Tag Archives: CCSSI

FTF: New CCSS “Unpacking” Guide

This is from 21012. Just published (2015), is a new 'unpacking guide' from another company.
This is from 21012. Just published (2015), is a new ‘unpacking guide’ from another company.

It seems fitting for my “From the Files” post, that we look at CCSS and it’s unpacking. After all, if we’re going to continue to see students fail, teachers frustrated to the point of resigning, and other staff members saught after for MORE CCSS alignment, we need to know the latest. The graphic you see above is from 2012, supposedly as the CCSS was just being rolled out.  Just by the sheer fact the Standards needing an ‘unpacking’ guide should tell you that even then, the Standards were convoluted, but I digress. I will add that according to most veteran teachers I have talked to during this War Against the Core, educational standards are to be SO clear and concise, a teacher automatically knows how to approach them on their own. However, as we’ve seen with the CCSS Initiative’s agenda, nothing (or no one) connected to education can accomplish much ‘on their own’, it has to be all one way…sadly, that’s the ‘Common Core Way’.

A Bit of History:

From 2012, (where you’ll find the graphic above) and the State of NY, watch this short video and note how ‘talked down to’ the teachers are. Before you scream at me over that statement, consider that teachers have graduated colleges and universities, obtained many degrees, thus, they shouldn’t need to be told how to draw a circle, find the nouns or verbs, BUT that’s just what this presenter is doing!



Did you notice the makeover of “Bloom’s Taxonomy” to fit the CCSS?! While “Bloom’s” is considered a great model for education, it is OUTCOME based education. As such, it makes sense CCSS folks in NY would use this. We anti CCSS Warriors know and have proven CCSS is all about ‘student outcomes’, ‘leveraging’, and on and on.

Not to pick on NY, I wanted to see what the CCSS official website had for ‘unpacking’. So, I found this You Tube video from THE CCSS official site. It’s from 2013. In the 2012 video, you saw the main point as how to ‘unpack’ or utilize the CCSS. This one instructs you on how to read and utilize CCSS!

Did you notice that not even 1 minute into this short video, you heard CCR (college and career readiness)?! Did you spot that the example was a K-5 page?! Did you hear that math isn’t supposed to be taught in an exact order, but rather clustered together? If you’re a parent who has wondered WHY your students struggle with math, this is key information! “No sequential order”, that is a disaster happening before our very eyes every single day throughout our nation when it comes to math. For math to make any sense, there MUST be a sequence. Is it any wonder we have students AND teachers giving up, burning out, and quitting?!

Fast Forward to 2015:

Just published by the Learning Sciences International (part of the Robert Marzano group) has a NEW CCSS ‘Unpacking’ guide. It’s by Toby J. Karten (a staff member of LSI) and is all about ‘inclusion’ for students and teachers using CCSS. Now, if you don’t know who Robert Marzano is or what Learning Sciences International does, I urge you to read my previously published articles, which I will include at the conclusion of this article. In short, LSI and Marzano are using CCSS for globalist mindsets and bending social and emotional learning (another huge part of CCSS indoctrination).

All that said, you’re probably wondering about the guide, after all this article is about ‘unpacking CCSS‘.
You can find the book on LSI’s website for sale in their ‘bookstore’ tab. Website: http://www.learningsciences.com/ When you visit the website (if you’ve not done so before) notice the names of the programs designed for students and educational staff. Just awful, in my researched opinion.
In order to promote Karten’s new book, LSI hosted a webinar (10/28/15). I’ve included in here for you. It’s just about 1 hour. Some of the key points are listed below for you. Please, don’t take my word for it, watch it, share the information with parents and others fighting this CCSS scourge.

Key points:
a) using CCSS for inclusive classrooms
b) affirming what you already know about CCSS
c) different strategies for using CCSS even better
d) at about 3:09, Karten points you to the crayon drawing beside her picture. It’s here she states the ultimate goal of CCSS is CCR (college and career readiness) {*personal note: please listen to how she describes the picture}
e) what will ‘trip the CCSS up?’ No support!!
f) special needs students, anyone who is ‘outside’ the ‘normal’ is used as an example in this presentation. You’ll see IDEA talked about, IEPs for IDEA students, etc. *7:08 in the video)
In case you’re not watching the video, here’s her slide for IEPs and CCSS:
iepskarten
g) CCSS is successful for ALL learners, differences or likenesses, aside.
h) collaboration is a non negotiable part of CCSS. This extends to not only teachers and other educational staff but the students families as well!
i) 19:10 different strategies for more CCSS modeling and monitoring of the students (which is to be an on-going process) are revealed (they are repeated at 26:30 as well in not only their ‘alphabet soup’ forms, but what each stands for)

Related resources:
Marzano, LSI:

https://commoncorediva.wordpress.com/2015/03/02/monday-musings-purposed-embedding-for-the-core/ (This one highlights the global aspect of the Marzano Institute before it became the LSI)
https://commoncorediva.wordpress.com/2015/08/03/monday-musings-rigor-walk/
(This article describes for you the ‘rigor’ LSI is after in our schools and how it grades both staff and students)
Project Based Learning:
https://commoncorediva.wordpress.com/2014/10/25/sic-em-saturday-ccss-progressives-and-pbls/
Special Needs, IEPs, IDEA:
https://commoncorediva.wordpress.com/2015/10/19/monday-musings-idea-when-good-goes-ccscte-bad/
https://commoncorediva.wordpress.com/2015/07/02/tech-thursday-cte-ccss-and-special-needs-in-post-secondary-education/


Closing:

Anti CCSS Warriors, please, read, review, and share all this information. From the pro side of CCSS, you heard it: with out support, CCSS will not succeed! That’s our intent..to NOT support it. However, many others must know this, too!

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CCSS Follow Up System: More than Money Will Follow Your Students

While it's yet to be determined if money follows your students, CCSS certainly is already following your students.
While it’s yet to be determined if money follows your students, CCSS certainly is already following your students.

In fighting the War Against the Core, we’ve all met those warriors who are great at sending tips to areas of the “Common Core” overreach into our lives. From an educational standpoint, we’ve seen the CCSS Machine usurp our schools; from a privacy standpoint, we seen the CCSS Machine ruin it. The damage is far from new NOR is it over.

Here in NC, the “Common Follow Up System” has been in place since 1992! How is this part of the agenda that comes with “Common Core”? Keep reading, my followers and anti CCSS Warriors..

What is a “CFS”?

The purpose of a “Common Follow Up System” is: “The purpose of the Common Follow-up System (CFS) is to provide information on the educational and employment outcomes of participants in publicly supported educational, employment and training programs for use in planning, policy-making, program evaluation, resource allocation and career planning.”

Do you see the CCSS/CTE footprints? I do. If you don’t, look at the emphasized words. Publicly supported education means schools or programs connected to them. That’s the CCSS portion. The employment and training is the Career Technical Education (CTE). The two are one in the same in that the CTE portion of the Common Core begins well before high school graduation.

Let’s dig deeper, shall we? The CFS (Common Follow Up System) was designed to be a unified effort to collect massive amounts of data. The data was supposedly to help all the agencies involved to plan better as well as to have better resource management capabilities. Yes, that’s right. Those are the supposed reasons. However, consider the original agencies involved:
University of North Carolina, General Administration (UNC)
  North Carolina Community College System (NCCCS)
 North Carolina Department of Public Instruction (DPI), Workforce Development Education
 Employment Security Commission (ESC) of North Carolina 
  Division of Employment and Training (DET)
  North Carolina Department of Human Resources, Division of Vocational Rehabilitation Services (DVR)
 North Carolina Department of Labor (DOL)

Overseeing this CFS? Is the North Carolina State Occupational Information Coordinating Committee (NCSOICC).

In the earliest years of the CFS, a longitudinal data base system was formed. The system tracked each person’s progression through the state’s workforce; to study their paths of progress to see what education or other factors were involved. In 1995, the NC General Assembly helped the data collection efforts. (See Chapter 96 of the NC General Statutes). Since 1996, interest in all this data collection has increased quite a bit. Here’s an excerpt,Several groups turned to the CFS as a valuable source of quality outcome information for education, employment and training programs. The increased interest was due to initiatives at both the state and national levels regarding the collection, calculation and reporting of performance information throughout the education, employment and training system. These initiatives included the development of reports for the Commission on Workforce Development(and others).

My Files:

Now, as I’ve uncovered in the past, the CCSS Machine grinds on via the Career Pathways, Career Clusters, the Career Technical Education. I’ve shown you how each is a ‘marriage’ of education and workforce. So have others who’ve been fighting this War for our students. We’ve shown how the dots connect FROM education TO the Workforce AS WELL AS how legislation (state and federal) have PROTECTED this union. “The Workforce Quality Data Initiative” is a program I’ve reported on that has the main purpose of data mining our post secondary students from the labor aspect of their lives. Embedded in this program is language which plainly states it will join the data mining efforts from the Student Longitudinal Data System from the education aspect of the K-12 students. (see my article: https://commoncorediva.wordpress.com/2014/10/23/tech-thursday-blast-from-our-workforce-past/) You’ll find that back in June 2015 I shared this article with you: https://commoncorediva.wordpress.com/2015/06/07/rmt-halting-a-ccsscte-aligned-workforce/

Back to the CFS:

In 2012, the North Carolina Department of Public Instruction was awarded a grant from the U.S. Department of Education to build a State Longitudinal Data System (SLDS). While NCDPI is the lead on the SLDS grant, the project is a collaborative effort of several entities including: the NCDPI, the North Carolina Community College System (NCCCS), the University of North Carolina General Administration (UNC GA), the North Carolina Independent Colleges and Universities (NCICU), and the North Carolina Department of Commerce (NCDOC).”  This direct quote is from the May 2015 Report I’ve been sharing excerpts from thus far. It’s the tip my fellow warrior shared.

Added to the grant given by the U.S. Dept. of Ed, the NC General Assembly boosted the data mining once again. State law 2012-131 gave the NC Dept. of Commerce the green light to ramp up data collection AND storage projects. See this, “As part of its efforts to improve the CFS, the Department of Commerce applied for a competitive grant with the U.S. Department of Labor’s Employment and Training Administration through their Workforce Data Quality Initiative (WDQI). The Department received notification in June of 2013 that North Carolina had been awarded a WDQI grant. The grant covers a three year period ending in June 2016. Grant funds are being utilized to further strengthen and enhance the CFS.”

*Note: In my June 2015 “Halting CCSS/CTE Aligned Workforce” I shared that NC had been awarded big bucks. Now I know where those big bucks specifically went. Thus, the last remaining dots of the agenda are exposed. Boom!

One of the programs the WQDI money gave NC is known as the “NC Tower”. The “Tower” stands for “Tool for Online Workforce and Education Reporting”.  Every one of the 16 University of North Carolina’s campuses, the 58 statewide Community Colleges has your post-secondary students data (and lots of it)! To see just which groups GET that data, see page 7 of the report. Page 8 of the report will tell you how the NGA (National Governors Association) is NOW involved. Here’s a small ‘tip’ for you to consider, “In July 2014, North Carolina submitted an application to the National Governor’s Association (NGA) Policy Academy for Aligning the Education and Training Pipeline to the Needs of the Economy. The state received notification in August 2014 that its application was successful. This initiative is a collaboration of the Office of the Governor, the Department of Commerce, the North Carolina Community College System, the Department of Public Instruction and the NCWorks Commission. This effort will assist the state in aligning its education and workforce resources, strengthening its services to citizens and businesses, connecting talent to jobs and growing North Carolina’s economy.”
Also involved is a group identified in the report as “Lead Staff”. “Lead” stands for “Labor and Economic Analysis Division”. See below for just how many NC students have been data mined since the CFS’s inception.

ncaligndata

Page 13 of the Report shows how many NC organizations are NOW part of the CFS. To access the entire report:
CFS-Operational Report-May 2015
To access the NC Tower, so you can see just how much of the NC grant money from the WQDI  was used, visit:
http://nctower.com/
To see a related article about the data mining in NC concerning the NC General Assembly, see my fellow warrior, Lady Liberty 1885’s article: http://ladyliberty1885.com/2015/04/20/parents-are-you-watching-data-collection-expansion-bills-hb401-and-hb767/
To see what the ‘education-to-work’ plans for those who are considered ‘at risk’ looks like, how the money will flow, the data mined, and more, see: Made in Durham PRINT 11 13 12-FINAL_0 (*Note: the CTE, Career Technical Education, shows up on page 16. Durham County, NC is also where SAS, IBM, and others like them in the CCSS Machine call home office. SAS, IBM, and the others are all in the same business: computers and data. Why did I include this report? Look at the amount of ‘national research’ involved for education/workforce.

Closing:

The title of today’s “Tech Thursday” article is about money following our students. This is in reference not only to the current proposals of legislation about federal and state dollars being used as student savings accounts which would follow our students from education to workforce, it’s also in reference to the vast amounts of money which have already created a system that tracks our students. The difference is what may be yet to come will most definitely continue the CCSS Machine’s agenda via more initiatives to align, while what has happened, paved the way for the CCSS Machine’s agenda to succeed so far.

So, does your state have a CFS? If they have a state wide Dept of Commerce, have received federal grants for data, education, and/or workforce, have applied to the NGA for grants, AND had a cooperative state level Congress, it’s more than likely already well entrenched.
Here’s a report from 2013 out of Utah titled “Report of Select State Practices for Aligning Educational Supply with Occupational Demand”asa_2013-05-23_alignment_report (page 7 shows all the states contacted as resources)
One of the nationally based initiatives cited in the 2013 Utah document is the U.S. Chamber of Commerce’s “Leaders and Laggards”. See their website: http://www.uschamberfoundation.org/reportcard/


*Note, my coverage of the “Leaders/Laggards” is in the Jan. 2015 article: https://commoncorediva.wordpress.com/2015/01/15/tech-thursday-update/