Tag Archives: CT

“Spicing” Education Up

My fellow Anti Fed Ed Warriors, here’s the latest agenda filled system behind AP World History.

Warriors, you know I’ve held nothing back in exposing that ESSA (Every Student Succeeds Act) is impacting (in real time) EVERY school choice.

It absorbed AP (Advanced Placement) courses into the mandates for aligned education. Also, IB  (International Baccalaureate) Schools.
You also know that IB Schools are UN (United Nations) breeding grounds for globalism and collectivism. (*Note: early in my blogging days, this resource filled article.)

To be a global student I must also be altruistic. IB Schools have a ‘diploma program’ where you must complete 1 year of service or you do not receive your diploma.

At one time AP courses were truly ‘advanced’. At one time the credits and scores your student earned actually meant ‘honor’.

However, these courses and tests went the way of the wind when they were aligned to the CCSS Machine.


Now, AP Courses are just as empty as the rest of the CCSS aligned (or whatever label your State has re-branded CC to) ‘curriculum’ and assessments.

I know you’ve seen the decrease in quality. I’ve watched it over the past few years. Especially in private and homeschooling. I’ve also seen how the public schools have used AP as a sort of ‘dividing line’ among students. Truly sickening.

Where AP and the UN Meet:

Warriors, simply put, World History.

In this teacher led instructional video, she openly tells the students that she’ll be away for 2 days attending the UN Model Club Conference. She’s leaving them an assignment to watch a documentary and then complete the SPICE chart. What’s a SPICE chart?
Look below:



Before I share what each letter stands for, look at the simplicity of this chart:

Why all the detail and fuss for such a simple chart? Why not let kids take notes in a way which makes sense to them? If these students are truly ‘advanced’ shouldn’t they be able to figure this out for themselves? And finally, why let the computer guide them?

The Meaning Behind SPICE, Agenda Dressed In Education:

“S” stands for ‘Social’ and includes class structures, social mobility and barriers, gender roles and relations, family and kinship, racial and ethnic constructs, urbanization, and, freedoms/rights.
“P” stands for ‘Political’ and includes government and leadership, nations and nationalism, revolts and revolutions, conflict and war, legal and court systems, regional/trans-regional/global, and, structure/organization.
“I” stands for ‘Interacting with the Environment’ and covers demography, disease, migration, natural resources, settlement patterns, impact of natural barriers, flora/fauna/climate, and technology.
“C” stands for ‘Cultural’ and covers religions/beliefs/ideologies, language, writing, art/architecture, clothing/food/music, education, science/technology, and nationalism.
“E” stands for ‘Economic’ and entails material wealth, production (agricultural and pastoral), distribution (trade and commerce), labor systems, industrialization, wealth distribution, and banks/currency.

However, Warriors, look at how this OH teacher’s blog highlights each letter of SPICE.


Do you see what he is choosing to put at the top of the list for “Social”? The UN also has a ‘gender agenda’, its SDG #5. (*Note: SDG is short for Sustainable Development Goal)

To see how the CCSS Machine uses gender as a ‘change agent’, read this.


Warriors, the UN actively recognizes America as a ‘nation-state’ or as a ‘member-state’.


Many of the UN’s SDGs center on environment. To the point environment is more important than people.

Notice how this theme centers on a dominant belief system? Notice how science and technology are also present? You can trace the science/technology all through STEM (Science, Technology, Engineering, and, Math) and the SDGs. STEM is a tool created by the UN to implement the SDGs.


(Source for above pictures)

This next SPICE video from You Tube reveals a broader agenda in AP World History.
Flip Learning (where all individual school work is completed at home and all collaborative work is completed in class) is what this one teacher is saying has been proven to be more effective than traditional school work.  Warriors, this is all but eliminating ALL individual work in class.

While that’s a wake-up call on its own, it’s the teacher’s leading the students on how to decipher a picture they are seeing which is even more awakening. Why? She coaches them by telling them when we don’t know things we can be uncomfortable about them. However, by using this SPICE system, as they know more the students will feel more comfortable about the world around them. This teacher also guides the students thinking by telling them nothing happens in a vacuum/that everything interconnects.

Warriors, just how does the AP coursework intersect with Model UN Clubs? From 2014, this NC high school used the two to from a ‘joint crisis committee’.
Here’s another example of how AP is steering kids to see the UN’s global continuity and tie it to which of our U.S. Presidents was most supportive. Compare what you read here with the SPICE information. Do you see the connections?!

In 2016, I showed you how the UN Model Clubs were impacting homeschoolers (as do AP courses). Earlier this year, I showed you more about the march for global citizens and gave you more information on education as that ‘change agent’.

While McGraw-Hill isn’t the copyright owner of AP, it has an entire catalog of AP ‘electives’. World History is among them. You’ll see how the current AP courses align to C3 (College/Career/Civic Life) as well as NGSS (Next Gen Science Standards). The UN can be found in C3 and NGSS.


AP Summer Time:

For students during the summer, the CCSS aligned AP courses keep going! This AP Summer Institute at one NC university campus this year is just an example. See below:


To see how the State of NC gives these AP Summer scholarships, go here. Note that when you scroll all the way down the screen you’ll find out the partner for these scholarships is the NC State Board of Education. So, in other words, the AP summer institutes are taxpayer funded!

Now, Warriors, I know your State will have AP courses as well, so be looking for those summer camps! If you want to see how AP students are data raped to provide your State with ‘information’ that can be ‘celebrated’, go here.
Let’s not forget, The National Review showed the leftist approach from College Board to support the UN’s activities back in 2014.



Warriors, as far as who created the SPICE chart system, it doesn’t really matter. What does, is that the AP courses and assessments have increased their amount of collectivism.
This is infecting ALL education choices. Do we want to be a free America or a controlled one?

(*Personal Note: I’ll be traveling to CT to appear at a Parents Rights Rally there. If you can make it to Hartford, we need you! I’ll use my @commoncorediva (Twitter) account to update you all.)

Global, Smobal?!

Anti Fed Ed Warriors, we know there are continued links between ‘federally led education’ and globally led education. We also know these ties which lie between education and our communities are deeply embedded. To that end, I’m using ‘global, smobal’. The “global” is self defining. The “smobal”? My take on ‘small town gone global’.

The manifestations of these ties are easily found in the UN’s (United Nations’s) SDGs (Sustainable Development Goals), as well as the American laws:
WIOA (Workforce Innovation and Opportunity Act of 2014), ESSA (Every Student Succeeds Act of 2015), HEA (Higher Education Act, currently being re-written), and any other law which combines any of the above.

Thanks to many Anti Fed Ed Warriors and many other Anti Global Education Warriors, we’ve been able to see what programs are being used to breed so much collectivism. As we know, the UN’s SDGs use education as the single most important ‘change agent’ to infiltrate our towns and cities. (Source for image below)


What do some of the activities look (or sound) like to bring the UN’s desired alignments to fruition? I have a few examples below:

Global, Smobal: Part One:

Warriors, recently I was in Georgia attending to family business. While helping out, I found myself in a doctor’s office where I picked up a local magazine. The magazine was all about the arts and culture of the area. As I was thumbing through the pages, I stumbled upon an article about a county at the opposite end of the State, where the citizens are finding Career Clusters as a great unifier for them.

One of the reasons this particular magazine was featuring the far away county? Since it appears to be such a great success in one rural area of Georgia, it can be an equal success somewhere very similar in another part of Georgia.

See how the local magazine’s writer ‘sold’ the Career Clusters Pathway alignment:


(Source for the article, see page 99 and those immediately following)

To learn about the Georgia county featured, go here. Notice on Page 6, the amount of STEM (Science, Technology, Engineering, and, Math) aligned workforce education, as well as those ‘wonderful’ Career Clusters. Note that the County’s schools are charter ones. Notice among the community unifying buildings is a new innovative amphitheater. By sheer coincidence, the area I was visiting had just completed their new amphitheater.

Global Smobal, Part Two:

Also, in the same magazine, another article about a multi state effort to join businesses and education. This effort is geared more for adults than the previous article, where students are the main focus. To find that article, go to page 93 and those immediately following. Below, is a screen shot of one of the pages:


If you’d like to learn about the STEMIE Coalition, (STEMIE stands for ‘Science, Technology, Engineering, and Math linked to Invention and Entrepreneurship’) 
STEMIE is based in CT with leaders in CA, FL, GA, IA, ID, IL, MA, NH, OH, OK, SC, TN, and TX).
It was the AL based
Champion Network (link is in the above screen shot) which helped STEMIE Coalition get started. Visit STEMIE.

Warriors, the ‘global smobal’ here that this new type of business and education collaboration is a direct product of STEM. The purpose of the ‘teamwork’? Redefining how communities work.
Below is a screen shot of the early 2000s Tool Kit education-for-sd-tool-kit-fully-highlighted-1.

(*Note: this article is just one where I give you more context for the Tool Kit.)


As we know, STEM is a UN directive contained within the SDGs. The redefining of our communities? That’s straight out of the SDG Tool Kit. How does STEM tie to the Career Clusters? Read the ‘research’ behind STEMIE. The free K-12th grade curriculum for STEMIE? Aligned to the Common Core, Next Generation Science Standards and, is based off the PAST Foundation’s framework for education.

PAST Foundation is based in OH, but is an international group devoted to project based learning combining STEM and anthropology to prepare for 21st Century careers. PAST’s public private partnerships are what make this twist on STEM ‘work’. Warriors, as we know, the increase of P3s (public private partnerships) was a mandate of ESSA, the Every Student Succeeds Act.


Global Smobal #3:

April 21st, 2018, my local town newsletter is advertising the Global Youth Service Day. According to the town’s information, this workday is the only one devoted to children (ages 6 to 18). What type of projects will be completed? Local service projects to benefit the collective community.


If you want to see how sold out to the UN’s SDGs the YSA (Youth Servicing America) is, look below:


Warriors, if you access @YouthSDGs (Twitter), you’ll find a tweet where the 17 Sustainable Development Goals reveal 169 targets throughout them. You’ll also find how targeted our youth are to achieve the collectivism of  it all.

Remember, these are woven into education across America! Regardless of where you go to school.


More Global, Less Local:

Warriors, look below at this screen shot of the March 2018  ISO Technical Committee for Asset Management Systems Report on attaining the SDGs through good management of your organization’s assets. For our context, think your city budget and city employees:


As if high-jacking the city budget isn’t bad enough, check out the SDG 2030 Board Game you can use to teach your kids! (*Note: you will be asked to register to download the game, board, dice pattern, and, questions. They will appear on your computer has zip files.)


Warriors, in what other ways are your businesses, towns and schools working together in these types of ways? What about the rural Americans? How are they being encircled? Look around you, my friends!


Warriors, if you haven’t seen the connection of all the UN/SDGs and STEM to your country’s demise at the hands of the CCSS Machine, I hope this article has helped shed some light on the dastardly wicked deceptions going on in education. We are well on our way to being that ‘STEM nation with a STEM people for a STEM economy with STEM jobs’ for a global good which was inserted in America during the previous administration. Presently, no stopping this global dagger which pierces our hearts has been given by the current administration.

RTM: Connecticut’s Stake in CCSS?!

By special request, today’s “Riddle Me This Sunday” post is all about Common Core in Connecticut. So, what’s the riddle? Just when did CCSS start there? CT has a special connection to Common Core. So, let’s delve in, shall we??

A bit of background: 

One of my followers lives in CT and has provided me with a bit of inside information regarding our riddle of just when did CT get saddled with CCSS. Here’s is her original query to me, “CT Common Core of Learning, 1998. Coincidence, or in having knowledge that the Dept. Labor and Ed have been working together since the 1990’s, is CT a part of the early movement?”  Since this original riddle, I’ve been asked by my follower if I’ve uncovered any further evidence. Here’s what I first responded, “Hi, after much digging, I was able to connect the joining of labor and education for all of us via the Goals 2000. Specifically for CT, here’s what I found: “Statewide, the education and occupational skills training functions need to become more responsive to the needs of employers and to fluctuations in the labor market. This is both a weakness and a challenge. The CETC is developing an incumbent worker training program to help in this effort. A strategic planning initiative has also been developed to increase the role of higher education in the state’s workforce development system. A partnership between business, higher education and the K-12 system, focusing on demand-driven strategic workforce development planning and implementation, will improve the ability of the system to respond to the high-tech needs of business and industry in Connecticut.” This is from the “Strategic 5 Year State Workforce Investment Plan” published back in 1999, from what I can tell. As far as “CC”, according to Charlotte Iserbyt, it’s a new name for the long string of outcome based education. I hope this helps answer your question. Sorry about the delay.”

New Answers?!:

Before I get to what else I’ve uncovered, let me point out that my reader’s original question is huge. Why? Look at her date..late 90s. We didn’t see “Common Core” per say until the circa 2009 or 2010. IF CT was an experiment or an original state that would dispel the rhetoric of KY being one of the first, right?? Let’s see if we can solve the riddle!

First stop, CT’s General Statutes:

Anytime you need to question like this and want the facts, it’s a great idea to go to the ‘law’. In this instance, the General Statutes. From the CT General Assembly, Section 10-3a, the Dept. of Education is an Administrative arm of the State Board of Education. An appointed (by the Governor) Commissioner is to “shall administer, coordinate and supervise the activities of the department in accordance with the policies established by the board.”

Okay, so what are the Board’s policies? Section 10-4 tells us that the Board has to have a comprehensive plan for elementary, secondary, career and adult education, and vocational education. Here’s a direct quote from the next portion of the Board’s policies, “general supervision and control of the educational interests of the state, which interests shall include preschool, elementary and secondary education, special education, vocational education and adult education; shall provide leadership and otherwise promote the improvement of education in the state, including research, planning and evaluation and services relating to the provision and use of educational technology, including telecommunications, by school districts; shall prepare such courses of study and publish such curriculum guides including recommendations for textbooks, materials, instructional technological resources and other teaching aids as it determines are necessary to assist school districts to carry out the duties prescribed by law.” Said Board reports to a Standing Joint Committee in the General Assembly and to the Governor.

Okay, so where’s the Common Core?

I did find that the state of CT used a portion of its budget to cover the cost of technology to implement Common Core (Section 7-536), Section 10-14v overhauls the law for the Common Core Reading alignment; Section 10-15h states that beginning in 2013, a pilot implementation of CCSS is to take place, with everything set up by 2018–including higher education. Then in Section 10-221t, even more law about aligning CCSS in higher education to co-ordinate with lower educational institutions. Section 10a-157b lays out the college career readiness must in place by 2016 via curriculum that’s CCSS aligned. (Note: as far as the Career Pathways, Career Ladders, Career Tracks, etc. They are also written into the General Statutes for CT. So is the Workforce…all these are CCSS tied or/and aligned!) What I find interesting is that in each reference, CCSS is all lower cased. I also find it interesting that given the state’s stance on curriculum (preparing, publishing curriculum guides), and knowing how CCSS is copyright owned, that CT can pull this off. Maybe it’s just my way of thinking, but I guess when you buy into ‘it’s not a curriculum, they’re JUST Standards’….

Okay, so the current Statutes have the state of CT covered, but we still aren’t clear on just WHEN CCSS entered the state…let’s press on.

The State of CT’s General Assembly:

Since the Statutes told me only a part of the saga, I wanted to see what the GA would have. After all, the BofE prepares annual reports for them. When I typed in “Common Core Adoption”, I got back some very interesting results. (main website: http://www.cga.ct.gov/) Among the top results was a 2007 documented report. See the image below:


The report’s date from 2007, which I mentioned above, was published in December and was for those beginning to teach in CT. Among the recommendations the Joint Committee adopted was this one, “The State Department of Education should create and implement a collection of sequenced support modules based on the state standards contained in the Connecticut Common Core of Teaching, effective teaching methods, and beginning teachers’ needs, through which mentors will guide their assigned new teachers. Starting no later than the 2009-2010 school year.”  This recommendation wasn’t too far behind one for data collection for mentors. Here’s another quote, “The State Department of Education should review the current Common Core of Teaching Standards to determine if changes or modifications are necessary. Such review and update of the standards should be completed by July 1, 2009, and every seven years thereafter.”

Found on page 12 of the report, “The Common Core of Teaching (CCT) was ultimately adopted by the State Board of Education in 1999.” The CCT, as they call it replaced previous Standards called “Connecticut Teaching Competencies” or CTCs. It’s important to note here that these Standards are for the TEACHERS, not the students.

This Common Core was designed to not only change how the teachers taught, but to also assess them. The report goes on to share that many teachers weren’t use to these new Standards which were created by several different groups who partnered together. Therefore they needed help in carrying them out.
NOTE:   Oddly enough, (and I muster all the sarcasm I can) National Governors Association was involved. (you remember them, right? Half owner of the CCSS?!) From what I can gather all this change was the result of a “Blue Ribbon Study” conducted by the state’s Blue Ribbon Panel. Below is a screen shot from Appendix B of the 2007 report.

As we know, teacher preparation must  compliment  the Standards set forth.
As we know, teacher preparation must compliment the Standards set forth.

To see the entire document (where you’ll be able to have the names of all those involved in creating the CCT, as well as other interesting factors: BEST_Final_Report

That “Blue Ribbon Study”:

This is a key to the modern day Common Core State Standards saga. How do I know? NC (where I live) also had a Blue Ribbon Panel which studied our educational landscape, not long before we were saddled with Common Core. So, let’s see if we can find a connection between the blue and the core.

Just what was the Panel’s purpose? It appears that in both, NC and CT, the purpose was the revise education to meet the 21st century skills/goals, etc. I think we all know now how the story goes between CCSS and the 21st century skills.

The Five Year Plan:

As per CT law, the Standards are to be reviewed every 7 years. Using the above 2007 report where it referred to the 2006 Five Year Plan, I got curious.

So I’ve included it here. You’ll immediately see why. The opening salvo is so pro CCSS sounding, it’s not funny. “A Superior Education for CT’s 21st Century Learners, 2006-2011.” It was in here I found a nugget of information.  Connecticut Framework: K-12 Curricular Goals and Standards. 

Why do I consider this a nugget? Because the Framework is from 1998, just before 1999 Common Core of Teaching emerged. Here’s an excerpt: Connecticut’s revised Common Core of Learning – to be released later this year – was developed based on the 1987 version. The revised document will incorporate the program goals and content standards verbatim that appear in each of the 10 frameworks. Together, these new curriculum resources – the Common Core, Curriculum Frameworks and Guides to K-12 Program Development – represent the state’s response to the first goal in Connecticut’s Comprehensive Plan for Education/1996-2000: “to set and meet high expectations for academic achievement for all students, in order to prepare them for productive adult life, continuing education and responsible citizenship.” (see the older Framework: ctframe) To see the 2006-2011 Five Year Plan, which details those Outcome Based Education goals Mrs. Iserbyt mentioned (that include things like longitudinal data collection, formative assessments, more rigorous work,  and involving the community into your child’s education), see: comp_plan06-11

Last stop, that RttT application:

May 2010 is when CT applied for Race to the Top funding which included reforming education from Preschool to college (aka P20). From page 26, “Assurance 1: Standards and Assessments Connecticut will adopt both the Common Core State Standards (CCSS) (July 2010) and Common Assessments (once they have been developed and reviewed nationally). We aim to become the 32nd state to adopt College- and Career-Ready Standards and we will also align our K-12 standards to reach preschool and to achieve concordance with college entry requirements.” 

I should point out this application was in consideration for Phase 2 funding. The state applied during Phase 1 and was denied. Also worth pointing out in the application is that 2006-2011 Plan from above. The preparer stated the new CCSS would well align to their existing framework. Keep in mind that their at the time framework was geared for  CCT/CCL (Common Core of Teaching/Common Core of Learning).

On page 59, the CT Common Core of Teaching got a  makeover between the Phase 1 application and the Phase 2 application. Here it is in application language, “The newly revised Connecticut Common Core of Teaching is the set of standards against which LEAs will evaluate the effectiveness of their teachers.” As far as the Common Core of Learning? No mention that I could see, but then again, by adopting The copyrighted CCSS, I imagine they were rendered useless. To see CT’s RttT application,


Is the Riddle Solved?

This is one of those riddles which could be solved very easily IF there were a ‘smoking gun’ of a clue. From the research I’ve presented, it would appear the state of CT was the first with CCSS, but under a different (not much different) name. However, it could be a coincidence with the “Common Core” phrase. As far as I’m concerned just the fact the NGA was involved early on with CT’s education framework, is enough to suggest it is a distinct possibility that CT could have been an early participant, or, maybe worse, an experiment.