “Next Generation High Schools”. (see what I found: https://commoncorediva.wordpress.com/2016/02/11/fed-ed-2017-are-you-ready/) You’ll also see the White House created “Computer Science for All”, that too will align to ESSA and fed-led-education. (Computer Science for All is featured in the Babbage article above.)
Bottom of Page 127 begins the Promise Neighborhoods. Many of the Anti CCSS Warriorshave exposed how this ties HUD (Housing and Urban Development) to the CCSS Machine. Promise Neighborhoods will also be used as a ‘marketing tool’ for ESAs (Education Savings Accounts). Watch for it. It’s already happened in a few States.
Page 129 begins the Special Education funding. Here’s an article about IDEA and ESSA. It’s written from the private education stance. Why? Many special needs children are either in private education or are homeschooled. See: https://commoncorediva.wordpress.com/2016/03/01/warriors-guide-to-essa-and-private-education/ Then this one shows you where in ESSA, you’ll find the Special Needs students will be just as workforce ready as the rest of the students. https://commoncorediva.wordpress.com/2016/01/26/school-board-special-part-three/
Will I delve into the Senate’s similar Report? If there is one, you can bank on it, Warriors.
Warriors, while there is more I could share, I feel we must use what’s above to act quickly. In some States early voting has begun. Do we really wish to vote in candidates who support all this illegally based movement in America?
For this “Tech Thursday”, I’d like to share with you fellow anti CCSS Warriors, how STEM (also tied to Common Core) is pushing more and more for “American Made”.
Is STEM really tied to CCSS?Absolutely!In the recent past I shared with you how the STEM Act of 2015 is tied to it, as I have repeatedly in other past articles.
If we are to fight EVERYTHING about CCSS, we MUST include STEM. We MUST acknowledge CCSS is more than just ‘standards’, it includes “Career Tech Education”, “College and Career Readiness”, “STEM”, “Career Pathways”, “Career Clusters”, and more.
The D.C. Push:
Federal level education efforts and the legislation created to support those efforts is nothing new. It is however, against the U.S. Constitution! The power to create education reform is reserved, per the U.S. Constitution, for the states. ‘State sovereignty’ is the phrase used.
In my previous article revealing the PCAST report given to the U.S. President as efforts to be taken via a federal level, made embedding STEM into Common Core State Standards! Since that 2010 Report, millions of dollars have been spent, as well as millions of fallacies have been spun about American education. Sadly, those efforts and the resulting pieces of legislation aren’t slowing down anytime soon.
So, what’s some of the latest dribble D.C. is spewing? I’m so glad you’re curious! Below is a screen shot from Twitter. The event causing the ‘tweet’? Read on, Warriors!
If you noticed one of the hash tags above, it says “#MakeItInAmerica”. What is “Make It in America”? It’s tied to the Export-Import Re-authorization. In a nutshell, another U.S. elected official (Bryan Higgins of NY) announced yesterday (10/28/15) that the U.S. House of Representatives passed legislation to re-authorize the Export-Import Bank. What does this mean for education? Per Rep. Higgins, “The Export-Import Bank levels the playing field, allowing for American businesses and workers to remain internationally competitive.”
Can you tell where this is going? How many times have we heard from the CCSS Machine that our students need ’21st century skills for 21st century jobs’, or that ‘to be globally competitive’, and so on? ‘Businesses need skilled workers’, as well. That too, is another yarn the CCSS Machine has spun. It helps support all the P3 (public, private partnerships) meddling in education. I know you’ve noticed it.
If you are interested in hearing the House Democrats hearing on HOW to “Make It In America”, (be sure to use the ‘show more’ feature on You Tube, you can see what topics and which members of Congress will be addressing those topics) Education is certainly among them.
In case the ‘show more’ feature isn’t working, here is a screen shot to show you which members spoke:
Rep. Higgins’ announcement said there was bipartisan support in the House. So what did the Republicans say or do toward ‘Make It in America’? There are at least 3 media reports from 2014 which state the House Republicans blocked the bill. (‘Huffington Post’, ‘Daily KOS’, and ‘Our Future’. Google it, you should see those 3 on the first search results page) As far as 2015’s stance, see the Congressional Record, https://www.congress.gov/congressional-record/2015/9/29/house-section/article/h6700-4
Bring on the STEM, CCSS, Please:
As you know, if you’ve read my blog long enough that I normally do not cover the political ups/downs in DC EXCEPT when it deals directly with CCSS/CTE and all the other names it hides behind. So far, you’ve gotten a pretty good idea where the Congress is taking aligned education, but, as a Warrior Against the Core, you want to know where the CCSS/STEM I’ve referred to so far is actually showing up.
It will continue to show up in the appropriations (money). It will continue to surface wherever there are conversations about ‘closing the skills gap’ or ‘getting more businesses in education’. It will continue to be thrust upon our states, schools, and everyone in education participating in Career Tech Education/Career Clusters/Career Pathways.
To prove this, consider the evidence I showed you when I wrote about the STEM Affinity Network, where Race to the Top funds were devoted to STEM education/careers. There I showed you how STEM was tucked away in the state levels of education using federal money! If you haven’t read it, it is, indeed an eye opener. See: https://commoncorediva.wordpress.com/2014/12/02/wybi-wednesday-rttt-stem-ed-waivers-and-more/
Go back and look at the articles I wrote in Dec. 2014 about the (then) upcoming Federal Budget. There you can see exactly where our tax dollars were being funneled. A huge chunk went to the CCS Machine (which includes STEM) Use it as a tool to hone in on your state’s CCSS/STEM expenses. You should see CCR (college/career readiness), CTE (career tech education) or it might be CP (Career Pathways) or CC (Career Clusters). Look for a line by line state budget first, then access a local school board or district’s budget and look at the line by line figures. You should see a distinct pattern of where these funds are going. Make note of how many involve activities including the community (will encompass after school enrichments, camps, field trips, etc.)
To show you what I mean, see the excerpt below from the Part 1 of my “Fed Budget” articles:
“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 millionfor “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).”
As we’ve seen in D.C. before, I’m sure, once again anti CCSS Warriors, we’ll see D.C. push for MORE CCSS/STEM in the coming election period. Watch for it, fight it, and help STOP it! The noise we make, the actions we take are certainly “American made”!
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 andnc 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):
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.