Tag Archives: Career clusters

The AIM’s The Same

Anti Fed Ed Warriors, we’ve heard that beauty’s skin deep, right? What Congress is doing to our education system (birth to adult) isn’t beautiful. It’s disgraceful.

Congress, I want MORE than just a shell of who my students used to be. 

AIMing for Students:

Warriors, if you’ve not heard of HR 4029 (AIM Act of 2017), you are about to.
“AIM” stands for ‘Accurate Income Measure’. The purpose? To direct Secretary Betsy DeVos where income data for cosmetology students is concerned. It ties the U.S. Dept. of Education to the IRS (Internal Revenue Service).

Currently, HR 4029 is in the House’s Education and Workforce Committee (where it’s been since October 2017). Introduced by Rep. Jackie Speier (CA), this Bill DOES limit DeVos’s powers in some ways, but then allows her to use her power in some very concerning ways.

Any data, even ‘income data’ should be part of our privacy, not up for grabs to share. However, we know, that at least 9 different federal agencies freely share our private data.

What spurred HR 4029? It appears it’s a reaction to a lawsuit where DeVos’s use of student data was capricious. (*Note: the AACS, American Association of Cosmetology Schools not only brought the lawsuit about, but has a “Government Relations Committee” as members of the US Dept. of Education. Their Committee also is in the executive and legislative branches.)

Rather than punish DeVos, this Bill redirects her use of student data in the name of insuring students get good paying jobs. But, look closer at the lawsuit and contrast it with the Bill.

Speier’s Stance:

Warriors, I wanted us to take a few moments to look at Rep. Speier’s stance on education. While I searched her website, I didn’t see any official statement, but I did find that she supports the technology bridge between the private sector and the federal government especially where education and jobs connect. I also found, where in 2009, she was seeking federal funds for expanding CBE (Competency Based Education) for students in college. The major? Early childhood education. (look below)


According to the Open Secrets website, the University of California is among Rep. Speier’s top campaign contributors.


Where Cosmetology Is In the CBE (Competency Based Education)?

Warriors, according to the CTE (Career Tech Education) Clusters, ‘cosmetology’ is found in the ‘human services’ cluster. Since there are only 16 Career Clusters, and many types of jobs in human services, ‘cosmetology’ is listed in the personal care track.


So, Warriors, this begs the question: since HR 4029 unites  Federal Education to the Tax Department, where will Labor Department fit in? Answer: the shared data!


Back in Dec. 2014, I revealed to you how Cengage (a huge CCSS Machine member) is the main publisher for CBE/CTE Common Core books, courses, assessments, and, resources.
Among them? The “Milady” resources used for training cosmetologists. (*Note: Cengage has a profile on Rep. Speier’s votes. To access it, go here.)

Warriors, not only will we find cosmetology courses in K-12th grades and community colleges, there are several privately owned cosmetology companies/schools out there.

I showed you the dangers of privately owned companies using the same textbooks and resources of the CCSS Machine and how harmful this is. A big tactic for cosmetology schools used against students is ‘free’ technology upon registration.


From the AACS’s website, this career-ready course can be found:


Since cosmetology courses are CCSS aligned and each school teaching it receives federal funds, where would find those funding streams? A huge one is the E-rate. I exposed that information in 2016.

Lastly, Warriors, HR 4029 will impact the HEA (Higher Education Act). Since that law is being re-written, watch for how ‘gainfully employed’ may be defined. Will the true definition remain, or, will that change to reflect the CCSS Machine’s alignment? With the massive amounts of data needed, what new(er) student data raping algorithms will be inserted into the ‘new’ HEA?


So, Warriors, this Bill focusing on ONE career is troubling. Will this AIM legislation be attached to all careers? Will that AIM be embedded in the House and Senate versions of HEA (House’s version is the PROSPER Act; Senate’s is the Higher Education Innovation Act). Will this type of AIM be embedded in other HEA amendment bills? (There are tons of these, by the way.)

Why is a CA Representative who is usually championing for women and the military concerning herself with cosmetology students? I believe, Rep. Speiers, is like all the other sold out legislators who believe CBE is the only alignment needed to make education and jobs matter. How disgraceful.



The Delusion Games

Anti CCSS Warriors and those Against the CCSS Machine, have you seen the delusions of grandeur being manufactured at almost break neck speed lately?!

Between the stacked deck of pro CCSS folks being tagged for leadership and the main stream media cranking out plenty of false positives about education, it’s enough to make our heads spin.

For example, recently Tom VanderArk’s “Getting Smart” website shared a guest written article about personalized learning in the classroom. Now, if you’ve heard of Mr. VanderArk, you know he is a master deceiver when it comes to a quality education. He’s absolutely, 100% sold out to the CCSS Machine’s reform. Part of the reoccurring message he (and others like him) shares is how fantastic ‘personalized’ learning is.

What these deceivers don’t count on is that we, the Warriors, are onto their delusions. “Personalized” learning in the “Era of ESSA” is code for ‘competency based education designed to NOT teach, but to CONFORM’.

“Personalized” learning is also code for digitally based data mining. “Personalized” learning is also being used to create false positive results when it comes to assessing how much our students are learning. Put another way, the digital based ‘personalization’ constantly grades on a steep curve.

In this context, the CCSS Machine banks on the fact that the general population HEARS ‘personalized’ as ‘custom’. It banks on the fact that when we hear ‘custom’, we PERCEIVE it as ‘exclusive’.

As a society, we are taught that ‘exclusive’ is special, is to be sought after. That somehow ‘exclusive’ means BETTER than everything else.

We are taught that by having something ‘exclusively’ means we have something NO ONE else can have.

Warriors, ‘personalized learning’ via ESSA (Every Student Succeeds Act) is a masterful delusion of epic proportions. ESSA also has a tremendous amount of Competency Based teaching/learning. ‘Personalizing’ it mocks true teaching/learning.

EVERY student will have the same type of education, there is NO true “personalization”! Only illusions.

As long as education is funneled through competency based Common Core/Career Tech Education/College and Career Readiness and all that goes with it, the delusions live on.


The Article:

“Getting Smart” featured  a letter to the President-elect/new administration written by a KnowledgeWorks staff member, Lillian Pace. Warriors, KnowledgeWorks is another 100% sold out to the CCSS Machine member organization. I’ve researched them in the past and have shared with you how deeply their allegiance to the education reform runs. This group is not after our students aligning, it is after our ENTIRE communities being aligned to conformity based education, life, and everything connecting the two. Below is a screen shot from one of my 2014 articles. This was the first one I wrote about KnowledgeWorks (KW).


To access the entire article: https://commoncorediva.wordpress.com/2014/10/24/fom-friday-knowledgeworks-or-knowledge-quirks/

A big selling point for ‘personalized’ learning is digital badging, or coding. To see how KnowledgeWorks has been involved in this:

So, What Did Ms. Pace Direct To Mr. Trump’s Attention?

The link to “Getting Smart”, where her article is featured:

The link to the 5 page document KnowledgeWorks has created for the President-elect and his administration:

The Deluded Sales Pitch Points:
a) leverage the vast amount of innovation occurring across the country to help States and school districts build an education system that provides all learners with access to a personalized education that enables them to master the knowledge and skills critical to success in college and career
How did KW propose the President-elect and his staff accomplish this?! MORE incentives! As if Race to the Top’s incentives didn’t teach our nation about how badly the carrots-on-a-stick delusion worked.

b) Post-secondary Transition Innovation Funds where the money would be “administered jointly by all Department offices with a stake in K–12 and post-secondary policy

c) Create a Pathway Program for employment.While WIOA (Workforce Innovation and Opportunity Act) already ‘gave’ us ‘personalized learning for employment’ (Career Tech Education, Career Pathways, Career Tracks, Career Clusters, American Apprenticeships, etc.), this NEW  Pathway “would have the “federal government and the employer would equally share the cost of tuition; however, the federal government would reimburse the employer if it employs an individual for two years after obtaining a credential.”

d) Increase dual enrollment and early college high schools. Warriors, each of these are already ‘personalized’ to not only WIOA, but  to CCSS, CTE, and will increase via ESSA! We do not need MORE of what has already been passed into law. The same can be said for Points A, B, and C!


If you’d like to see the slick CBE (Competency Based Education) ‘personalized’ learning sales pitch KnowledgeWorks has produced to help our nation see how valuable it is.Listen for the key educratic buzzwords, as well, Warriors. Especially ‘every child succeeds’.:

If you’d like to see how KnowledgeWorks is ready to help every school, every teacher, and every student transition to CBEhttp://www.knowledgeworks.org/schools/cbe

Weekend News: Worker Ed

Warriors in the War Vs the Core, we are approaching the one year ‘anniversary’ of the passage of the ESSA (Every Student Succeeds Act) into federal law. While much remains status quo in the quest to transform American education into a skill based worker pipeline, much has already changed. As we approach a new calendar year, new administration, and new ESSA mandates in action, we must remember one thing:

     Protect the students, teachers, and citizens!

Just take a close look at the feature shot above. It was one of the simplest ways to illustrate how all the recent laws, initiatives, and programs tie altogether for one goal. What the   CCSS Machine often calls our students: ‘human capital’ or ‘talent pipeline supply’.

Those recent laws?
HEA (Higher Education Act of 2008) is said to be currently under its latest rewriting
WIOA (Workforce Innovation and Opportunity Act of 2014),
STEM* (Science, Technology, Engineering, and Math) Act of 2015
 ESSA, 2015

*STEM actually appeared about the same time as Common Core State Standards according to a 2010 PCAST (Presidential Council of Advisors on Science and Technology) Report.

Each of these connect Career Tech Ed, Career Pathways or Clusters,  STEM to STEAM, American Apprenticeships, and all the associated programs to the shift from academics to workforce. ESSA refers to all of this as ‘college and career readiness’ or ‘challenging state academic standards. ESSA also collectively groups all the initiatives and programs into professional development/streamlined learning with one goal:

                        Post secondary readiness in competency based education


Workforce/Ed News With A Spin:

During the past week, the U.S. House’s Ed and Workforce Committee have been zipping out press releases ‘celebrating’ the important work of the past few years under Rep. Kline’s leadership. Somehow, we the Warriors and Citizens, need to be reminded of the pro CCSS/CTE side of education at the hands of these legislative educrats. They are desperate to have us believe all this reform will make our nation stronger.
However, this past week isn’t the only time the CCSS Machine has used Congress to churn out fodder. Since the last recess began, Ed/Workforce has zipped out many such press releases. I’ve dug through those and shown you the fallacies. I’ll include them in the Related Resource section below.

The ‘Success’ Emails:

A quadruple spun set of Ed/Workforce articles began showing up in my email on Nov. 30th. The subject title? “Leadership & Results: Empowering Americans to compete in the workforce”
The email was quick to point out that under Rep. Kline’s leadership, the Committee had worked hard on the behalf of all Americans. The track record of ‘success’ begins (in the email) in 2007. It also points out the Skills Act* of 2011 where Rep. Foxx was a key player. (Look for my Skills Act article below in Related Resources.) The email ends with the terrific news about WIOA becoming law. No where in the email does it state Rep. Foxx was set to become the new chair for Ed/Workforce.
*Skills Act (2013) stands for: “The Supporting Knowledge and Investing in Lifelong Skills Act”
It was also Rep. Foxx’s ‘baby’. (In Monday’s article, we’ll look closely at her education stance.)

The bottom line? American education had already begun its shift to becoming a workforce based education well before 2007, the Skills Act.

The next Ed/Workforce email was also dated 11/30/16. It’s subject line? “Leadership & Results Part 2: Helping every child receive an excellent education”
Right away, the red flag was the same introduction as the first. How hard Ed/Workforce had worked to represent the citizens of America. Another red flag? The ‘lifelong learning’ educratic phrase is code for ‘birth to grave’ streamlined education* (look for “Local Schools Open for WIOA in ‘Related Resources’). This email was all about how ‘local’ ESSA is going to make American education.

The bottom line? No American citizen truly desires ‘success’ at the price our government expects our education system to cough up.

Ed/Workforce’s third email (dated 12/1/16) focused on child safety via Neighborhood Development Block Grants. The subject line stated it this way, “Leadership & Results Part 3: Protecting the nation’s most vulnerable”This will most definitely continue to tie education to the U.S. Dept. of HHS (Health and Human Services). In ‘Related Resources’ look for  the “Sure Fire Disaster” article.

Lastly, the series of ‘success’ emails showed up on Dec. 2nd. It’s subject line, “Leadership & Results Part 4: Making it easier for students to pursue higher education”. This email touted the “Bipartisan Student Loan Certainty Act of 2013”. Warriors, while I have not studied this Law, I can tell you what I do know about higher education when it comes to the federal overreaches. Look in ‘Related Resources’ for them.

To find all 4 press releases: http://edworkforce.house.gov/news/documentquery.aspx?DocumentTypeID=1854:1826:1925:1825:1924:2481

Related Resources:
1) This one shows Rep. Foxx’s statement in support of competency based, federally supported innovations in education, as well as Rep. Kline’s ties to Sen. Alexander, along with how Lumina and other CCSS Machine members are involved:

2) The Skills Act article: https://commoncorediva.wordpress.com/2015/09/29/ftf-more-tracking-the-workforce-aligned-society/ (*Note, it will show you how the SKILLS Act was embedded in not only WIOA, but will link you to my article where it was also embedded in the House/Senate versions of what was to become ESSA! In case you do not spot the link (will be in ‘Related Articles’ at the bottom, here is the link: https://commoncorediva.wordpress.com/2015/09/27/weekend-news-tracking-the-ccsscteworkforce-aligned-society/)

3) WIOA and HEA embedded into ESSA articles (has page numbers to the Final Conference Report version):
a) https://commoncorediva.wordpress.com/2015/09/27/weekend-news-tracking-the-ccsscteworkforce-aligned-society/
b) https://commoncorediva.wordpress.com/2016/01/05/essa-ties-to-wioa-2014-and-new-citizens/

4) ESSA and WIOA, along with HEA and STEM mean to have every citizen, regardless of age or school choice, somewhere in the ‘talent supply, workforce based education pipeline’.
https://commoncorediva.wordpress.com/2016/08/23/local-schools-open-for-wioa/ (*Note: this is also the article where you will find the featured image.)

5) How ‘local’ can a State be with ESSA aligned national leadership (P3s,  public private partnerships)? These articles expose what Ed/Workforce didn’t.
a) https://commoncorediva.wordpress.com/2016/03/22/essa-aligners/
b) https://commoncorediva.wordpress.com/2016/02/04/essa-and-digital-overload/
c) https://commoncorediva.wordpress.com/2016/02/05/weekend-news-the-ies-and-the-essa/
d) https://commoncorediva.wordpress.com/2016/02/18/essa-and-teacher-pay/
e) https://commoncorediva.wordpress.com/2016/03/01/warriors-guide-to-essa-and-private-education/
f) https://commoncorediva.wordpress.com/2016/03/28/principled-leadership-in-the-essa-era/

6) Just one of the HHS articles I have which directly relates to ESSA and fed ed overreach:

7) The ‘affordable’ post-secondary education myth can be tied to the CCSS Machine in these articles. One of the most vocal selling points for HEA re-authorization will most definitely include student debt load and taxpayer burdens. While it is true these need addressing, must they be tied to the CCSS Machine to achieve them?! NO!!!
a) https://commoncorediva.wordpress.com/2016/05/28/affording-ccss-higher-ed-reform/
(*Note: takes a look at federal and state (NC) legislation meant to help ease student debt, but with a ton of CCSS Machine strings.)
b) https://commoncorediva.wordpress.com/2015/06/11/tech-thursday-more-alexander-hea-and-the-next-america/ (*Note: written in 2015, this one shows you Sen. Alexander leading the bandwagon for higher education reform. Since he’s ruined K-12, we know he’ll ruin higher education, too.!)
c) Since we’re already in the fiscal year of 2017, you may wish to see how the ‘savings’ for higher education is to occur in this article. https://commoncorediva.wordpress.com/2016/02/13/big-bucks-for-post-secondary-ed/ (*Note: if you like, skip to the “Next Up: It’s All in the Name of Savings” portion.)

Good Colors/Bad Colors

We’ve all had discussions about education. Some of these ‘talks’ are pretty easy; some others aren’t. With most of us back home and resuming our post-Thanksgiving lives, it is easy to think about what was said around the table.

My family is no exception. Most of the family’s offspring are up in age. A few, however, have little ones. By little I mean ’10 years and younger’. My most ‘in-depth’ education conversation wasn’t with one of the grown-ups. It was with a 7 year old.

Here’s what this child is experiencing daily in a summary form:
 “I got a new teacher when I went to my new school. I like this one much better because he gives me good colors. My old school teacher gave me bad colors. I don’t like the bad colors. She was mean.”

My heart still hurts when I recall his face and body language.

Warriors, I do not know about you, but this was something, no one, not even a Warrior Parent had shared. Since parents are being left out of education so much, these Warriors may not know about the ‘good color/bad color’ strategy in the classroom. Maybe they do and are fighting so hard against it, it’s assumed everyone knows.

It doesn’t matter. What DOES matter is looking at how this strategy is reshaping (literally) our children’s mindset.

Behind the Color Wheel, An Old Agenda Awaits:


Warriors, I found this example on Pintrest, along with hundreds of other color behavior management charts. Since I do not know exactly what school my young kinsman attends, I cannot access his school directly.
I did find his school district’s website. No mention about color controlled behavior management was available. (You can also find via an internet search how colors are replacing report cards. We know that in some States report cards and diplomas are being phased out totally.)

So, where’s the ‘agenda’? PBIS (Positive Behavior Interventions and Supports) While the screen shot you see above may or may not co-ordinate with the particular school district I’m referring to or not, the PBIS, thanks to ESSA, (Every Student Succeeds Act) is only going to get more invasive. An added ‘bonus’? The amount of money to be made by private companies which partner with schools. ESSA gives that opportunity many times in the Law.

Earlier this year (2016), I shared with you the Pearson Behavior Management System (Review 360) and how it uses P3s (Public Private Partnerships) for conditioning not only our students, but our school leaders, too. See Part 2 of my article:

Also from earlier this year, I shared with you how ESSA and the 21st Century Community Learning Centers were set (or, are being set in place) for whole family behavior managing. The agenda? If the entire family is on the same track, the student will have better success in life (aka: student achievement/student outcome). See: https://commoncorediva.wordpress.com/2016/04/10/ccss-machine-potpourri/

Related to what is happening NOW in behavior management, is this screen shot from a 2014 article I published which revealed to you the Behavior Standards used in schools which aligned to Common Core.


You can see how the PBIS will fit into schools. It doesn’t matter what name the States use for educational standards, the behavior portions will remain in place and yet, will INCREASE in overreach!

If you wish to access the Behavior Standards and Mindsets:

Above, you noticed I stated 21st Century Community Learning Centers. Here’s a screen shot of how the PBIS will fit:

If you’d like the entire article (with links):  

PBIS In Real Time:

From the school district information I found that the Positive Behavior uses not only colors (think a traffic light), BUT coins as rewards to use for ‘shopping’.

In this ‘new way’ of behaving, kids are taught that ‘fail’ doesn’t mean the opposite of ‘success’, as it is traditionally taught; no, it represents  an ‘opportunity to try again’, ‘failing is another word for growing’, or ‘first attempt in learning’! Warriors, do you sense the importance of this shift?! (Do an Internet search for the images of these phrases, you’ll be surprised at the shift in traditional critical thinking.)

So, what is the school district I found using for PBIS?
It’s at every grade level; it uses Starbucks Rewards cards; weekly school ‘shopping’ trips;
colors as ‘good’ or ‘not good’ (‘bad’ is not an option); and, levels of keeping behaviors in line with every other student (for example: blue level or gold level, the higher the color, the more the responsibility).

It’s important to note that the school district is Greenville, SC. According to their website, they are SC’s largest school district and the 51st largest in the entire nation. They also are accredited by AdvancEd (a huge CCSS Machine member group which manipulates behavior.)

To see Greenville’s PBIS description (to be used anywhere learning can happen):

To see how PBIS is used for elementary students:


Warriors, do you see how music is used in the cafeteria?! Do you see how much silence is expected?! Do you see how often lines are to be used or order is to be kept?!
To see the entire chart: https://www.greenville.k12.sc.us/parise/students/0809/pbis.asp

PBIS for older special needs students (self contained)? Greenville’s School District offers a specific teacher’s letter. In it PBIS is described as a “Behavior Management System”. The introduction states a Unique Learning System (a Standards based on-line curriculum) is also used. To see the traffic light/shopping trip plan for behavior: https://www.greenville.k12.sc.us/rms/syllabi/KellettSelfContained.pdf
To see the Unique Learning Systems SC Standards Base (College and Career Readiness Standards; code for Common Core State Standards): https://www.n2y.com/unique-learning-system/

What’s interesting is that Greenville’s School District AdvancED accreditation‘more information’ link is broken. However, I did find the information at the Greenville Economic Development Board’s website. (see: http://www.greenvilleeconomicdevelopment.com/greenville-county-schools.php )
(*Note: AdvancEd is big into the the 2030 UN Agenda for an educated workforce. See:

Why would school information be located at an economic website? The workforce agenda!!
“College and Career Readiness” doesn’t just involve education, it arches over into jobs.
Jobs drive the local economy. ESSA and WIOA (Workforce Innovation and Opportunity Act) use Career Tech Education and Career Pathways (sometimes Career Clusters). The Higher Education Act (HEA) also plays into this!

The Ultimate Goal for the students in Greenville School District (as well as a national goal we see playing out in ‘real time’)? The screen shot shows only a portion of the information. The entire 2 page brochure reveals the ‘building’ begins in Pre-school!


To access the brochure: https://www.greenville.k12.sc.us/Parents/docs/gradplus_brochure1611.pdf
As far as the “education evangelist”? He’s preaching innovation in education for the economy’s benefit! See for yourselves:


Warriors, we all are at risk of losing our students to the CCSS Machine’s workforce agenda. It doesn’t matter how young or old our students are. By using colors to encourage or discourage young minds, we condition them unjustly. By using music as cues to be ourselves and chat with others or not, we are restricting personalities. By showing instant gratification for ‘good’ behavior, we are seeing the entitlement programs increase in society.

What’s my little kinsman’s future?! Sadly, like all the rest of ours. A ‘color coded credential for work’ where we are all ‘bronze, silver, gold, or platinum’ workers…not free people with hopes and dreams.
(see: https://commoncorediva.wordpress.com/2015/09/03/tech-thursday-just-say-no-to-nocc/)

So, the ‘education evangelist’ is truthful about one thing ‘who do I want to work for?’;
the rest of his message? An empty vat of lies.

100, 500, and Still Counting

Celebrating my 100 anti CCSS/Fed Ed blog followers AND my 500th post! We’ve come quite a long way together. I pray our time together will continue to be fruitful. We seek not fame or fortune in what we do to fight the CCSS Machine. We ARE, however, leaving a legacy of patriotism, devotion to remaining free, and love for our people, regardless of educational choices. We do what we do to help each other, not to stand on each other’s shoulders. How absolutely refreshing it would be to see our leaders do the same.


There’s a double purpose to using numbers in this article. One of the best ways to get news out is social media. However, some sites are more oppressive than others. So, purpose #1 is to celebrate, purpose #2 is to hide the article in plain sight on social media.

I’m Not the Only One Spinning Numbers:

ICYMI: My latest article which was banned on Facebook revealed how numbers will be shifted to abuse teachers via ESSA and Title 2 Funds; how special needs and their IDEA funds via ESSA get squeezed; how numerous families across our nation will now be receiving “Family Engagement Ambassadors” aka U.S. Dept. of Ed Parent Nannies.
See: https://commoncorediva.wordpress.com/2016/09/28/bon-voyage-hello-grinders/


Then, there are the numbers CCSS Machine member/publisher McGraw-Hill are trying to spin in their most recent survey. I just found this one yesterday.


Oh, I cannot stop chuckling over how stupid this company assumes us to be by a quiz like this!


So, what questions does McGraw-Hill have? The brief introduction tells you they got together with top education research groups to create this. Can’t you just smell the CCSS Machine stench already? But wait, it gets deeper. Scroll down to the bottom of the main page and you’ll see it’s a survey to point to the 2016 elections!! I kid you not.

Q1) Proficiency in math question. (Source: the NAEP scores)
Q2)  About ELLs (English Language Learners) (Source: U.S. Dept. of Ed’s National Center for Educational Stats)
Q3)  U.S.’s world rank in reading. (Source: PISA)
Q4)  Low-income students percentage. (Source: Southern Education Foundation)
Q5)  Internet speed in schools. (Source: Education Superhighway) *Note: according to the explanation, 3/4 of the country NOW exceeds the FCC’s requirement.
Q6)   High school graduation numbers. (Source: U.S. Dept. of Ed)
Q7) Cost of remediation in colleges. (Source: Education Reform Now)
Q8) How long it takes to graduate college. (Source: National Student Clearinghouse Research Center)
Q9) Students who need financial aid. (Source: U.S. Dept. of Ed’s National Center for Educational Stats)
Q10) Unemployment for college graduates. (Source: NY Times)
Q11) Student loan defaults. (Source: U.S. Dept. of Ed)
Q12) Over your lifetime question. (Source: College Board) *Note: CB states that the BIGGEST pay increase happens at the Bachelor degree stage.

To take the survey: http://www.mheducation.com/ideas/how-much-you-know-us-education-quiz.html

Oh, and you’ll find it ironic that I ‘flunked’ this survey from the “how many did you get correct” viewpoint. Oh well, flunking a CCSS Member group survey is not something I will fret over. On the more serious side of this survey though, look at the questions agenda points, the sources cited, and what will be more than likely coming soon.

Remember, the ‘fine print’ points all this to the November 2016 elections. Helping drive the conversation? None other than McGraw-Hill’s CEO. Read his article, https://www.linkedin.com/pulse/lets-talk-education-david-levin

If you would like more CCSS Machine numbers, McGraw-Hill ever-so-nicely embedded their Workforce Readiness 2016 Study in the CEO’s article..and think, just in time to influence our votes.

Check out this bunch of numbers from the Study:


I’ve got an idea, use this screen shot as proof that your State’s CTE (Career Tech Education), STEM (Science, Technology, Engineering, and Math), as well as CCSS (Common Core State Standards or by their ‘new’ name, CCR, College and Career Readiness) Tracks, Paths, etc. AREN’T WORKING!!

This Study also plays the ‘gender card’. That’s something you may wish to see. You may wish to see how McGraw-Hill’s plays into Pearson Publishing ‘gender intelligence’ CCSS Machine plan. If you didn’t know about Pearson Publishing ‘GI’, I’ve got your back.
See: https://commoncorediva.wordpress.com/2016/03/07/pearsons-gi-more-alignment-in-the-workplace/

To access the McGraw-Hill Workforce Readiness Study2016-student-workforce-readiness-survey-expanded-results


Need More Numbers?

10/17/16: US PIE (United States Parents Involved in Education) “Keep Your Child Home From School Day” to protest the U.S. Dept. of Ed on its 40th anniversary. See:

I have understood via social media that more groups besides US PIE are doing something ‘radical’ for Ed’s 40th anniversary.  As long as we Warriors Against the Core are rebelling against educational tyranny on that day (or for that matter, every day), I think the message will become even louder. If we could unite our events, beyond  our usual circles of influence, we could teach Congress what true teamwork CAN do! As always, know that I am all for speaking out, just be safe and respectful.

This number:

Congress, 9/29/16; call! Protest the move to remove American internet and give it total global access. Knowing how much ESSA is spending on digital, Internet, and all related parts, we NEED our privacy as in tact as we can to protect our children.

See my dear fellow Warriors (Gretchen Logue/Cheri Kiesecker) warning article!



Warriors, I’ll have more news about numbers and legislation soon. In the meantime, fight, fight, with all your might!  I leave you with a short clip from a TV show in the 1960s called “The Prisoner”. The show was one my Daddy loved. I hated it. I was so young, it scared me.

While I don’t know the entire plot, I do know the main character was not free to be himself. He was assigned a number; his name no longer necessary. Of all the things we give our children, their names are their very first gift upon their birth. Their names are beautifully hand-picked, lovingly chosen, and carry on our family identities. Much like “The Prisoner”, our children are in danger of losing who they truly are.

S.O.S Assessments, Pt. 2

A couple of days ago, Warriors, I shared some news about the ESSA assessments.
Today’s article will give you some of the information and research you need to know in order to understand the name game that the CCSS Machine is playing with us.

A Hidden “Gem”:

Where we left off:  U.S. PIE and their team’s worthy efforts of exposing the deceptions surrounding the innovative moves in the works for testing our students.

Among some of the evidence revealed by that team of volunteer parents for U.S. PIE, was the use of the word ‘modular’ in the language describing the ‘innovations’ ESSA’s assessments are bringing us.
From page 6 of the U.S. Dept. of Ed’s Assessment document proposing all the assessment changes (http://www2.ed.gov/policy/elsec/leg/essa/nprmassessementfedreg1b.pdf)

“We also note that, under part A of title I of the ESEA, as amended by the ESSA, States have the flexibility to use computer-adaptive statewide assessments, to administer a single summative statewide assessment, or to offer multiple statewide interim assessments during the course of the academic year that result in a single summative score and provides valid, reliable, and transparent information on student achievement (e.g., modular assessments).”
I urge you, if you haven’t seen this document, to read it. While the excerpt sounds like States will have some choices, they won’t.

Here are some synonyms for ‘modular’, see if you recognize any of them from CCSS Machine propaganda.




2010, An International Paper by ‘Educrats’:

Here’s a screen shot of the 7 page paper, notice the word ‘flexible’ in context with assessments. Notice the international influences for education.


So why did I use the word ‘educrat’ to describe the authors?

Prof. AL-Smadi is a “Google Scholar”. As we know, Google’s a huge CCSS Machine member organization.Visit his “Google Scholar” page and you’ll see tons of works/studies on assessments for students. (https://scholar.google.com/citations?user=im_3CvwAAAAJ) Now, simply being a “Google Scholar” doesn’t make this professor an educrat. No, in my research, when folks willingly and knowingly work for or promote any part of the CCSS Machine, that qualifies them.

So, what else has Prof. AL_Smadi participated in? “Learning Layers”, a global career-clusters-like project. ‘Career Clusters’, by the way are a part of the CCSS Machine for students of all ages. It’s also a “7th Framework Programme”. What is blue blazes is THAT?!
“7th Framework Programme” was a part of the European Commission. CORDIS is where old “7th Framework Programme” projects are archived. (See: http://cordis.europa.eu/fp7/)

So, what’s the big deal? The Learning Layers project the Professor worked with is responsible for the “Learning Toolbox”. What’s the “Learning Toolbox”? A work-based education tool. See the “Learning Layers” blog: http://learning-layers.eu/news/

Now, Warriors, try an internet search on your own for ‘learning toolboxes’. See my example below,

Then, try a search for ‘digital learning toolboxes’. You’ll be sadly amazed.

What about the other professors? Prof. Guelt is also a cited Google Scholar. He, too, is deep into ‘adaptive’ assessments. See his Google Scholar page:
Prof. Guelt is also involved in Global Education/Learning, especially for engineering. See his website: http://www.iicm.tugraz.at/guetl

The last professor, Prof. Kannan, is a Google Scholar, too! His Google Scholar page:
His expertise is in data mining and human-to-computer-interaction. See:

The 7 page paper these 3 Scholars wrote discussed why 21st Century assessments via computer (e-assessing) was (is) such a promising field.

If you noticed in the screen shot of their work, ‘modular assessments’ was used. If you read the rest of the paper, you’ll see the separate domains of effectiveness, the alignment of the education and/or assessment standards to be used in these electronic tests, and MORE. http://www.ijcaonline.org/journal/number9/pxc387342.pdf


**If you still unsure how ‘modular assessing’ works, this simple definition for modular assessing, “A modular course is defined as a part of the main course that can stand alone. The topics are related and when combined with all other parts, become the entire course. Modular courses may not exist without the main course. Some modules may be self-paced. Classes may be offered as faculty lectures, on Web, using CDs, on campus, off campus, or a combination of all of the above with an exam at the end of each module. Modular courses run full term; modules may or may not run full term.”
I found this on the Oregon State University website,

**Remember, ESSA’s language mandates that all education, including assessments, must be streamlined to post-secondary readiness; that standards be aligned to what higher ed uses, SO by using ‘modular assessments’, it is easier to force alignment in testing/teaching.


A Stop in Cambridge:

From a report that appears to be from 2011,


Why pay attention to Cambridge’s findings?! Consider the global shift in education. Wherever education is, assessments will also be! Consider the American demise of shifting from one type of harmful assessing to another type.

What is interesting is that Cambridge found different students need different assessments. To see the 2005 Cambridge study of the Effects of Modularized Assessing:

So, how does ESSA propose to improve testing?!  “Innovative assessments”. The ‘innovation’, however, is MORE e-assessing, MORE data mining. How? Modular testing systems!


Warriors, if you aren’t sure how the international information ties into ESSA, see below:


Remember, those experts above have been working non-stop (so have scores of other CCSS Machine members) to make sure those modular assessments fit the requirements. Shamefully, Congress, the CCSS Machine, and others made sure this shift was embedded in ESSA.

Heading to New York:

By this time, I was gasping at all that was unfolding before my eyes. But, there’s more…. somehow in searching, this kept popping up: EngageNY. What you see below is a small sample of modular assessing.

If you would like to see the entire one page document for more modular/digital mess:
According to EngageNY, the source for the rubric is “Paul Bambrick-Santoyo’s Driven By Data: A Practical Guide to Improve Instruction”.
This link will show you how many assessments schedules and resources are already in place for the modular/digital ‘innovative upgrades’:
**Consider this, while the schedules already in place are dated, they will only increase via ESSA, NOT decrease. You can be sure that Paul Bambrick-Santoyo and many others like him have already been tagged by the CCSS Machine to help with the innovative/modular assessing ESSA will deliver.

Who the heck is Bambrick-Santoyo anyway?! He’s with “UnCommon Schools”. But, that’s not all:

To see the Uncommon Schools website: http://www.uncommonschools.org/
To see the Relay/Leverage partners: http://www.relay.edu/about/partners

If you’d like to see Bambrick-Santoyo’s work for data mining, etc. I found his research at the University of IL. Just wait until you see the collection of research for digital assessments UofIL has.
See: http://education.illinoisstate.edu/search/?site=isu_collection&client=default_frontend&clientID=COE&as_sitesearch=education.illinoisstate.edu&output=xml_no_dtd&filter=p&oe=UTF8&q=data%20improve

While Bambrick-Santoyo didn’t contribute to this ESSA paper, you need to get this one. It is detailing the focus ESSA will put on school leaders, especially principals. Be sure to read it all, including the footnotes.

Related information:
The CA CORE Districts data driven assessment/modular information (circa 2013):
If you want to see how they are stepping in line with ESSA:

The latest on modular/digital assessing and ESSA from Learning Forward:

How classroom data could be used against those assessed:

From Data Quality Campaign (a huge CCSS Machine member organization), their ‘feel good’ data mining video:


If you haven’t contacted the U.S. Congress yet, please do! ESSA’s innovation is the ruin of our nation. Join the U.S. PIE’s Twitter Rally set for 9/12/16, from 7 pm to 9pm. Here’s the link: http://patriotjournalist.com/RTTT2Action.php?v=0&src=Schedule

Bonus: you can tweet anytime! Each tweet goes to the Congress by Chambers AND by ed/workforce committees!


Local Schools Open for WIOA!

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

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

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

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

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

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


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

Legislators/Leaders champion Community Colleges as “Ideal”:

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


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

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

If you do nothing else today, share the ’10/6′! This refers to the U.S. Dept. of Education’s 10 Agenda Points and the 6 Key Agenda Points of the U.S. Dept. of Labor which are combined and being used DAILY in our nation, at ALL education and workforce levels!

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

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

Updates from the National Groups:

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

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

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

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

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


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


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

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

So, what’s been updated? Look below:

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

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

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

““Learn and earn models that meet national standards”

How has AAI updated? The screen shot show you:


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

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

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

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

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

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


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

Is This Truly the Best?

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

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

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

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

School Reform:

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

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

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


To access the entire Reform OrderBIEsecOrder

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

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

Is THAT Dept. aligned to the CCSS Machine?! Yes! Here’s just one way to prove it: Lesson Plans (available to ALL educational choices),
The Interior is big on STEM, too. STEM is embedded in WIOA, ESSA, HEA, and all the other places you find CCSS or College/Career Readiness. See: https://www.nps.gov/choh/learn/education/classrooms/upload/CM-1-STEMguide.pdf

Other BIE Ties to the CCSS Machine:

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

If you would like to see the rest of the document above:

BIE 2009 ARRA Funds:
Just like the rest of us, this funding opened the door for massive data mining.

E-Rate and BIE:

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

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

BIE and the ESSA:

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

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

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


Related to the BIE and Native American Education:

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

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

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

ESSA is listed as one of NIEA’s Education Priorities. To see their resources on it:

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

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

NIEAIf you are curious, the Guide is NOT NIEA’s, but rather, the CCSSO’s! See:

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

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

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