Tag Archives: cradlel to career network

FOM Friday: 2015 Fed Ed Budget

**Important note: As of this post, this delves into  the President’s education budget NOT the Congressional one where reports have stated no Race to the Top or little for Common Core. We need to know what this report shares as there is SO much more to consider. As with anything in the fed ed reform, there’s so much being hidden in plain sight. We need to be pro-active in our watch of ALL of the federal levels. Pro CCSS groups are latching on to the President’s budget and rejoicing at the information below. All the more reason for anti CCSS groups to be alert!

It's Friday, you know what that means! Time to measure what's truth, what's fallacy/fib or what's in between.
It’s Friday, you know what that means! Time to measure what’s truth, what’s fallacy/fib or what’s in between.

It’s almost the end of the year, many are turning their attention to the next round of legislative events. Common Core Standards and the agenda therein cannot survive without money. So, today’s Fib-o-Meter Friday post is a special look at just how Washington, D.C. plans to use our tax dollars to fund illegal standards, continue to grease the wheels of the CCSS Machine, and keep education a mess.

First up, The Fed Ed Budget Comments: 

Website to access the entire budget/comments, http://www.ed.gov/budget15

The first quote we’ll look at through the Fib-o-Meter is this one, “America’s public schools strive to offer a path to the middle class for children from hard-working families in every community, particularly those living in poverty. Yet too many students lack access to the education and supports that make the journey to the middle class possible. The Obama administration is committed to ensuring equity of opportunity for every child.”

We’re going to only focus on the bold words to fit through the Fib-o-Meter. How is the government defining ‘middle class’? Logic would suggest you consider what the U.S. Census Bureau’s definition is. After all, if anyone has statistics on Americans, it’s them. However, according to the CB’s website they do NOT have an official definition!! “The Census Bureau does not have an official definition of the “middle class,” but it does derive several measures related to the distribution of income and income inequality.” (see the entire way they do derive income inequality..which does measure lower and upper percentages: 

http://www.census.gov/hhes/www/income/data/inequality/middleclass.htmlOkay, so since the Census doesn’t have an official definition, which government entity does?! The U.S. Department of Commerce, that’s which one. According to the 2010 “Middle Class in America” publication, ‘One of the hallmarks of American society has been the common desire among families of all backgrounds for economic security and a better life for their children. Unfortunately, many families are not able to afford the sort of expenditures that we lay out in this report. If American families are to realize their middle class dreams, the nation must have a healthy economy, a responsible private sector that offers decent jobs with benefits, and an effective public sector that provides high quality schools for all children.’ I’ve provided the entire report for you as you’ll need to see for which task force the entire report was created for. Middle Class Report It’s the Vice President’s ‘Task Force on Middle Class’..the same Task Force that the Workforce education is geared for…meaning those Career Pathways, Workforce Data Initiative, Common Core aligned courses that encompass Career Tech Ed, and so on. UGH!! Totally malarky! ‘Total Fallacy’, you’ve based one set of misinformation resources on top of out and out illegally formed Standards supported by Federal overreach!

“Too many students lack access to education”. Really? Yep..especially when your source is the U. S. Dept. of Ed (hardly objective on the subject)! In March 2014, “The U.S. Department of Education’s Office for Civil Rights (OCR) released today the first comprehensive look at civil rights data from every public school in the country in nearly 15 years.”  Don’t fret, I’ll include the full press release. You’ll definitely want it, too. Key findings? Not enough preschool, not enough school counselor access, etc. Hmmm, have you noticed the big push lately for MORE fed led ed preK? Do you remember the post I wrote revealing how school counselors were being forced to align to CCSS? Not to be pithy here, but the public education system has enough now and it’s not working. How is MORE going to help? UGH! More fibs! More fallacies! Fib-o-Meter rating for this one: ‘Total Fallacy’ (press release: http://www.ed.gov/news/press-releases/expansive-survey-americas-public-schools-reveals-troubling-racial-disparities)

“Equity of opportunity for every child”. Okay, can someone please remind the rest of the nation that opportunity is ALWAYS available to each and every person who desires to utilize it. We shouldn’t be ‘forcing the deck’ when it comes to education. Of course, when your agenda is to have a trained workforce you have to force the deck. However, we need to find the Federal resource to see what insight it can help us with. So, we turn to the ‘Equity and Excellence Commission’, a federal advisory committee chartered by Congress. Their 2011 report to Sec. Duncan at the U. S. Dept. of Ed laid out 5 prongs that would ensure equity (which literally means the ‘quality of being fair/impartial’ and/or ‘the value of shares’ in something) Those 5 prongs (you’ve heard them all by now) more early childhood ed, more money for schools, having teachers/principals/curricula all on the same page, offering more non-school services, and more accountability. See the Commission’s website, (http://www.foreachandeverychild.org/The_Report.html) Again, ‘Fallacy’ from the Fib-o-Meter is the rating. You can’t get truth when you keep using the same tainted, subjective information!

Read on to find where the bucks stop and the fallacies continue in our educational system.
Read on to find where the bucks stop and the fallacies continue in our educational system.

The Bucks:

So just HOW many dollars, bucks, smackeroos have been laid out for education in America for 2015’s budget? Let’s find out. “The Administration is requesting $68.6 billion in discretionary appropriations for the Department of Education in 2015, an increase of $1.3 billion, or 1.9 percent, more than the 2014 level and almost $3 billion more than in 2013.” There are to be some mandatory programs this money funds as well as some programs that could be used. Remember those 5 prongs the Equity Commission gave? Guess what?! Here’s the note included in the Budget, “The 2015 Budget request for the Department focuses on six priorities: (1) increasing equity and opportunity for all students, (2) strengthening support for teachers and school leaders; (3) expanding high-quality preschool programs; (4) affordability and quality in post-secondary education; (5) promoting educational innovation and improvement; and (6) improving school
safety and climate.” How that equity is to be achieved? “The Administration’s signature reform measures, including RTT and ESEA Flexibility, advance this goal through supporting State and local efforts in the implementation of college- and career ready (CCR) standards and aligned assessments, rigorous accountability systems intended to help close achievement gaps and turn around our lowest-performing schools, and new teacher and leader evaluations.”

Where our taxes are going to help support the CCSS Machine:
$300 million for a new Race to the Top (student longitudinal data system on a state-wide platform); $14.4 billion for Title One College/Career Readiness; $1.1 billion for those 21st Century Community Learning Centers (think cradle to grave agenda); $100 million for “Promise Neighborhoods” (cradle to career initiative); $70 million for Statewide Longitudinal Student Data System; $200 million for ConnectED (trains teachers to be CCSS and college/career readiness aligned, assessments, digital aspects, and more in the classroom); $5 billion for incentives (RESPECT) teachers who’ve completed College/Career Readiness training, building like-minded network; $1.3 billion in mandatory preK for everyone; $165 million for “Investment in Innovation” (i3) which will use a best-practices approach to education while affording the Advanced Research Projects Agency for Education a whopping $49.5 million to transform technology; $150 million to redesign high schools so they become college/career ready centers; $170 million for STEM revitalizing (of that, $110 million goes to LEAs to create a STEM network; $40 million to create a teacher STEM Pathway, $20 million to create a National STEM Teacher Corps; $1.1 billion to reauthorize the Perkins Act (means even more Career Tech Ed that’s aligned to CCSS). See the entire Summary: http://www2.ed.gov/about/overview/budget/budget15/summary/15summary.pdf

Since we know that Common Core encompasses Career Tech Education, Workforce, and other tentacles, we’ll need to look at more of the 2015 Federal Budget sections. It is my goal to address each of these in separate posts for clarity purposes. I would suggest you use each as you see applicable with your state and the battle against Common Core.


FOM Friday: ‘KnowledgeWorks’ or Knowledge Quirks?

It's Friday, you know what that means! Time to measure what's truth, what's fallacy/fib or what's in between.
It’s Friday, you know what that means! Time to measure what’s truth, what’s fallacy/fib or what’s in between.

This past Tuesday, I wrote about the CCSSO (Council of Chief State School Officers) and their “lab states” for Common Core. Well, thanks to an avid Common Core Diva reader from AZ, I was pointed to even more that falls under the realm of the CCSSO.  So, let’s get the Meter ready…


This arm of the CCSSO has been around since 2005. It’s the educational vision caster for the Council. From what I read, it should qualify for science fiction, that is, if all of this  education reform were a joke.

KW, as I’ll refer to them from here on, uses the collective results of all the Innovation Lab Network research. From their 2013 report “Recombinant Education: Regenerating the Learning Ecosystem” here are their 5 goals for the future of education:

1) disrupt education via social interventions

2) data flood will need cognitive assistants/contextual feedback systems

3) be rid of institutionalized systems

4) open businesses, open communities

5) shareable cities via infrastructure

KW’s homepage can be found: http://knowledgeworks.org/ (you can get your own copies of their plans for the future, choose ‘3.0’ or ‘Learning in 2025’)

Start up the Fib-o-Meter:

KW fully supports personalized learning. So what is ‘personalized learning’ via CCSS? Well, according to the West Ed(a separate CCSS entity) presentation featuring two Personalized Learning experts, It’s a 3 prong answer. a) Differentiation (lessons tailored to meet the students needs); b) Individualization (learning needs paced to different learners); c) Personalization (a combination of both).

They went on to share that UDL (Universal Design for Learning) works well with CCSS because by profiling the students to find their needs (differentiation in action), redesigned the classrooms to fit everyone (individualization in 3D), the Common Core flows, blends, and moves with ease. All this is done in an effort to ban failure of any kind, because via the CCSS Machine, ‘failure in not an option’.

Fib-o-Meter rates this as “Total Fallacy”.  Why? Failure is a vital part of us, as humans. We simply cannot succeed at every single thing we think, do, say, feel, or learn. It’s impossible. Thomas Edison’s 999 times of failure before his 1,000th try which equaled success resulted in this quote saying, “The light bulb was an invention with 1,000 steps.”

There are literally hundreds of examples of similar experiences. They all share one thing about us as humans, if we DON’T fail, we cannot learn all there is to learn. As we know, CCSS loves rigidity, so naturally, ANYTHING promoting flexibility must be stopped! Therefore, “Total Fallacy” prevails.

(Resource for the WestEd Personal Learning presentation: https://wested.app.box.com/s/7rhm9khjab9es95c6p8c/1/1690276070/15070225638/1)

Next statement, please:

More of KW’s vision? State leaders  must set parameters for ALL students knowledge, skills, and dispositions for career/college, citizenship, and lifelong learning.  States must set into motion competency based, personal learning that can happen anywhere and at anytime.

Before I share with you some more, let’s rate this overall, “Total Fallacy”.

Why? Several reasons, the biggest one is which state leaders? I, personally do not think every state leader should set parameters for ALL students. It’s almost impossible to combine  a CCSS aligned version of  ‘personalized learning’ in such a broad context. This statement is better suited as a paradox, not a solution! If we break this down further, what context is “ALL students” used in? According to CCSS, it only impacts certain students. “Certain” and “ALL” are not the same and the fact the KW purposefully chose all capitalized letters for ‘all’ leads me to wonder. However, even the Fib-o-Meter knows the CCSS statement that ‘it only impacts certain students’ is “Total Fallacy”, too much has been documented, reported, and shared that will many times over disprove this CCSS claim! CCSS impacts all students in one way or another!!  Oh, what was I going to share? If you type in the key words to the above statement, you’ll get an almost verbatim result from other well known CCSS supporters, like ‘Achieve, Inc’.


CCSSO also has the following groups under its authority. NewTech Network, EDWorks, and STRIVE Together. Each of these groups has specific missions which encompass the basic principles set out in KW’s vision. They each come at it from different angles. Making sure Common Core is further implemented. Don’t conquer and divide what you can surround and suppress.

Helping them along are partners like, iNACOL (the International Association for K-12 Online Learning), their mission? All students have a world class education via blended learning for a lifetime of success. iNACOL is managed by MetisNet (a group which works with non profits, as well as other kinds to promote the ‘greater good’ and help change society) as featured in the recent report published by iNACOL in conjunction with ‘Competency Works’. The report also involved Achieve, Inc., Great Schools, Matchbook Learning, NH Dept. of Ed, IA Dept. of Ed.,  Clay Christensen Institute for Disruptive Innovation, the National Center for Learning Disabilities, Jobs for the Future, EdTrust, and the Nellie Mae Foundation. The report?? It details the Federal Framework for K-12 Education Policy (the official title: “Worthen, M. and Pace, L. A K-12 Federal Policy Framework for Competency Education: Building Capacity for Systems Change.”) The report is full of the same tired lines about outcome based education, ditching as much old (traditional) models and revamping everything.  Did you catch the biggest ‘Total Fallacy‘? Here’s a hint, federal. (Fib-o-Meter’s going ‘totally fallacy’ crazy on this concept) Here’s where you can get your copy of the report mentioned above.


Next up, ‘EDWorks’:
EDWorks, part of the greater CCSSO body, is all about fast tracking high school and college for students. After all, everyday is a great day to get college and career ready..especially when you align your learning to CCSS and buy in to the already run through the Fib-o-Meter fallacy of  ‘college/career readiness’ (you can find that post in an earlier Fib-o-Meter Friday) EdWorks also uses ‘Career Pathways’ (CCSS aligned) and ‘STEM’ (the greater agenda item using CCSS as a means to an end).

Please don’t misunderstand me, I think if done legally, meaning not based on CCSS or any of its arms/legs,  and carried out correctly with care, some students can have great success with fast tracking. That said, If you want to see for yourself how the fast tracking is carried out CCSSO style: http://www.edworkspartners.org/

Let’s all ‘StriveTogether’!:

This is a truly ‘out in left field’ portion of the CCSSO, in my researched opinion. Why, look at their tag line: “Every child, cradle to career” (website: http://strivetogether.org/) If you check out their website, be sure to study the “Theory of Action”, here’s a preview of what you’ll find:

“A Continuum of Quality Benchmarks

Communities across the world have embraced the concept of collective impact, and over the past several years StriveTogether has worked to support this momentum by establishing the Cradle to Career Network of more than 90 communities working to build cradle to career collective impact partnerships. With different approaches to collective impact emerging in communities throughout the country,Network members want to ensure that the StriveTogether approach remains rigorous, calling for a more defined structure around what it means to do this work with quality

StriveTogether has established a continuum of quality benchmarks called the Theory of Action for building and sustaining civic infrastructure. Across the continuum, there are four fundamental “Gateways” which signal your partnership’s progression towards becoming a Proof Point. By crossing through each Gateway, there is a greater likelihood for sustained impact and improvement over time.” Be sure to click on the picture to enlarge it.

An aligned collective community?! Is this really what CCSSO has begun? Common Core is entrenched in this, folks.
An aligned collective community?! Is this really what CCSSO has begun?
Common Core is entrenched in this, folks.

While what’s begun is “Total Truth” remember it’s based on “Total Fallacy”, so the Fib-o-Meter’s going to balance out and end up in the ‘neutral’ position. My advice, we need to delve into these branches of CCSSO a bit more. As far that 90 city “Cradle to Career” network, the closest city to me that’s a member is Winston-Salem, NC under the name “The Forsyth Promise”. To see if a city near you is already begun this alignment, http://www.strivetogether.org/cradle-career-network.

Lastly, the Tech end of CCSSO, New Tech Network:

This arm, is non profit, transforms schools digitally and is big on PBL (Project Based Learning), all of course set for rigor! (http://www.newtechnetwork.org/) How much are they behind the CCSS? “The broad acceptance of Common Core State Standards (CCSS) as de facto national standards in literacy and math.” Read more about their alliance, http://www.newtechnetwork.org/sites/default/files/resources/ntnccssccready.pdf  The Network is also into STEM, embedding data and more! As far as the Fib-o-Meter’s take on the ‘de facto’ reference?? This is the closest comment that’s almost rendered the Meter off the scale! “Total Fallacy”!!  Education in America was never supposed to be ‘de facto’ anything! Our Founding Fathers, our U.S. Constitution, our Declaration of Independence painstakingly laid out a system of freedom.