Tag Archives: CBE (Competency Based Education)

Be Sure To Tune In

Fellow Anti Fed Ed Warriors,
  Does the featured image look familiar? We know the digital push for our families is at an all-time high. We’ve certainly seen the research on too much screen time and the damages laid upon our students when they are on their computers. But, what about the stealthy moves by those TV networks to not only draw students in, but entire families?

The type of shows being used? CCSS aligned education, for sure. Wrapped up as fun? More than likely. Adventures? Maybe. Indoctrinating plots or themes? You bet. The trouble is, you’ll never notice IF you’re not informed.

No, I’ve not recently read “1984”, but we all may as well of. “Big Brother” is snooping through our homes already. If you’ve got a Smart Meter for electricity; a Smart TV; a Smart kitchen appliance; and, most especially if your student has a school issued laptop. For those who home educate or take virtual classes? It’s a safe bet to know you’re ‘watched’ as well.

So, why would I bring up TV networks? Does this have to do with the ESSA (Every Student Succeeds Act) mandate that no student would be denied 24/7, 365 days a year access to quality digital on-line learning resources? I believe it does, 100%. In late 2017, I shared with you how Saturday morning TV had been totally transformed from simple cartoon fun to education.

If you’ve read my blog for a while, you know the tie between the major media companies, especially Silicon Valley venture capitalists in major media (ex: Netflix), have a massive game plan to reinvent education. It’s well it the works. Part of the plan is to totally shift away from people on school boards. Another part? Totally computer (and/or) TV driven education. Netflix is hardly alone, there’s Google, Verizon, Amazon, and scores of others ‘hot’ in technology and cannot wait to infiltrate our families with ‘education’.

Enter Quest TV:

While most of the attention for TV indoctrination has been obvious on cable and satellite TV, what about good, old-fashioned antenna TV? Warriors, if you have an antenna and receive PBS (Public Broadcasting System), that’s a start. But what about your local CBS, NBC, ABC, Fox, or, other networks?

What I’ve found is that they, too, are opening up channels on your antenna feed exclusively for education-that-doesn’t-feel-like-education-but-is. Especially for STEM. One such channel? Quest TV. This one is fairly new (at least in my neck of the woods). It’s 24/7 access to ‘entertain and inform’. Simply look at the leaders behind Quest TV and you have to wonder no more about the intent. Former leaders from NBC (US and globally), National Geographic, Discovery Channel, ABC, and, Kraft. Warriors, every single one of these groups is a CCSS Machine member. What’s worse is that every one of these uses the UN-driven STEM as well.

While all that seems bad enough, what we should also consider is the presence of a former leader of SyncSense. What’s that? Look below at a screen shot from their website:


If you cannot read the description of Syncsense in the picture, “When audiovisual content spikes the brain, you’ve captured the viewer’s attention. We optimize content to drive spikes or brain synchronization-without changing the creative. SyncScore then measures the effectiveness of media elements causing those spikes.”

If you’re not exactly sure what the ‘brain spikes’ and data mining mean? Think:
attention grabbing and retaining information, which keeps you coming back to watch more TV. (a 2013 article explains this). Another article explains that the reason these brain spikes are so important is due to the fact we see and hear, so taking in information in short visual bursts is ideal.

Apply this concept to all the computer time students have thanks to the CCSS Machine. If you’d like more research into the how and why this type of activity happens in the human brain, visit this blog.

Warriors, while it is fantastic how our brains are wired, it is terrible how the CCSS Machine has turned that into manipulation!

Warriors, is it any wonder the shift in TV is so successful? I know many researchers have studied this topic for years, but add to it the digital learning, global push and it indeed spells massive trouble for entire families, not just students! Notice that some of the same groups in the CCSS Machine also are clients of SyncSense.


SyncSense also has analytical clients. Among them, Peace Corps! If you wish to learn about the founder and other key data mining partners are in SyncSense, go here.

Enter the NIH (National Institutes of Health):

Warriors, did you know the NIH, back in 2014, had a research article exposing CCSS was BAD for students? Here’s the excerpt:

“Today, the US government, facing numerous educational failures, has developed the Core Curriculum, which proposes to address the needs of all students (5). The Core Curriculum assumes children have homogeneous gifts and weaknesses and, thus, applies one standard for all students. Yet, we are learning that this is absolutely the wrong approach.”

Yet, in the same article, it cited that ‘critical thinking’ is a ‘must’ for education. Warriors, as we know the CCSS Machine’s ‘critical thinking’ is not true critical thinking. The CCSS version is about ‘what to think’ not ‘how to think’.

Fast forward to today, and the NIH is EVEN more involved in education. Why? ESSA (as a law) increased the choke hold on education by the U.S. Dept. of Health and Human Services. NIH is a key part of the HHS.

Conflicting “Evidence” From the NISCE:

In 2013, the NISCE (National Institute for Student-Centered Education) held a “Learning and Brain” Conference. During this Conference, it was widely shared and taught that CCSS was GOOD for neuroscience and student’s brains.

learningbrainLink to the NISCE Conference article.
Link to the Pearson Publishing article.

Warriors, if you are not sure what the NISCE does, it is an arm of the Schools for Children, Inc. According to the homepage for NISCE, their goal is the center of education being students, not tests or politics. While I can find no activity for NISCE beyond 2015, take a look through their website’s search results for “Common Core”. You’ll see 21st Century schools/skills and more.

If you’re not sure what Schools for Children, Inc. does, look below:

s4cIf you cannot read the words, basically Schools for Children, Inc. puts students needs first. Then, fills educational gaps. Followed by your school leaders receiving the right professional development. Then, the families and communities are factored in for a quality education. HOWEVER, read the SfC history and you’ll find the roots are in CBE (competency based education) via skill based learning. Be sure to read all three pages of the history. You should see the CCSS Machine agenda woven throughout it, just not by name.

Listed among the ‘Educator Resources’ for Schools for Children, Inc. is the ASCDNAIS, and the ISTE (*Note: ASCD is short for Association of School Curriculum Developers; NAIS is short for National Association of Independent Schools; ISTE is short for International Society of Technology in Education.)


Warriors, make no mistake, during school hours or outside them. The CCSS Machine is after every one of us. What can you do? Unplug the TV and spend a family night watching the stars, having a pillow fight, or just hanging out. Instead of tuning in, try tuning out the indoctrination and fodder of the global grab for our brains.

One of my most distinct messages I’ve created to express my ire toward the CCSS Machine.



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.


Bridging Gaps?

Anti Fed Ed Warriors, how well do you think our digital connection across the globe is? Is it big enough? According to Congress, it’s not big enough. In fact, we MUST have US legislation fix the international problem!


Meet HR 600, Digital GAP Act:

Okay, Warriors, we know the GAP stands for something. So what IS ‘GAP’? “Global Access Policy”. HR 600’s full name is: Global Digital Access Policy Act.

This bill was sponsored by Rep. Royce (CA). This was January 2017. It’s passed the entire US House and is currently in the US Senate’s Foreign Relations Committee. Before I get too much further, Warriors, let me point out this bill (HR 600) was introduced on Jan. 23rd of 2017. It passed the entire House on Jan. 24th of 2017.

The stated purpose for Digital GAP is to increase opportunities for everyone across the world to have better internet access. It will grow jobs, boost economics, improve education, and, so on. It would also help the US taxpayer funds being used in global internet governance to get the ‘best bang for the buck’.

Also in the Bill, is the ‘sense of Congress’ that a standardized, P3 (Public Private Partnership) approach be made universal so that everyone suffering from a digital divide can now find themselves in much better conditions. The Bill’s language is very slick in including global groups the US is a member of; or, works with, to close this gap.

Grants and loans will be used to expand information gathered and shared, too.
By expanding information, expect expanded government, too.

All this connectivity will find education involved, because, after all digital distance learning boosts economics, increases jobs, and so on.  (Warriors, don’t you just hear the noise of the CCSS Machine’s digital alignment companies humming along?)

Below is Page 8. Look at the connections between the CCSS Machine and the US Government in this one Bill which was pushed through so quickly. It’s not a law, yet. But it could become one.


Find the MCC and it’s information.
The World Bank resources are here. (*Note: my articles on the World Bank’s CCSS involvement.)
The IMF’s Article
The Open Data Barometer (*Note: here’s the link for the Data for the SDGs)
The Alliance for Affordable Internet

Enter the State:

Warriors, also in HR 600 is the ‘sense of Congress’ as to having the U.S. State Department become involved. I’ve already proven to you how this Dept. is a member of the CCSS Machine. What will the State Department do? Use a power shift to create a new government employee position for cyberspace. That position will be a big one, too. They’ll also update all civil service and foreign service training policies. Among them? More people with IT skills.

USAID’s In On It, Too:

The United States Agency for International Development was included in HR 600’s language. Their part of closing the digital gap? Adjust the education portion (among others) to include CBE (competency based education) in digital literacy. If you’d like to see their global innovation platform, find that here.

Send In The Corps:

Warriors, Congress’s ‘sense’ extended to the Peace Corps in HR 600. The US Peace Corps have teamed up the UN several times throughout history. In 2011, it was to fight hunger.
It’s no secret that CCSS Machine member groups (like the Gates Foundation) fund US Peace Corps. While the website for the US government run Corps wouldn’t name their partners, you can do a general search. (*Note: in 2017 the UN Peace Corps began seeking volunteers.)

However, in 2017, the House of Representatives decided to have the Corps participate in the CCSS Machine outright. Look below at Page 12’s proof:


As if education hasn’t been leveraged enough by the CCSS Machine, ESSA, WIOA, the HEA, STEM, STEAM, Next Generation Science, Next Generation Social Studies, Career Tech Education, College and Career Readiness, Global Readiness, Future Readiness, Choice Ready, and whatever else your State has re-branded Common Core by!

Lastly, funding for HR 600 will be one giant P3 the US Government establishes, too.


Warriors, how sensible is Congress? Will HR 600 truly bridge a gap? In my research it appears it’s a plank that we are being forcibly ushered down. Leading us is our government. Notice how this one US bill does so much for other countries. Did no one consider America’s own students? Are they once again, an unintended consequence at the sake of money and internet access?

Lady Liberty Weeps 2 

Uninvited Guests

Warriors Against the CCSS Machine, we’ve known for a while that the ‘uninvited guests’ in our educational system have done us no favors. We know that Congress’s participation in the CCSS Machine is just plain awful. It shouldn’t be happening, but it is.

We also know the amount of federal legislation in existence (which is so ‘anti-Constitution’) could bury any one of us. This is way it’s great to have so many of us working together.

Fighting so ALL may be independent of the CCSS Machine!

Warriors, we’ve got more ‘uninvited guests’ (aka: Congressional bills) waiting for us to learn about and fight against.

HR 2859, “Advancing Competency Based Education Act of 2017”:

This bill was introduced back in June 2017 by no less than 8 sponsors and co-sponsors in the US House of Representatives. Representatives Polis , Messer, Davis(CA), Takano,
Espaillat, Scott(VA),  Sablan, and, Davis(IL).

It’s been in the House’s Education and Workforce Committee since then. Why is that a concern for 2018? Because it can be rolled out of Committee at any time, during this 115th Session, or, tweaked a bit and re-introduced in future Sessions. Also, consider the chairwoman of this Committee: Rep. Virginia Foxx. Her view on education is that it’s ALL CTE (Career Tech Education). A kingpin of CTE is CBE (Competency Based Education).

Warriors, look at the title of HR 2859.

Warriors, it’s not only Foxx we should be wary of, it’s also HR 2859’s main sponsor, Rep. Polis. He’s from Colorado. He’s also a senior member of the House Education and Workforce Committee. He’s also a huge ESSA (Every Student Succeeds Act) supporter, as well as serving on the subcommittee which works with the U.S. Dept. of Education to fully implement ESSA!

Polis’s Bill (HR 2859) will amend the HEA (Higher Education Act) as well as continue to experiment with our post-secondary students via CBE projects.

HR 2859 also opens ‘Pandora’s box’ of nebulous third party education partners.
U.S. Dept. of Ed will award any voluntary post-secondary school grants, waivers, and flexibility (aka: strings) for using your students as guinea pigs to see if  CBE really works. Of course, to see if it really works, you have to have CBE in everything before higher education. ESSA has that covered in spades. Especially where it states that all education must be post-secondary readiness aligned!

Polis’s 2014 Uninvited Move:

Back in 2014, Rep. Polis was part of the ‘team’ which sponsored the CBE bill (HR 3136), “Advancing Competency-Based Education Demonstration Project Act”. That Bill sailed through the entire House of Representatives by a vote of 414 to 0. Where did HR 3136 end up? In the Senate’s HELP Committee, under Sen. Lamar Alexander’s nose.


With Uninvited Guests Comes Baggage:

Warriors, this more current Bill (HR 2859) is 39 pages long and slam full of CCSS Machine moves for higher education.

“Data” is embedded in 12 passages. Page 9 (uses data to ensure benchmarks of CBE are adhered to); Page 16 (data mined from students goes to the U.S. Dept. of Ed’s ‘research’ arm the IES (Institute of Education Sciences); Page 17 (how the IES will use the data) {Warriors, IES uses data in multiple ways, written into this Bill or not}; Pages 22 and 23 will show more student data uses; Page 25 shows there’s been a little thought as far as privacy, but note the caveat embedded; and, on Page 26 you’ll find it prohibits the ‘sale’ of student data (but no mention about freely sharing). The cost? A measly $5 million dollars, Warriors.

“Assessments” are embedded a mere 9 times. Page 6 lays out that all assessments will be workforce aligned; Page 10 shows how participating schools must use assessments to even be considered as eligible to participate in the voluntary project; Page 17 shows that there won’t be much time between the time a student enrolls in post-secondary education and their first assessment, as well as how the assessments are tied to ‘credentials’ earned; Page 23 shows assessments are part of the student’s successful outcome; and, Page 27 shows:


Oh, before I forget, the built in sales pitch to all this CBE project and experimentation? It’ll lower costs for everyone (aka, taxpayers) by reducing how long a student is in school. Yep, you heard correctly. Hurry the students through post-secondary courses so they graduate faster so they can get a job sooner. It’s basically the ‘cart before the horse’ mentality.
(*Note: a New Zealand teacher has put a global spin on ‘cart before the horse’ in education. You really need to see how the shift there is illustrated. It’s what’s happening here in the US with bills like HR 2859)


The problem with this logic is absurd. Do I really want to see my post-secondary student rush through medical school courses if they are going to be a doctor? No! Do I really want to trust a graduate of the rushed education with my life? Absolutely not! Do I really want to feel secure if my car needs repair, but the serviceman or woman cannot do it because it wasn’t included in their rushed course work?

Warriors, I’m not over simplifying this. We are seeing proof of this type of ill educated people NOW. Yet Congress wants MORE?! Using our students in post-secondary education as more guinea pigs is also very unwelcome. I guess the government doesn’t mind abusing adults. It’s done a bang up job on the minors.


Warriors, in the coming days, I’ll be laying out more Congressional fodder (I mean legislation). When I searched ‘education data’ on the Congressional website I use, there were almost 800 hits. Of the almost 30 I’ve made notes on, the agenda is crystal clear. The uninvited guest in education is the government’s control.

“Friend” Of The Family

Greetings fellow Anti Fed Ed Warriors! September 2017 is upon us. 

Look below. What you see is actual evidence from a concerned Mom from the Raleigh, NC area.  She’s been with me, fighting the CCSS Machine in NC, for quite a while now.

This is the front page of the letter received by the concerned parent.


Warriors, take note of the fine print, Harvard University Research is to receive this personal information. Harvard’s located in MA, not NC! Why is an NC school district farming personal information and data to an Ivy League School?

Next, is the middle page of the letter that was sent home.


This form, as you can see is in the event you have more than one child in the same school system.

Below, is the back page of the letter received.


Warriors, from the appearance of this part of the letter, all the data issues seem to be ‘not a big deal’, but as we know, all is never as it seems when it comes to our child’s personal information OR their school data.

To complete the guise of ‘friendly’ research data gathering, the folks behind the Wake County School System and the Harvard team, even give you a postage-paid envelope to mail the letter in!


Foe #1:

Warriors, I’ve repeatedly shown you have up to its neck in CCSS Machine business Harvard University has been over the course of my published blog.

From their partnership with Pearson Publishing to create the “Pathways to Prosperity” which in turn spur on the “Career Pathways” of the CCSS (Common Core State Standards), STEM (Science, Technology,Engineering, and, Math) and the CTE (Career Tech Education) alignment, as well as create a hotbed for social justice alignment. Then, there’s the micro-management of school counselors with the co-operation of former President and First Lady Obama, which will impact students in K-12th and/or college, where the Harvard grab for adult learners  goes into hyper-drive.

We can’t leave Harvard’s activity in the CCSS Machine there, Warriors. The University has played a big part in the Career Pathways transformation to CBE (Competency Based Education), right along with InACOL, the Gates Foundation, and others.

Oh, and if you didn’t know it, 3rd grade students (and older) can thank Harvard for their undermining reading and writing for job skill training!
The final blow to Harvard’s ‘respected’ reputation, at least as far as an anti Fed Ed Warrior’s perspective goes, will be the global education push that Harvard pitches us into as part of the GECN (Global Education Conference Network).

Now they want us to TRUST them with sensitive school details?!


Foe #2:

“My Student’s Team” by the Harvard Research Team.

When you visit the website (embedded in ‘team’ above), you will see almost nothing. There’s  very little wording. As far as the school districts using “My Student’s Team”? Three. One is Manchester Public Schools, another is Winsdor Public Schools. Wake is the only school system which is a county-wide one using the ‘friendly’ student support team.

Since I have no clue where Manchester and Windsor are located, I will use what information I do have. I hope wherever the Manchester and Winsdor parents are, the following information will be useful.

What does the Team do for the student?  As it appears on the first page of the letter my fellow Warrior received, it looks like a non-family member contact for your student. But notice the wording. I’m going to give you full access to my student I’m interested in knowing more about permission to access his/her behavior records?!

I understand, Warriors, this is a research project with a rubber stamp, but rubber won’t keep data safe.

The letter states a team member should be one who’s interested in knowing more about a student who’s a) not a parent, b) not normally in contact with the school, and c) by the legal guardian! Warriors, do you see what I see?

We (meaning those who consent) are to readily and willingly hand over sensitive information to a nameless, faceless ‘team’ via the post office!
By allowing these people I don’t know very well/don’t know at all because they live so far away, what am I really signing up for? Who will background check my choice of ‘support person’ for my student? Who is going to be looking into MY records? For what purpose?

From Raleigh, NC to Harvard, MA is over 700 miles. It also passes through several States, thereby crossing state lines. Is this safe? Is the submission of consent by this ‘non-parent’ giving FULL disclosure? Do those signing this paper realize that given consent means whoever or whatever group Harvard shares this information with will be deemed as ‘okay’ by you, under the current FERPA regulations?

Warriors, because FERPA was changed and large loopholes exist NOW, no agreement seeking your permission should be trusted as ‘safe’!

How do I know? Child Abuse in the Classroom has an entire section on the real truth about how unsafe FERPA is when it comes to private information. Because of the loopholes, you have NO clue who or where Harvard will share this data.  Access the Child Abuse in the Classroom’s FERPA link, here.

(*Note: if you are ready to keep your student’s data safe, or, to see FERPA restored so that your child’s information IS safe, please join the grassroots national campaign called “Child Abuse in the Classroom” today!)


Harvard University, Wake County Schools, and SREE:

Warriors, how DID Wake County Schools get the attention of Harvard University to become an experimental research subject? 

One connection I found was a 2016 Conference listed on Harvard University’s website where an official from the Wake Co. system was featured as a speaker. The Conference was one for SREE (Society for Research on Education Effectiveness). You’ll be interested to know that the CCSS Machine member organization, AIR was a main sponsor. (AIR is short from American Institutes for Research)
Two of the SREE Board of Directors are Harvard University employees. AIR is also represented on the Board of Directors.

According to the Gates Foundation Grants website, SREE has received 2 grants. Both were in 2013.

I’ve provided the full 29 page program from that Conference.  Another huge CCSS Machine member group in attendance: WestEd.

Foe #3:

However, it’s  Matthew Lenard (green arrows) which is the name connecting the Wake County Schools to Harvard. 

His resume is steeped in the CCSS Machine’s rhetoric.
He’s held a position with SREB (Southern Regional Education Board) which has received funds from the Gates Foundation as well as other  big name groups shoving the modern education reform down our throats.
In fact, SREB is one of the main groups using CCSS Machine money and resources to push the agenda onto school leaders, especially the counselors! (*Note: the highlighted phrase will give you access to every one of my SREB researched articles)

According to his LinkedIn Profile, Lenard is with the Wake County Public School System as a data and accountability officer. Here’s a quote, ” I joined WCPSS through the Strategic Data Project (SDP), a initiative housed at the Center for Education Policy Research at Harvard University. SDP partners with districts, school networks, and state agencies across the U.S. to transform the use of data in education.”

Lenard is tapped for the SREE 2018 Conference, where a featured speaker from WestEd will lead the attendees down the data strewn path of student information.

Foe #4:

Below, is a screen shot for the SDP (Strategic Data Project). Wake County’s been a partner since 2011. Gates Foundation grants to SDP: two, 1 in 2017 to the State of KY’s Dept. of Education for the data mining and one in 2012 directly to Harvard. Source

To see the SDP Partner List, visit here. To see the Harvard created College-going Diagnostic Tool for Wake County, visit here.

This 2010 You Tube video features a woman from the IES speaking to an SREE audience about ‘practice guides’. Listen about the 1:14 minute mark when you’ll hear how behavior modification was almost casually mentioned. While the direct link in the comments to the video no longer exist, I did find some IES Practice Guides which may very well be the type of behavior modification the woman was referring to. In the modification plans? Multi-tier support and Response to Intervention. Both of these are ESSA mandates for our children.


From Harvard’s Center for Education Policy Research, this screen shot from a 2016 Survey Report.

Since we’re in the latter part of 2017, and this Report is still awaiting student data, where has the data been since collected? Warriors, do not only look at what we’re being told, but also ask about all the other details being left out on purpose! (*Note: by clicking on ‘Research’, you’ll be able to access the Harvard Center for Education Policy publications.)

HarvardMQIWarriors, since we know ESSA’s mandates include assessments. Research like this will continue the assessment alignment cycle going.

Numerous Foes:

Who funds the Harvard Center for Education Policy?




Warriors, we know the data mining is intrusive. We know it violates our civil rights.
My most recent NC interview where we talked about data in the classroom. (Sept. 3, 2017)
I thank the CCTA (Coast Carolina Taxpayers Assoc.) for inviting me. (*Note: I mistakenly used the amount of $89 million in reference to the ESSA funds set aside for digital and technology. It should be $849 million.)

Skills Gap, Ad Nauseam

Warriors Against CCSS/Fed Ed, how many times have we heard that the education reform we’re seeing (and have been seeing), will ‘close the skills gap’?! I do not know about you, but I’ve seen it and heard it so much in researching HOW CTE (Career Tech Education, an arm of Common Core) will be our ‘saving grace’, that I could throw up.

It doesn’t matter that CTE wasn’t included in the original ESEA (Elementary and Seconday Education Act of 1965), by the time ESSA was made into law (Every Student Succeeds Act), CTE had been thrown in.

Not only does CTE show up in ESSA, but, you can find it in the HEA (Higher Education Act) of 2008, WIOA (Workforce Innovation and Opportunity Act) of 2014, American Apprenticeship Initiative, the STEM Act of 2015, and a host of other initiatives, Acts, or proposed bills.

To date, countless proposed bills have been and are being considered to use CTE as the ‘savior’ for….the economy.

It’s pretty simple, Warriors, align the education to jobs, make more jobs available, and BINGO..the economy is stable.

However, reality shows that those who need jobs aren’t getting them. Aligned education, or not! So, where are all these ‘jobs’?

Why is the economy more precious than education?! Because the CTE is a global mindset, not an American one!

Think about it, Warriors, CTE was thrust upon us just as much as Common Core BECAUSE it IS Common Core! Where are the roots of Common Core? In Agenda 21 from the UN (United Nations). CTE breeds CBE (Competency Based Education). CBE is not new, nor is it American made.

If you missed my last article, then you didn’t see this graphic:


The Millennial Report:

Released in 2015 was the ETS (Educational Testing Service) Report on “America’s Skills Challange: Milliennials and the Future”.

So why is a 2015 Report relevant in 2017? The DC legislative push to increase CTE for the 21st Century learner is why. Part of the ‘sales pitch’ from Congress is that CTE closes the ‘skills gap’ quite nicely.

If you do not know what ETS does, the company is in the assessment business. It’s also a CCSS Machine member organization. In one of my January 2017 articles, I tied ETS to the Education Commission of the States (ECS). ECS has ties to the Gates Foundation, National Association of Charter School Authorizers, College Board, and a host of others.

Other ETS articles I’ve written will show you plenty about their ties to:

A) DLC (Digital Learning Council) and the 10 Key education reform points woven into WIOA, ESSA, and, HEA.
B) The NSGT (National Society for the Gifted and Talented). Students who are gifted will also be aligned to the same type of education as everyone else, thanks to ESSA.
C) IMS Global (a consortium for digital learning). Thanks to ESSA, digital ‘upgrades’ and ‘implementation’ of technology, every student will be aligned 24/7, 365 days.
D) Lastly, the shift for lifelong learning to include adult charter schools.

With ties like these, you certainly cannot escape the agenda behind the CCSS Machine.

So, what does the 2015 ETS Report reveal?
1) It is the first in a series, so watch out for more.

2) An excerpt, “The subject of this report is our nation’s millennials, those young adults born after 1980 who were 16–34 years of age at the time of the assessment. The authors chose to center attention on this cohort for several key reasons. First, these young adults include the most recent products of our educational systems. Second, according to recent reports, they have attained the most years of schooling of any cohort in American history. And, finally, millennials will shape the economic and social landscape of our country for many years to come.”

3) Our American students are, one more time, being compared to their international peers. The Report is choosing to focus on our 16-34 year old young adults because they are still showing weak signs in literacy, numeracy, and problem solving. The goal of targeting this special group? They are the biggest part of the workforce.


Warriors, let’s pause here for a minute and consider that not all the 16-34 year olds will have had a CCSS aligned education in their K-12th grades, BUT they will have had a CCSS/CTE aligned education when they attended post-secondary educational facilities. If any of these people had dual enrollment, they’ve had a CCSS/CTE aligned education. IF any of these people have taken hybrid or on-line classes, they’ve more than likely met the CCSS/CTE alignment without realizing it.

4) An excerpt from a cited source in the Report states, “That the twentieth century was both the American Century and the Human Capital Century is no historical accident. Economic growth in the more modern period requires educated workers, managers, entrepreneurs, and citizens. Modern technology must be invented, innovated, put in place, and maintained. They must have capable workers at the helm…”

5) Data used in the Report is from the PIACC (Program for the International Assessment of Adult Competencies). The roots of the PIACC are tied to the OECD, Organization for Economic Cooperation and Development (OECD). OECD is also where you’ll find the PISA (Programme for International Student Assessment). PISA is relied on by the CCSS Machine extensively.

Enter the U.S. Dept. of Education:

Here in the USA, the data mining arms of the U.S. Dept. of Education(NCES and IES) National Center for Educational Statistics and Institute of Education Sciences, began back in 2010 and will conduct a third round of data collection in 2017.

Here’s the excerpt,Data collection for the PIAAC Field Test was conducted in 2010, and the first round of international data collection, including the United States, began in August 2011 and finished in April 2012. NCES’s “First Look” report of the PIAAC data and the OECD’s international PIAAC reports were released in October 2013. The United States first round, officially known as the U.S. PIAAC Main Study, was supplemented by a second round of national data collection in 2013-14, officially known as the U.S. National Supplement. NCES will conduct a third round of national collection in 2017.



(If you’d like to learn about the American PIAAC  partner information from the NCES/IES website.) Be sure to look at the NCES/IES  PIAAC Sample assessment items. Then, consider the age group being tested. (*Note: Look on the left hand menu to find all the sample items.)

Other ‘tidbits’ of PIAAC information from the NCES/IES:
A) The next PIAAC Report is due Winter 2017. (*Note: ESSA will be in its first few months of complete implementation by then.)

B) The USA is locked into the data mining for PIAAC until 2021, per the NCES/IES website.

C) To access PIAAC directly: http://www.oecd.org/skills/piaac/
If you’d like to see the short OECD video as to WHY PIAAC is so ‘important’.

Also available from the PIAAC website, is a 2016 resource about “Why Skills Matter”.
It’s about an hour and a half, but is very much worth listening to. You’ll hear about what skills are measured/tracked, and so much more.  Skills Matter Video  .

Related Resources:
1) The CBE Network’s website: http://www.cbenetwork.org/resource-library/?category=141245
(*Note: Be sure to read the 8 elements of CBE)
2) U.S. Government Accountability Office’s website shares that closing the skills gap is a government-wide effort. In fact, it appears to be among the “High Risk” alert category the GAO has.
3) Congress even soliticed the help of a celebrity to pump up the volume on the ‘Skills Gap’ being solved by CTE.



Warriors, in case you need a visual to cement in your mind how Congress is approaching American education, let Rep. Foxx’s statement be clincher.


Skill Building the CCSS Way

Recently, anti CCSS/ESSA Warriors, the CCSS Machine organization known as Act, Inc. (think high stakes assessments, data mining, and workforce based alignment) published a  paper about the ‘soft skills’ education alignment MUST include if we are to have employable students. It is the 2016 National Curriculum Survey (more about this later).

Many researchers, like myself, have been sharing with you over the years how the CBE (Competency Based Education) is a huge component of the illegally based education reformation we are witnessing. The evidence is plentiful, so I will not waste our time rehashing CBE’s roots.

I would like to point out to you this recent publication so we can see just how MUCH more propaganda the CCSS Machine has spun in regards to ‘soft skills’ and how ONLY the Common Core/ESSA (Every Student Succeeds Act)/HEA (Higher Education Act)/WIOA (Workforce Innovation and Opportunity Act) can do it all!


The Acts That Keep on ‘Killing’:

From the Act, Inc. 4 page document promoting how great a national workforce based credentialed system is and WHY everyone should be involved, is in the screen shot below.
Note how the data base of skills is ONLY available at Act, Inc.

What does this have to do with ‘killing’? When we stop educating people to do what they desire and rely on skewed tests which align us to learn what the CCSS Machine demands, we KILL the love of learning.

This 4 page document is geared for the students and refers to them as ‘Career Seekers’.

To access the rest of the 4 page document, https://www.act.org/content/dam/act/unsecured/documents/NCRC-CareerSeekersBrochure.pdf

Act, Inc. has also published another 4 page document for educators and how THEY can make sure students are CERTIFIED for workforce based national tracking!


This document informs us that there are 3 nationally based assessments students must take; that their scores to be workforce ready must be certain numbers which also translate into platinum, gold, silver, and bronze levels.

As educators, we are ‘killing’ our students spirit with alignment like this. Think about it, our students (of ALL ages) will not be as recognized for WHO they are, but WHAT level of certification they have!

To access this document (which harps on how all the certification is key to success for post-secondary readiness),



Engaging Us All for a Workforce Agenda:

Warriors, Act, Inc. also has a document explaining how they have studied all this workforce based/competency based education. They wax on about the case studies, the need for alignment, the ease of it all via data mining.  As part of the alignment, Act, Inc. has a self assessment we can take called, Act ‘Engage’.

When I take this self assessment and COMBINE it with the other Act, Inc. workforce based assessments, I become part of a global workforce skills based company’s database called Envision. See for yourselves, below. Notice how early this alignment is starting, notice the personalized learning component, and yes, the data mining.

To access this 21st Century Job Readiness document,
(*Note: There will be a separate article on Envision in the coming days.)


For the First Time:

Look below at this screen shot. Notice how Act, Inc. is stating that for the first time workforce stakeholders were included in the National Curriculum Survey!!

This almost 90 page document is full of CBE information! It is full of all kinds of ways education is being made over with workforce as the ultimate goal!  Act, Inc. also states, in this report, that the College and Career Readiness Standards are theirs. Throughout the ESSA, you will find the phrase ‘college/career readiness’.

It has been reported by other anti CCSS/ESSA Warriors that the ACT test is also being considered as one of the 2 national assessments that would replace the SBAC and PARCC. Think this is all a coincidence? It certainly doesn’t seem that way to me.

Page 3 of this Survey will connect ACT, Inc. to the Common Core State Standards, as well as continue the ties to workforce based education. To access this information,

If  you would like to see the Act, Inc. National Campaign for College/Career Readiness (it began in 2013), be sure to watch the video embedded here:

Notice that the Campaign includes policy and government relations. That means Act, Inc. has a front row seat in Washington, D.C.! Notice the States and leaders from those States tout how great Act, Inc.’s College/Career Ready efforts are.

Lastly, from Act, Inc.’s website, you can find a recent report for the purposed use of dual enrollment which also blends in quite easily with the education agenda for workforce readiness. Dual enrollment is a favored option for home educated students. So, when the CCSS Machine set out to align ALL educational choices, they meant it. You can find this 2015 Report at the bottom of the website page: https://www.act.org/



Warriors, find out how far down the Act, Inc. alignment path your State is. What legislation does your State have for Workforce Development? Is your State aware of the ties to the CCSS Machine with the College/Career Readiness?

Ed For Sale

Greetings Anti CCSS/Fed Ed Warriors! The Weekend News is here! What can we learn from the CCSS Machine? In a short sentence: how the global education business market is growing.

A Recent Webinar:

Just a few days ago, I was among many who joined in a pro CCSS backed group’s webinar for how educational business/services can a) capitalize on the recent passage of (Every Student Succeeds Act, ESSA); b) go global with education; c) make big sales for their companies; and d) drive education as we know it straight down the tubes.

Which group was hosting? The Gates Foundation funded EdWeek, of course! What global educational consulting firm also joined the frey? The ISC (International School Consultancy). If you haven’t heard of ISC, they are based in the United Kingdom and are the oldest global education consulting group of their kind. Because of this, it was shared in the webinar, the ISC has the historical educational data to back why going global is a great thing for all of us. Among the nations attending this webinar, the most were from the U.S.A., while the next 2 biggest attendees were the U.K. and the United Arab Empire.

About 2 months ago, EdWeek launched its Marketplace, where educational business, services, and those seeking such, can get information. I was invited to join the Marketplace, so I could get all kinds of research. However, at $750.00, I decided to pass. Besides, why in the world would I support the Gates Foundation’s backed group by purchasing their research?

It was the Marketplace portion of EdWeek presenting in this webinar. According to Kevin (from Marketplace), the virtual store is where gaps of what K-12th education needs meet business providers. Thus a harmonious bridge is created. Aren’t we so lucky….Among some of the provisions are Next Generation Science Standards/Assessments, Data Mining tools, etc. Kevin also stated the ESSA is for business ‘a canary in a coal mine’ opportunity. WiseGeek.org says that for governments and businesses the phrase means a ‘harbinger of the future’. (See: http://www.wisegeek.org/what-does-it-mean-to-be-a-canary-in-a-coal-mine.htm)

According to one of the slides from the Webinar, Bill Gates has predicted the education businesses (especially digital) will increase by 50% or $1.1 billion dollars. Driving the sales? Ed Tech (supposedly higher quality education/more personalized learning/evidence based results based on proven technology)

What I Have Seen/Heard:

As one who has researched the stuffing out of the ESSA, I can tell you, the increased amount of P3s (public private partnerships), businesses/educational services will increase dramatically. LEAs (local education agencies) and SEAs (State Education Agencies) will be able to open their federally provided funds up to anyone offering any type of business/service which can be related to student success (aka: student outcomes, competency based mastery, college and career readiness, post-secondary readiness, and student achievement).

Warriors, we should NOT be the last to know this information! Why do I say this?
a) The EdWeek Research arm recently partnered with the National School Superintendent’s Association to conduct a study on ESSA friendly PD (Professional Development).  I have shared with you in the past how aligned to CCSS, the School Supers Association is.
b) a recent meeting I attended hosted by the North Carolina Dept. of Public Instruction was full of folks from P3s either imploring the DPI for ESSA federal funds or employing more people from those P3s (and new ones) for educational purposes! Among the most sought after? SEL (social emotional learning) My point? The pro side is wasting NO time in getting the message out. Since the state I live is in already hopping on the bandwagon, yours probably is too!

More We Need to Know From Both Hosts:

The CCSS/ESSA slanted Webinar also shared the following information:

1) Educational business and services are golden opportunities for America.
2) School leaders WANT more personalized learning (as based off Digital Promise research). (*Note from my research: Digital Promise is a huge portion of ESSA.)
3) With more personalized learning comes better data tracking via student CBE (competency based education) progress.
4) SC, MS, ND, KY, and KS lead the nation in ELL (English Language Learning) digital education content.
5) Professional Development for teachers is slowly embracing the digital shift.
6) OERs (Open Educational Resources) are popular with teachers now and are better aligned to the CCSS than previous resources. OERs also are a great business profit maker because your company can help purchasers save school funding.
7) The ESSA will give educational businesses not only more money, but give schools better accountability, too. (*Note from my research: ESSA’s main damaging points are the national assessments, the accountability of the States to the U.S. Dept. of Ed and the funding which unites all this.)
8) Non-academic education businesses/services will also have opportunities to cash in.
9) Consider all of the above as opportunities for experimentation in education, especially how our students/teachers are measured.
10) EdWeek is helping the gradual building of international education marketing and trends. In 2015, around $15.2 billion was made by those participating. ISC shared that the tuition market for profits is about $39 billion and will increase to near $90 billion by 2026. Fee based education is a huge portion of the global education aspect. All this means the global economy is very healthy and that enrollment population is increasing.
11) English is being considered the language of business, therefore the need for ELL alignment is paramount for globally recognized credentials. In the screen shot below, notice the EMEM (Engish-Medium Education Market). This is something we will see increase via ESSA and other moves.


12) Global education has 4 benefits, the top 2: labor/quality learning
13) Inclusion is a top need for those being globally educated. Globally educated students are best fed by curriculum which supports inclusion.
14) There are over 200 International School Associations.
15) UAE (United Arab Empire) leads the world in the most international schools.
16) Curriculum trends find that UK based resources and IB (International Baccalaureate) are among the most used. (*Note from my research: IB Curriculum is not only UN/UNESCO based, it’s main contributor is a noted leftist.)
17) ISC noted that the most measured global assessments they track are the IGCSE*, the IB Diploma Program, the PSAT and SAT, and the GCEA*. (*IGCSE stands for “International General Certificate of Secondary Education”.) The University of Cambridge developed this over 25 years ago. To learn more:
(*GCE stands for General Certificate of Education; the GCEA, from what I can find refers to only one level of GCEs. There are GCE-As, GCE-A2 levels. Combined, the 2 levels have 31 career based tracks you can earn your Certificate in. There is also a GCSE (General Certificate of Secondary Education). There are 41 career based tracks available at the secondary level.)

Warriors, does this sound familiar?! Career Pathways, Career Clusters, Career Technical Education….all part of the CCSS Machine!! To see more about GCEs:
http://ccea.org.uk/qualifications/gce; to learn more about GCSEshttp://ccea.org.uk/qualifications/gcse


I will be taking a more in-depth look at the ISC and reporting what I find in the upcoming week. In the meantime, here are some resources you can access:
The EdWeek/ISC Webinar slides: ISCed
How GCEs are tied to PearsonNEA1516 (*Note: NEA stands for ‘Non-examination assessments’)