Tag Archives: credentials

Education Relationships

To My  Anti Fed Ed Warriors, I hope the exposure of federal legislative bills has been helpful. I know it’s been eye opening.

While it’s taken several articles to cover them, I’d like to think I’m almost through. However, I’m not.


S 2084 “Community Partnerships in Education Act”:

Warriors, this bill (Sponsored by Sen. Whitehouse, RI) was introduced back in November 2017. It’s currently in the Senate HELP Committee. Before I get to the details of S 2084, let’s examine the Senator’s stance on education:


Warriors, the way ESSA (Every Student Succeeds Act) was written and passed into federal law, education took a ‘back seat’ to economic gain (for global competitiveness) AND workforce alignment. A ‘classic’ CCSS Machine move.

If you look at the many bills this Senator has either sponsored or co-sponsored, you’ll see similar CCSS Machine agenda items popping up. For example, his Museum and Library Act of 2017; his legislation connecting the federal government to Pell Grants. Then, there’s an amendment to the HEA (Higher Education Act), as well as a ‘biomedical innovation funding’ bill. Biomedical innovation” is being factored into education more rapidly than ever. (*Note: if you are not sure how Museum and Library Grants can be tied to the CCSS Machine, go here.)

Warriors, HEA is the LAST link (law) to receive a ‘makeover’.
Leading the charge to re-write the HEA? Sen. Lamar Alexander. (Over in the House, it’s Rep. Virginia Foxx.) Both are 100% sold out to the CCSS Machine.

Reading Between The Lines:

From S 2084’s pages, Warriors, these federal strings in education:
Page 3 reveals that the Carl Perkins Act will be amended. If you’re not sure how the  assessments tied to all those 21st Century Skills will be impacted by this amendment, look below. It’s the existing language from 2006:


What’s really interesting, however, Warriors, is that at the top of the page from the US Code Office, it plainly states that the “Text contains those laws in effect on March 1, 2018”.
I urge you to read this resource! You’ll see how more federal (supposedly with the States cooperation) data mining has been embedded and will INCREASE with a bill like S 2084.

Sen. Whitehouse’s S 2084 will insert more P3s in our classrooms. (P3s are public private partnerships). ESSA’s language mandated an increase in P3s in education. WHY? Because our education MUST be aligned to workforce needs. Somehow, the P3s know more about education than the teachers.

HR 4272 (Community Partnerships in Education Act)

Warriors, this Bill is also sponsored by a RI legislator (Rep. Cicilline). However, this one has several  OTHER co-sponsors. By no coincidence, HR 4272 was introduced at the same time as S 2084. These 2 bills are 19 pages, have the same language, AND are being led from Rhode Island legislators.

From the press releases on Rep. Cicilline’s website, look at the ‘bragging’ that’s being done:


Warriors, this is awful! Not only do these RI elected leaders, promote this aligned agenda, they are working together to pull it off!
Cicilline’s bill increases non profits in education. Especially for CTE (Career Tech Education, the ‘adult’ workforce training portion of the CCSS Machine) AND STEM (Science, Technology, Engineering, and, Math). It also seeks to add 21st Century Skills Attainment as a performance accountability portion of every State’s education plan.


Warriors, we know ESSA gave more educational power to the federal government and not the States. This is further evidence that the ESSA mandates (more P3s, more CTE, more STEM, more wrap around community alignment via after school programs, etc.) are being carried out via NEW LEGISLATION! Possible NEW laws for MORE federal level (and less, local) control.

Reading Between These Lines:

Within HR 4272, you’ll find the Bill has two purposes. The first is to insert non-profits and  intermediaries into local schools. These groups will be responsible for not only planning what it taught, but carrying it out. The second is to amend the HEA.

You’ll also find that Perkins funding (used in higher education but calculated on the number of 5 to 17 years old students in each State) is going to be used to help pay for the ‘community partners’. By doing this, the door for more CTE and STEM will be mandatory.

To accomplish this type of move, the Carl Perkins CTE Act of 2006 must be amended. This will also factor in the insertion of the ’21st Century Skills’ as an accountability measure. What makes up those skills? Not educators!


“21st century skills (such as critical thinking, problem-solving, communication, and collaboration)” (From Page 3 of HR 4272)

Data mining, assessments (you have to have those to measure how attainable 21st Century Skills are), and, professional development for CTE and STEM will come with HR 4272.

The TRIO programs currently under HEA’s governance will also be thrown into the mix. This is how HR 4272 will amend the Higher Education Act. You’ll also find the GEAR UP programs involved. The U.S. Secretary of Education will ‘encourage’ community partners to seek grants to help carry out the aligned workforce education.

Lastly, for HR 4272, the U.S. Secretary of Education will get to determine what existing education programs will be maintained AND create room for EXPANDING others.

Does this sound like LESS federal control, Warriors?!


Warriors, be sure to continue to follow the DC fools with me, next week. We’ll be looking at education for the world, cosmetology; more digital access for more student success; gender equality and mental health amendments for education; amendments for higher education to increase data mining; and, how the SBA (Small Business Administration) will be ‘updated’ to continue it’s portion of the CCSS Machine’s activity in education.


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.

CTE’s Open Memo

To: All Career Tech Educational Instructors {CTE} (K-12, post-secondary in public, private, or for-profit educational institutions)

From: The Common Core Diva

CC: All anti Fed Ed Warriors, regardless of school choice

Subject: Impact of shift from academics to workforce in your workplace

Summary: Due in part from the United States federal government’s agreement with the United Nations to uphold and adhere to the SDGs (Sustainable Development Goals); Congress’s legislation to create WIOA {Workforce Innovation and Opportunity Act} and the STEM Act {Science, Technology, Engineering, and Math}; re-write and re-authorize both the ESEA {Elementary and Secondary Education Act} and the HEA {Higher Education Act}. ESEA is now the ESSA {Every Student Succeeds Act}, HEA remains the same..for now. Also responsible for this shift in your workplace are the P3s {Public Private Partnerships}. These P3s will be either globally active or locally active; some will be both.


Changes You May See Now, or, Will See Soon:

1) An increase in computer training to earn digital badges or credentialed certificates thereby creating a decrease in hard copy books or instructional manuals. This is usually promoted as a way to ‘go green and save paper’. In reality, it’s a way to create a ‘life-long learning’ track of employability for you. In most instances, these courses are used for giving a teacher/leader a ‘promotion’. Ususally, these are mere lateral steps, not actual promotions. As such, you may see (or not see) your income increased. These tracks are usually professionally developed by various CCSS (Common Core State Standards) supportive groups or organizations. Because CTE IS Common Core (by a different name), your training is aligned to meet THOSE standards. Most of the time, in addition to your company’s policy for training and leadership. Teachers/Leaders, remember the Business Roundtable, several unions, and almost every major corporation have backed this shift in education from academics to workforce for years. CTE has given them the opportunity to do it in the name of ‘jobs’. Our federal government uses it as a tool to sell human diginity in exchange for a better economy.

AK assess

2) A shift you will NOT see, but is happening to you is a direct result of #1. That is data mining. Yes, your computer based training is captured, studied, and shared by countless educational groups and any other group they work with or are contracted to work with. This data, is also shared on the federal government level, as well as globally. Why? Your ‘competency’ is measured to be used against you later on. If you do not ‘teach’ well, your students do not ‘learn’ well. These 2 factors are weighed against the entire school. If a post-secondary school doesn’t measure up to the accrediting body’s standards (also directly overseen by the U.S. Dept. of Education and those post-secondary accrediation organizations it works with), funding is cut. Which means, pay cuts or lay-offs become a bigger reality.


3) CTE teacher/leader ‘incentives’  are part of the ESSA mandates for workforce-based education. On Page 17 of the Law, it is plainly stated that ALL education must be post-secondary readiness aligned as per the WIOA definition of ‘readiness’. That definition?! “Career and College Ready” (which is another name for Common Core and Career Tech Education). However, instructors, the strings by which you may earn these ‘incentives’ is hardly worth the price. Expect more monitoring of your student’s contributions in class; group based projects/group collective grades; their behaviors and attitudes (College and Career Ready calls it SEL, social emotional learning); expect that you will have to jump through more hoops than ever to be qualified to teach, but NOT how you wish to lead, but by a contrived system. As part of the re-writing of the HEA, expect more of this kind of micro-management of your schools. Consider, if your school loses accrediation for lack of credentialed leaders or enough graduates, you may be out of a job.
(Remember, as a post-secondary educational institution, public, private, or for-profit, your largest funding stream is CTE money based on students from ages 5-17, regardless of what school they attend.)


4) How does a student become Career and College ReadyCareer Tracks!  Assessments! These do not only show up in traditional K-12th grade schools. They are present in early college programs, trade schools apprenticeships, dual enrollment, concurrent enrollment, AP courses and IB courses. All of which are accessed by ALL education choices, including home education. Any extra curricular STEM program is also part of the Career Tracking and Assessments.

Some of the companies here love CTE and Career Pathways. They also are unabashedly supportive of CC aligned citizens.

Teachers/leaders, do not be surprised if you see an increase in the number of tests your students must take. Look out especially for the assessment called “WorkKeys”. If a student hasn’t received it in a K-12th grade institution, it may be an added requirement at your school, given upon admissions. “WorkKeys” is most definitely a Common Core/CTE alignment tool to groom students for their career tracks. These tests do not take into consideration talents or desires of students. Whatever skill -based results the WorkKeys gives, is what your student’s education will be streamlined to. Look for buzzwords like “personalized learning” or ‘personalized instruction’. These are ‘code’ for data mining, career tracking algorithms for both teacher and student.


Questions for Reflection:
Is this why I wanted to teach? Is this how I wish to continue to teach? Will the cost of college, career schools continue to increase? If so, how much of MY tax dollars will be used? Will these dollars be used as I choose? Since I receive a portion of these tax dollars as my salary, am I okay with this shift in education?
If I stay in my teaching position, how can I fight this overreach in my school?  Is my stance helping promote this kind of governmental control to succeed, or, is there a way I can strike an effective blow?


CTE teachers/leaders, if you have any questions, need more information, I urge you to contact me as soon as possible. I am available here, on my blog. 
commoncorediva.wordpress.com, Twitter: @commoncorediva, Facebook: Common Core Diva or U.S. Parent Call to Action

** You can also click on the highlighted words in this memo for linked and relevant articles.

Trickery Gets Education Nowhere

Anti Fed Ed Warriors, for years AND in spite of whatever political party is in charge, we’ve gotten pretty much NOWHERE near ending the grasp of those educratic, sold out leaders to the CCSS Machine in relation to our citizens.

What we HAVE gotten in exchange is a bunch of U.S. Constitution dishonoring laws, policies, and farces.

Amendment 13 was written to end slavery, yet, as the Progressive/Technocratic modern education reform has been playing out, more and more students, teachers, and education leaders of all ages are being enslaved to mind numbing workforce training!

Amendment 14 was written to throw out any Congress member or other federal leader for insurrection against the Constitution.

The entire education reform IS an insurrection against America!

Let’s not forget that what happens at the Federal level makes it way down to the State level as long as the States ignore the 10th Amendment!!

A Fighting Back Tool:

Warriors, if you already listened to the FPE Media “Alternative Education in the Crosshairs” Segment 1’s discussion of the lies being spun about the shift in education FROM academics TO workforce training, then you’ll know I cited HR5587 and S3271.
These pieces of legislation were expressly FOR increasing the amount of workforce based/competency geared education for ALL educational choices.

Today, I’m tackling two of them in an update.

Trickery, Process, or, Both?

As per the legislative process, at the end of each Congressional session, no pending business is left on the table. So, when the new Congress convened in January 2017, it was a fresh start. That BOTH Chambers rebrand older versions of bills or update them, is nothing new.

What has Congress done to HR5587 and S3271? It is important to note that their newer versions weren’t released  until AFTER our Series was published.

The Bills:

HR5587 (Strengthening Career and Technical Education for the 21st Century) and its ‘sister’ S3271 (Workforce Advance Act).

In 2016 I laid each of these (and a few more) out for your information bank of anti Fed Ed Warrior ‘weapons’.

So, what changes/updates have HR5587 and S3271 seen?

Check out this excerpt from the ACTE’s “CTE Policy Watch” in the screen shot below in regards to HR5587.

Wow, 5587’s name remained!
Only the bill number (and a few other small changes) will be revised. So, what are those ‘small’ changes? I’d like to point out the yet-to-numbered version is 97 pages long.

The first change I saw was a word play game. (a very worn out CCSS Machine tactic)

For example, on Page 4, “by striking ‘‘academic and career and  technical skills’’ and inserting ‘‘academic knowledge and technical and employability skills’’;  B) by inserting ‘‘and programs of study’’  after ‘‘technical education programs’’; (2) in paragraph (3), by striking “including  tech prep education’’; and  (3) in paragraph (4), by inserting ‘‘and programs of study’’ after ‘‘technical education programs’’.

By removing ‘including’, education’s shift to that of a worker skilled based one is undeniable. 

How so? The only amount of  academics remaining will directly be related to your career tracked CTE courses.

Other noticeable changes to HR5587:
A shift from 5 occupational tracks to 3 tracks
That aligned ‘challenging academic state standards’ must be present at the post-secondary level of education in your State
‘In demand industry skills’ will be given top priority in education
Crenditialing will replace Associate degrees and other such certificates in some instances
The increasingly popular education ‘fix all tool’: pay for success formulas for States.

The rest of HR5587 remains (for example: the early college programs; dual enrollment; middle school career explorations, etc.) Most especially: CTE Concentrators and Participants (meaning teachers, students, schools, and partnerships between education and business).
The Senate HELP Committee  5/3/17 introduced S1004 “Perkins Fund for Equity and Excellence”. From all appearances, S1004 replaced S3271. According to Congress.gov’s website, S3271 is still in the HELP’s possession..dormant. Does that mean the content of S3271 went away, too? Not in a ‘New York minute’.

You’ll still find the CCSS Machine’s rhetoric concerning the value of competency based education. You’ll still spot the ‘need’ to ‘redesign high schools’ as well as ‘support CTE innovation’ without a need to remediate students.

How?! “equitable access to rigorous, engaging, and relevant real world education through partnerships with business and industry and higher education that prepare students to graduate from high school and enroll into postsecondary education… with the ability to use knowledge to solve complex problems, think critically, communicate effectively, collaborate with others, and develop academic mindsets.”

S1004 will also encompass those outside the public, traditional classrooms.

In the screen shot below, note the highlighted sentences and phrases. ESSA (Every Student Succeeds Act) embedded ‘region specific education’. WIOA (Workforce Innovation and Opportunity Act) contains the STANDARDS (as cited in ESSA) by which States are to align all learning/teaching. Lastly, let’s remember that one of the CCSS’s rebrands for nationally aligned Standards was/is “College/Career Readiness”!!


Warriors, as was pointed out in our Series, these federal laws and bills are written to link each other like gears and cogs. This is fitting considering the CCSS Machine is grinding our nation down.

Other S1004 important notes:
Skill based assessments will not go away
Funding for States will be up for increase/decrease depending on the conformity level of participation by each State
Workforce Development Boards at the State level will continue to increase
Increased presence of corporate America in the classrooms and resources (for all age groups/education ‘choices’)
Wrap-around services, including SEL (social emotional learning) 
The Secretary of Education (DeVos) will get an increase in power as well

Power Is A Dangerous Thing:

Finding yet another piece of proposed legislation giving the U.S. Secretary of Education (regardless who that person is)more power is proof our Congress has no clue, or doesn’t care, that NO federal intrustion into education should be happening!! It definitely feels like a trick.

So, here’s what I found on DeVos and CTE.
1) U.S. News and World Reports’ Opinion page stated (Dec. 2016) that DeVos should have CTE high on her priority list. The author even titled the piece ‘A New Race to the Top’. (a side note here: I wonder if the author realized the U.S. Dept. of Labor already has this in place for CTE via the WQDI (Workforce Quality Data Initiative). In the article, P-Tech (already in place in NY) is mentioned, as is the Western MI Avation Academy.

2) Advance CTE’s website includes Western MI Avation Academy AND DeVos’s testimony before the Senate HELP Committee here.

In her HELP testimony she stated students SHOULD have CTE. Her exact words: “students really need to have a full menu of options,” including “technical schools, community colleges [and] apprenticeships.” (by the way, this fits with her ‘school choice’ belief)

3) DeVos is also pushing STEM (Science, Technology, Engineering, and Math) as part of the way America can have more connections to CTE. This makes sense when you factor in how much STEM is embedded in WIOA, ESSA, HEA, and the STEM Act.

4) DeVos was joined by a Trump family member pushing STEM back in March 2017.

More Tricks:

Warriors, my good friend Deb Gerry Herbage writes a blog named “Exposed!”. She recently had a post where you’ll find out other tricks and lies we’ve been sold/told by the CCSS Machine member group, AIR, Inc. You’ll see how she found the States involvement in these lies, too. I urge you to read it.

You’ll also want to consider this screen shot from an AIR, Inc. 2015 publication. Then apply this evidence to the updates in both HR5587’s update and S1004:



Warriors, have no fear! Regardless of the countless tricks the CCSS Machine dishes out, I am confident we will be swift in exposing the word games, number changes, and anything else coming down the pike. I will keep digging to see what other changes Congress isn’t openly sharing.


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’)

‘Makeover’ for Workforce?

Back in late 2014, I shared with you the Workforce3One portion of the U.S. Dept. of Labor and how it ties to the U.S. Dept. of Education as well as the CCSS Machine. How? The Career Pathways, Career Tech Education (AKA: Career and Technical Education), and all the other workforce related tracks our students/teachers/schools are being placed in.

Today, we will look at what has been made over or is the process of being made over to continue the alignment to the WIOA (Workforce Innovation and Opportunity Act), the ESSA (Every Student Succeeds Act), the HEA (Higher Education Act), and any other related law. Workforce3One is sure to be involved!

The Previous Article:

Here is an excerpt from the 10/14 article, “Workforce3 One, sponsored by the U.S. Department of Labor/Employment and Training Administration (ETA), is an on-line interactive communications and learning platform designed to build the capacity of the Workforce Investment System. Members include the public workforce system and its strategic partners, such as employers, Federal agencies, community- and faith-based organizations, and educators. Workforce³One supplements other technical assistance provided by the Employment and Training Administration’s national and regional staff to build the capacity of the workforce investment system to successfully meet the employment needs of America’s workforce and employers.” ”

Other things revealed in the article include the CCSS Machine members involved, their financial backings and/or research studies. You will be able to learn how the Workforce3One uses schools for Career Pyramids, Ladders, Tracks, and/or Pathways. (This will include schools on all levels) You will find out how your local job/career centers are involved. Here is an excerpt to explain what I mean,Workforce 3 One is SO complete they have on-line tools for you to use to build your career..of course it will be aligned. The first one is the ‘CP’ or Competency Pyramid.” 

See and read: https://commoncorediva.wordpress.com/2014/10/30/tech-thursday-workforce-common-core-style/
Once you read it, share it! Once you learn which CCSS Machine members are involved, see what new steps they have taken to help make over our workforce based education reform.

Another Vitally Connecting Article:

In January 2015, I published another related article about the National Career Pathways Network. In it, you saw the evidence of the over-arching systems in place to bridge K-12 education to post-secondary education-to workforce employment. Below is an excerpt,
“According the the Network’s website there are 10 agenda points for POSs (Programs of Study) for Career Pathways. So every time a student takes a CP course, you’ll know these 10 are woven into it:
1) Legislation and Policies (ie: from federal, state, and local levels)
2) Partnerships (ie: more P3s or public/private partnerships)
3) Professional Development (ie: career tech alignment courses)
4) Accountability and Evaluation Systems (ie: more data mining)
5) College and Career Readiness Standards (ie: more Common Core disguised as ‘not’ CCSS)
6) Course Sequences (ie: aligning the track between secondary and post-secondary schools)
7) Credit Transfer Agreements (ie: keeping the alignment accountable)
8) Guidance Counseling and Academic Advisement (ie: can’t have trained workers without trained guidance)
9) Teaching and Learning Strategies (ie: more project based, collaborative learning)
10) Technical Skills Assessments (ie: assessments from federal, state, and local levels)”

What else you will find in the 2015 article: the 6 key elements of a workforce based education; the slick sales pitches we are subject to; social policies interwoven; key CCSS Machine members, and more.
See/read: https://commoncorediva.wordpress.com/2015/01/08/tech-thursday-national-career-pathways-network/

Once you read this information, investigate where your State is along in the 10 priorities, the 6 key elements, and anything related to them. Then share it!

The Present Makeover:

The name change is just the beginning. Gone is the Workforce3One (or their logo where the 3 looks like an algebraic number). It is now ‘Workforce GPS’. See below for their own words.


The website has also had a makeover. When I last saw it, there was a Career Model with stackable, crunchable competencies with the Workforce3One Logo. It is now:

Here is the snappy short video explaining how great the new makeover is going to be:


From another short video on the website is their guide to signing up for Workforce GPS. Be sure to watch it as well. You will learn much. I will include the link, but here is the screen shot you need to see, it is the most revealing:

To see the video this is from:

What else has been made over? When you click on the ‘Communities’ tab, you will see all the interconnecting agencies involved in the career alignment. Think back to the P3s involvement as evidenced both above, and it my last published article (featuring the peas in a pod picture). These interconnecting agencies are full of the public private partnerships!

Also new are the ‘Workforce Innovation Funded Projects’. These will give you a close up look at the local level of WIOA in action. See: https://innovation.workforcegps.org/

Part of the makeover includes ‘Workforce Strategies’! So if you are into evidence based, best practices (subjective to CCSS/CTE) and such, this is for you. See: https://strategies.workforcegps.org/ (*Note: look to the right hand side of the page. For example, there will be research from the SBA {Small Business Administration}. To see how connected the SBA is to the CCSS Machine, see my article, https://commoncorediva.wordpress.com/2015/02/10/ftf-the-sba-and-common-core/)

You, as an anti CCSS Warrior, need to take a look at the ‘Staff Picks’ for informational resources. Among them are how to involve those with special needs, gathering more data on the state and local levels, the competency modeling clearinghouse, the monitoring of our States, and more! See:

As an anti CCSS Warrior, I know the data mining is a huge concern, especially when you remember that not only have I shared with you HOW the data is ‘married’ between the U.S. Depts of Education and Labor for workforce based education, but others as well.

Want to see what data is used and how it is collected?! Workforce GPS has the tutorial. While you will be able to access the visual information, the audio has been disabled. You should also know this presentation is a P3 one. I was given the notice before I accessed it from the Workforce GPS website. I cannot stress to you how important it is for all of us to investigate this presentation slide by slide. There are very important pieces of information for us to learn and use as weapons of truth.
See: https://spra.adobeconnect.com/_a148408/wiasrd_menu/

Lastly, if you are wondering where the global workforce ties are, try this search page:
For example, here is just one of the articles Workforce GPS has on the global economy and workforcehttps://strategies.workforcegps.org/resources/2014/08/11/16/34/a-shaper-focus-on-technical-workers-how-to-educate-and-train-for-the-global-economy


Warriors, since the workforce based education is to encompass every grade level, it stands to reason that the WIOA, ESSA, and HEA are included. Much of what I have shared with you since my blog began has repeatedly proved this. What you see above is just the latest.

I thank you for helping get the word out about this. Currently, I am being banned on Facebook from sharing this nation wide. As you can see this information MUST be shared. Not because I wrote it, but because it is the truth. While we are seeing an increase in censorship when sharing the truth, we must press on in spite of the silencing efforts.
Thank you for standing with me.

Credentialed Transcripts?

The modern education transformation is treating our students like blocks of ‘stackable credentials’, not humans!

‘Tech Thursday’ is the day I usually focus on the overreach in education to the post-secondary level. Today is no exception. If you have followed me for a while, you know I have consistently laid out the evidence and resources so you can follow the CCSS Machine’s march from high school and beyond.

So what can I share with you today?  A look inside the transcripts-turned-credentials for our students under the guise of quality education.


Parchment Transcript Services (PTS):

I first heard of PTS, from a dedicated anti CCSS Warrior who is doing much work to protect student data. We know how much is collected, shared, sold, and used against our students, so naturally finding a school (or State) which uses PTS is worth knowing more about.
The website: http://www.parchment.com/
The advertised mission: “Parchment’s mission is to turn credentials into opportunities.  We help learners, educators, associations and employers securely send and receive education credentials online, in simple and insightful ways.”
The zippy 2 minute sales pitch:


Did you notice how hidden in plain sight the data mining is? Did you see who shares it, has access to it? Did you notice the use of the fallacy tactic known as ‘Bandwagon’? (bandwagon is where you are enticing to do what everyone else is doing so you don’t miss out) Something tells me there is much more to find out about!


The Folks in Charge:

CEO, Dr. Matthew Pittinsky is certainly connected to the CCSS Machine. How can I know this before we even go any further? Two clues: Blackboard and ASU (AZ State University) I have written before about both. To see what else he is doing connected to the transformation of post-secondary education: http://www.parchment.com/matthew-pittinsky/
(*Note: his short video reveals how he feels about data mining.)

Other Leading members include former members of other CCSS Machine member organizations, like Learn.com; there are other former Blackboard personnel; non-profit education advocacy; former military; Honeywell; ISU (Iowa State University); and global education IT (information technology.)
To find out more: http://www.parchment.com/leadership/ (*Note: be sure to check out the Board of Directors. You will find even more ties to the CCSS Machine.)


Parchment Partners:

Since Parchment deals with student data, we need to know who they work with in the sharing. Two of the biggest CCSS Machine members which jumped of the page? Herff Jones and Pearson Power School! There are others, as well. See all the partners:

While Pearson’s membership in the CCSS Machine is known extensively, I will share with you how Herff Jones is also a member.

Most folks think of high school class rings and high school yearbooks when they hear Herff Jones, but the company is more embedded than you know. See:
http://www.socialstudies.com/pdf/CommonCore_SS.pdf (look for footnotes #5, 8, and 9)
Related is my in-depth look at the C3 Social Studies where you will see CCSS, post-secondary CCSS, and global agenda intersect:

From the  Herff Jones yearbook information, this excerpt, “It’s easy to see how yearbook aligns with the Common Core’s emphasis on research, reflection and revision, and the four C’s touted by the Partnership for 21st Century Skills (critical thinking, collaboration, communication and creativity) are naturally a part of the yearbook process. Talk about cross-disciplinary learning!”
To see the rest:

How the Service Works on a Local Level:

From the parent of a Senior (Class of 2016), this personal account. “Seniors are required to state what college or university they will attend. All final transcripts will be sent electronically through Parchment. You must sign up via their website before graduation. After graduation, you will be charged $8.50 per transcript. My student must contact their Career Center Counselor/Office for more information.” This parent goes on to share that the Parchment presence in school is a school district promoted decision. Supposedly the only data collected isn’t too personal, but we Warriors know ANY data about our students is up for grabs! Parchment’s service also has you answer on-line questions for specific schools you might want to attend to see IF you can become a qualified applicant.

What I found out about the transcripts is that each is given a unique code (DID or Document Identity Number). For students to access or verify if their information has been transmitted or received, they must use that DID. Hmm.. think UID (Unique Identifier Number) currently used for all those assessments your students think. We have evidence how ‘secure’ those are! If you would like to know, Parchment stands by the FERPA policies (again, we know how FERPA was weakened to allow MORE data mining!) Check out all their related topics:

Parchment’s latest Press Release shares more about the data collection/sharing. This particular Release details the State of Georgia’s partnership:
Parchment, a leading academic credential management service, works with more than 65 high schools and 72 college admissions offices across Georgia to create a robust network that helps to simplify the college application process for Georgia learners. By delivering and processing electronic credentials with Parchment, member schools are breaking down barriers in the college access process. For more than a decade, Parchment has worked with high schools and colleges across the United States to aid in the application process, making academic credentials, like high school transcripts, digital, often resulting in more timely admissions decisions. Schools in Georgia have already begun to improve efficiencies, provide transparency to learners and reduce overall costs by partnering with Parchment, following the success many other states have long used to their advantage. In 2015, Georgia high schools relied on Parchment to exchange more than 41,000 digital credentials, an increase of 48 percent over the previous year. Parchment has enabled our students and parents to expedite the college application process by sending transcripts electronically to almost any school across the nation,” said Tessa Barbazon, Coordinator, Office of School Counseling with Fulton County School District. “In addition, the tracking tools available to students through Parchment fill a gap in communication that can exist when less advanced services are utilized.” The Fulton County School District is comprised of 18 high schools with 94,000 students.” (see the entire Press Release: http://www.parchment.com/press-releases/parchment-provides-georgia-students-with-improved-college-access/)

To read Parchment’s Privacy Policy, see: http://www.parchment.com/privacy-policy/
While all looks secure, there are a few things to note: 
1) Parchment sends you information they think you want based on how you answered those qualifying questions.
2) Data is shared with ANY partner or group designated as an Academic Institution. While this may look like it means schools, remember the ESSA (Every Student Succeeds Act) and the current version of the HEA (Higher Education Act) include the academic institutions in a much broader context. (*Note: the current HEA even embeds the use of Digital Promise as the  data collection method on all students. Also, the ESSA has Digital Promise funding INCREASED embedded in the language.)
3) Note the Asset Transfer clause. Even your parents information about finances is up for all to see (or at least whomever Parchment deems worthy of knowing.)



I thank the parent who shared their story. Our anti CCSS War Against the Core, is made so much stronger when these brave men and women speak up. I hope this information has caused you to question much when it comes to the transformed high school to post-secondary school state we find ourselves in. While we must champion our students data (and ours as well). we must investigate every company we can. Since it appears the school districts are promoting and choosing this, make sure you let your district know your concerns!

Other Previously Exposed High School Credentialing/Transforming Articles: 

From 11/15, a compendium of information on the subject: https://commoncorediva.wordpress.com/2015/11/12/tech-thursday-update-on-ccsscte-for-adults/

From 05/15, a look at reducing our students to gold, silver, bronze worthy:

From 01/15, a 3 part look at those credentialing either our students or post-secondary learning institutions:
a) https://commoncorediva.wordpress.com/2015/01/28/wybi-wednesday-ice-chilling-our-education/ (USA specific)
b) https://commoncorediva.wordpress.com/2015/01/27/ftf-tuesday-iassc-universal-certification/ (International Credentials)
c) https://commoncorediva.wordpress.com/2015/01/26/monday-musing-an-interview-you-must-hear/ (will reveal some hidden places you need to look for where credentials are needed)

WYBI Wednesday: ICE, Chilling Our Education

Typically ice cubes make our drinks more enjoyable. However, when ICE hits education, it's anything but enjoyable.
Typically ice cubes make our drinks more enjoyable. However, when ICE hits education, it’s anything but enjoyable.

In yesterday’s post, I revealed quite a bit about an international credentialing company tied to Common Core. Today’s “Would You Believe It” Wednesday post, looks at the American based companies. Will they, too, be tied to Common Core?

ICE (aka: Institute for Credentialing Excellence):

Here’s how they describe themselves, “The Institute for Credentialing Excellence, or ICE, is a professional membership association that provides education, networking, and other resources for organizations and individuals who work in and serve the credentialing industry.  ICE is a leading developer of standards for both certification and certificate programs and it is both a provider of and a clearing house for information on trends in certification, test development and delivery, assessment-based certificate programs, and other information relevant to the credentialing community.” {note: website address is http://www.credentialingexcellence.org/p/cm/ld/fid=32)
Below is a screen shot from the latest Annual Report showing the USA and where ICE members are located.


Who Is Shaping the Credentials? Again, using the 2013-14 Annual Report, you can find there are members from the Alpine Institute, Pearson VUE (gee, what a surprise), Cisco Systems(data mining), and a Psychometrician (Careers in Psychology have this description for what psychometrics are),

“Psychometrics is the science of measuring people’s mental capacities and thought processes through a systemized manner. In other words, it’s a way to create tests to determine how smart we are or what are personalities are like. Psychometricians are the scientists behind those interesting – and sometimes nerve wracking – aptitude and personality tests. The tests that these professionals create help to better understand how the mind works. They are able to measure the how a mind functions and how it compares to other groups of people.” The Report: 2013-14 ICE Annual Report v3 Final

ICE’s “Other” Arm:
NCCA (National Commission on Certifying Agencies)
This particular part of ICE was created to ensure all of the citizens in America were actually safe while we used the many services ICE accredited. For example, if I wanted to work in aviation, ICE would accredit the National Aviation Business Association and NCCA would keep them accountable so I’d be able to earn my credentials to get a job. (You’ll need to look at the many healthcare agencies they oversee, especially knowing CC aligned courses are being taught). What I found interesting about this arm of ICE, is their “Career Center” page. If you want, you can become employed by AIR, Inc. (America Institutes for  Research, Inc.; as in Common Core related assessment measuring AIR, Inc.) as a psychometrician!! See the actual job posting, http://careers.credentialingexcellence.org/jobseeker/job/21233199/
{Note: heading up the NCCA? A member from the Alpine Testing Solutions, Inc.}

Alpine Testing:

I must confess, I mistook this company for another one by a similar name and was about to pass it over, when a search turned up a post by the President of Alpine Testing Solutions (according to their own website, the name “Alpine Media Corporation” was used from 1998-2005). The president then was Arana Greenburg. Her paper, “WBT: The New Millennium: Training at the Speed of Change”. {note: WBT stands for ‘web based training’} (see: http://www.isoc.org/inet99/proceedings/2a/2a_1.htm ) You’ll want this paper. Why? It details the purposed transition of not only assessments (which now lead to credentials), but how computer testing was in need of becoming ‘COOL’ (Collaborative, Objective Based, On-line, Lifelong Learning Oriented). She goes on to cite B.F. Skinner’s work, how students will go from one knowledge based to ‘just enough’. She details shifts in how learning parameters have shifted, how assessments were to become the core of education and oh, so much more that we now have been able to connect to CC. What else you might find interesting is that the author graduated with a social policy doctorate. You’ll need to see who she used to work for.
One more note about Alpine Testing, they are affiliated with NRMERA (Northern Rocky Mountain Education Research Association). How does NRMERA feel about Common Core, Career/College Readiness?? They embrace it! See this presentation from 2012 titled “Success for All” : http://www.nciea.org/publication_PDFs/NRMERASuccessForAll_BG100412

Take a look at the ICE 2014 Conference Book, there you’ll find Pearson VUE presented several workshops on various topics surrounding credentials that span the globe; you’ll see Cisco Systems also among those who presented. ACT, Inc. (which is also a partner of the International group I shared with you in yesterday’s post about international credentials being tied to CCS) also was at the conference. See the resource, http://issuu.com/credentialingexcellence/docs/2014_ice_exchange_final_program

If you’d like to see who is funding all the research for ICE, http://www.credentialingexcellence.org/p/cm/ld/fid=181

The Gates Foundation, the U.S. Dept. of Ed and the Rest of the Credential Bunch:

After a bit of digging I found the pdf file for the 2009 Round table discussion that was to help both the Gates Foundation’s and the U.S. government’s initiatives concerning post-secondary education get moving toward globalization via credentials, degrees, and whatever else in between you could master. Here’s an excerpt, “The intent of the round table is to identify and define the nature of the array of post-secondary subbaccalaureate credentials (e.g., certificates, certifications, licenses), ascertain the nature of the institutions involved in granting and overseeing such credentials, and discuss the implications for public policy.” Download the document, Subbac-Roundtable-Mtg-Notes_110309

The Business Roundtable’s Efforts for Credentials and Your Students:

Extremely pro Common Core/STEM supportive group “Business Roundtable” released last July (2014) what they are doing to ensure CC credentialed education. Here’s a tiny portion of what’s happening, ”

“Defining clearly the attributes of quality, valid industry credentials, making it easier for students, learning centers and employers to know which credentials and certifications matter.”

Want the entire ‘game plan’? See, http://businessroundtable.org/resources/taking-action-connect-learning-work Oh, if you’d like to see HOW the Business Roundtable plans to help the workforce become as aligned to CC as possible, be sure to read their “Action Step List”, where the number one priority is to  “Fully adopt and implement the Common Core State Standards” (Action List: http://businessroundtable.org/resources/taking-action-on-education-workforce-preparedness)

If you’d like to see more of the BRT’s CC supportive materials, search their website, trust me, you’ll find plenty.

One Last Resource:

Back in 2002, a dissertation by Kathy Emery, titled “The Business Roundtable and Systemic Reform: How Corporate-Engineered High-Stakes Testing Has Eliminated Community Participation in Developing Educational Goals and Policies”. Quite detailed, super ammo for the anti CCSS warrior. (Emery_Dissertation_all


So, while the past two days have given you plenty of ties that bind our students to credentials bought and paid for with funds from CCSS, I hope you’ll be able to use the resources, information provided to wage war on the Core, thereby melting any tainted ICE you find.

FTF Tuesday: IASSC..Universal Certification

IASSC (International Association for Six Sigma Certification) is a third party in the field of workforce credentials. If you’re not familiar with how credentials play into Common Core, think WorkKeys assessments (from the ACT, Inc. folks), Career Tech Ed, and THAT arm of the CC Machine. What’s interesting to note is this credentialing company has this tag line,
“THE Universal Certification”.  Unlike “WorkKeys” which is used in aligning your students academic path (for those in 12th grade and under; whereas for those beyond 12th, the assessment is used to pigeonhole one in a job), IASSC uses classes of certification that sound like a karate class. Green Belt certified, Yellow Belt, and the best, Black Belt. Or you could go for the “Get Lean Six Sigma Certified” for your workforce career.

Belts…Binding You to a Job:

The Yellow Belt Worker: Is considered a basic level professional. This worker bee will sit through a 1 and 1/2 hour exam. This proctored exam contains 60 questions, is offered in over 100 countries and to date, and given in 8,000 testing centers. The goal? Can this worker be a great team member or lead small projects? (for more: http://www.iassc.org/six-sigma-certification/yellow-belt-certification/)

The Green Belt Worker: Is considered suitable for leading projects. This exam has less questions, but the time to assess is expanded to 3 hours. Like the Yellow Belt, over 100 countries and 8,000 testing centers. (see: http://www.iassc.org/six-sigma-certification/green-belt-certification/)

The Black Belt: this successful assessed worker will be different than the yellow or green belts (these are for part-time workers) in that they will be suited for full-time employment. The candidates are considered leaders of teams. Testing centers and countries which offer this are the same as the others.

The Six Sigma: not a ‘belt’, but an on-demand approach to high stakes job assessment initiatives. Here’s a quote, “IASSC is now offering a breakthrough approach to high-stakes certification testing. Facilitated completely and available online 24 hours a day, 7 days a week, 365 days per year.” Then, “IASSC provides multiple avenues for achieving your Black Belt, Green Belt and Yellow Belt Certification or integrating the IASSC Lean Six Sigma Certifications into your initiatives, programs and offerings.”

Enter Pearson Vue:



If you don’t know this branch of the Common Core Machine, you should. Why? Each year millions of people take exams or assessments through them. Working with over 400 credential owners (meaning those groups in charge of setting up credentials are worth, etc.), Pearson, as we know, has us covered. Here’s an excerpt,  “From downloadable practice tests to high-stakes, proctored exams that require the industry’s most secure testing environments, Pearson VUE is the leader in computer-based-testing — and much more.”  So, since we know Pearson’s record of massive profits with Common Core alignment how does it connect to the IASSC? PeopleCert. PC is a global ‘leading player’ in the certification industry. Here’s the sales pitch straight from Pearson’s website:

“Get certified today for the globally recognized project management and ITSM qualifications 

Boost your resume with a PEOPLECERT certification! PEOPLECERT exams via Pearson VUE currently include: 

  • ITIL® Foundation exam (English)
  • PRINCE2® Foundation exam (English)
  • PRINCE2® Foundation exam (German)
  • MSP® Foundation exam (English)
  • M_o_R® Foundation exam (English)
  • MoP® Foundation exam (English)
  • IASSC Lean Six Sigma – Yellow Belt
  • IASSC Lean Six Sigma – Green Belt
  • IASSC Lean Six Sigma – Black Belt”

What’s an “ITSM”?  It stands for “Information Technology Service Management”, it is usually coupled with ITIL (Information Technology Infrastructure Library).  If you want to understand how these factor into all the assessments, certifications, think about how much in CCS is pushing digital learning, coding classes, and even data mining.. (a good website of information is http://www.itgovernance.co.uk/ {Note: you can even find publications for taking all the information from silos to implemented programs and services!} If you’d like to see more from Pearson’s Vue website about PeopleCert, http://www.pearsonvue.com/peoplecert/ If you wish to go straight to the PeopleCert website, http://www.peoplecert.org/en/Pages/Peoplecert-Home.aspx {Be sure to note which well known CCS corporations are in the thick of things.} If you wish to see what other assessments PearsonVue is in control of, http://home.pearsonvue.com/About-Pearson-VUE/Discover-Pearson-VUE/Pearson-VUE-businesses.aspx {Note, there’s the GED and many others}

Why is this a big deal? If you look a bit behind all the ads about credentials, better careers, ease of access to take an assessment, you’ll find things like this, from PeopleCert’s CSR webpage, “Our goal is to act as a responsible corporate citizen and as such our commitment to sustainable development is an integral part of our business strategy.” This is followed by this juggernaut paragraph,

“Fully aligned with the EU strategy for Information Society to make IT and Communications technologies accessible to all, PEOPLECERT focuses on 3 key initiatives:

  • In cooperation with national institutions, PEOPLECERT free ECDL and City & Guilds certifications to teenage offenders, offering support and training for their re-induction to society.
  •  In addition, PEOPLECERT’s systems have been designed to include the Automated Test Evaluation facility, so that visually impaired individuals can take any PEOPLECERT exam.
  • GetBusy: Developed by PEOPLECERT Microsoft and the Hellenic Professionals Informatics Society (HePIS) to boost the skills of young people and improve their employment opportunities. Part of Microsoft’s Youthspark Global programme, getbusy.gr was designed to help young people aged 18-27 test their skills through an online quiz and improve their know-how through an informative portal which offered ‘How to’ tips on areas such as CV and interview techniques, presentation skills, basic principles of entrepreneurship and fundraising techniques, as well as on basic ICT skills based on the globally recognized ECDL certification. “

The Six Sigma/Lean Six Sigma:

If you’re not familiar with “Lean Six Sigma” it’s a business model based on the “Six Sigma”. The biggest difference, the lean one is based on a model to reduce waste. Now, if you’re talking waste as in using too much paper, that’s one thing, but remember..what are these credentials and assessments measuring? It’s not paper..IT’S People!! One of the best resources for the use of Lean Six?? From IBM! (gee, another CCS supporter, profit maker). The paper details how IT (information technology and those who are in charge can collaborate, streamline and align, have businesses go in and measure or monitor any data they choose). See: http://www.redbooks.ibm.com/redpapers/pdfs/redp4447.pdf 

‘Six Sigma’ found its start in 1986 from Motorola before it was moved to GE in 1995. The basics were to apply to manufacturing using an empirical method of people. The mastermind creator? Jack Welch. McGraw-Hill Publishers (more CCS profit makers) has a book that details Six Sigma. Called the “Six Sigma Handbook” by Thomas Pyzdek and Paul Keller. ISBN# 9780071623377

Related information:

The design is you have two similar models that can become a part of your credentialed path, the DMAIC or the DMADV via the Six Sigman (either in full form or lean form). Where to two models are almost in total agreement…using only fact based information..NO intuition is needed. Where the two disagree the most…levels of control. Here’s what a website I found explaining the 2 shared; see below and click to enlarge the graphic.

Common Core trained workers will need to be many while Common Core managers will need to be few.
Common Core trained workers will need to be many while Common Core managers will need to be few.

Source for the above related information: http://www.isixsigma.com/new-to-six-sigma/design-for-six-sigma-dfss/dmaic-versus-dmadv/

How CC benefits from Six Sigma:

Jack Welch, that’s how. Common Core Institute is another. Daily Censored wrote about all of the connections, see: http://www.dailycensored.com/get-a-black-belt-in-common-core-curriculum-implementation/  Here’s an excerpt, “Jack Welch. Welch was affectionately known as Neutron Jack, for his policy of getting rid of employees at General Electric while leaving the buildings intact. After his retirement from GE,  New York City schools chancellor Joel Klein  tagged Welch as chief advisor to a new academy to train principals. Caroline Kennedy, then-chair of the city schools fundraising effort,, said  corporate heads were eager to chip in $30 million here and there for this venture. ”
Link to the Common Core Institute: http://commoncoreinstitute.org/cart.aspx
Link to the C2 Collaborative (also a part of the CCI): http://c2ready.org/

Note: since many teachers are being run through the Six Sigma models, you’ll have to factor in the universities which offer these educational degrees! The Daily Censored article gives you two. University of Ohio and University of California. I’m sure there are more.


I truly hope that each of you anti Common Core warriors will use the above information to help stress to our legislators WHY Career Tech Ed/Career Pathways/Workforce aligned CC IS not only un-American, it’s downright playing right into the hands of the loss of individuality for our students. As I’m sure you’re tired of me saying this every time this subject comes up, but I’ll state it again..it matters NOT where our students learn, traditional schools or home; young students or older…ALL will be ensnared. Look at all the evidence and decide how you will get involved in this battle.