Anti Fed Ed Warriors, do you remember when I shared with you that ESSA (Every Student Succeeds Act) would broaden the definition of which students were most ‘at-risk’? How about when I first showed you how ESSA would encroach on homeschoolingfamilies?
Well, it’s getting even worse. Every day and in every State. We’ve looked at the increasing amount of ‘in-home visits’ and what that means about parental rights, data privacy, and all that surrounds both.
But do you know that there are at least 25 States where ‘failure to educate’ your child is grounds for the children being removed from your home?
Warriors, re-read that. HALF of the United States (‘home of the free and land of the brave’) can remove your child from your home IF they are labeled ‘at risk’ or ‘failure to educate’ has been proven.
It’s not the State Dept. of Education which will do this, it’s the State level of Family and Children Services (usually housed in your State Dept. of Health/Human Services).
Warriors, do you remember, I often I’ve shared in interviews that the U.S. Dept. of Health and Human Services was given the largest power increase (for overreach purposes in education) via ESSA?! If you look at the federal budgets since ESSA, you’ll see that the power increase has been well funded with some disturbing plans connected.
We cannot rely on ALL education overreaches into our homes will come from ONE direction, federal OR state level. We MUST realize the ‘cradle to grave’ grab is coming from MANY angles.
The CCSS Machine has turned away from the sole focus of students and has zeroed in on entire families. The US federal government (regardless of political party or Administrative leadership) has also ignored and disregarded families where the PARENTS are the authority and have inserted themselves as the PARENT. The government has hyper-focused on THEIR ability to fulfill ALL those ‘unmet needs’.
Warriors, the State leaders are following this pattern, ‘lock, stock, and barrel’!
This is WHY students are being labeled as ‘at-risk’!! The government has shifted the definition of who is truly in trouble in life to mean any student who doesn’t MEASURE up to ‘college and career readiness’!
This encompasses those who homeschool, especially! Families are being measured to see if Johnny and Suzy are ‘ready’, if not, parents CAN be charged with ‘failure to educate’!
Why is our federal and state level government doing this? To meet the mandates in ESSA! That’s the most honest way to put it, Warriors.
From WY To You:
Warriors, I saw the picture you see below on Facebook a few days ago, and I was curious as to what other States, besides WY are set up for this:
What group shared this? WY Liberty Group. While I couldn’t find the ‘other 24’ on this website, I did notice the many articles on ‘school choice’.
So, where can we find the list of the other States? Here’s what I found:
Warriors, if you’re interested, here’s the document detailing the felony charges for NOT reporting child neglect. From that document, you’ll see CT and MD have the toughest parameters. Why would I include this document? Because if you look closely, you’ll see that educators are among those who are charged with reporting neglect.
From the same website, this 2018 information, updated the news from above.
I’ll be sure to provide the entire PDF for ‘identifying neglect’, but look at what else can be found in this 2018 Report:
If you homeschool or have ‘chronic truancy’, this resource not only listed the States (from the same website I used above, but includes each State’s statute detailing the ‘failure to educate’.
Look at this archived article of mine, where the States are laid out with the most SEL(Social and Emotional Learning) alignment. How many of these States are also the States citing ‘failure to educate’?
Warriors, no one I know likes to be forced to do something. However, I hope you can see how ESSA, the CCSS Machine, and, our government are forcing our families into smaller and smaller ‘spaces’ where our liberty and freedoms are protected.
How dare our government decree that only ‘they’ can ascertain who is educationally ready to face the world! Remember, the federal government has no business directing the States in education matters for ANY reason. The States, also, should be exercising what’s best for their citizens, not what satisfies unconstitutional laws.
Maybe no one from your local or State government has come to your home yet. Maybe no one from the federal government has notified you of ‘failure to educate’.
However, Warriors, with the traps set in place; laws to give teeth to those ESSA mandates, we CANNOT gamble with our children’s place in our homes. WE MUST BE DILIGENT TO PROTECT THEM. STOP THE CCSS MACHINE!
**Personal note, I’ll be out of town most of this week due to a speaking engagement.
Look for a new article coming soon.
Anti Fed Ed Warriors, in my last article, I shared with you how HR 62 would make a grab for our babies from a federal level. Included in that article was how MN is struggling to keep parents in control of their families.
The article before that, I showed you how FEPA (Foundations for Evidence-based Policy Making Act) would also assist in the grab for our babies, I showed you how OR was considering in-home visits. Also included was how UT has them firmly in place.
In both articles I stressed that the grab for babies/the in-home visits is not exclusive to one State. It’s in all the States and US territories ESSA (Every Student Succeeds Act) money goes to. If it hasn’t shown up in your State yet, hang on, it is in the works.
GA is struggling with recent news. So are KS and CT.
***For the remainder of this article, I share information sent to me concerning some other warning bells from the latest 3. Be sure to compare it to the information from OR, UT, and MN.
While the tactics may differ a bit, the overall goal of aligning babies to the CCSS Machine is the same. The CCSS Machine pushes ‘readiness’ at all levels, now, since ESSA, and the mandate to expand early childhood ‘learning’, as well as universal PreK, this is why we’re seeing SO much in the news.
First Up, KS, The Sunflower State:
Warriors, Lisa H., shared this with me via email and wanted you to know about their ABC Program. No, it’s not for teaching little ones their alphabet. It’s called the Attachment Bio-Behavioral Catch-up Program.
Lisa shared that the group behind this Program (the United Methodist Health Ministry Fund) was on last year’s legislative calendar and appeared before the KS Education Committee. They are scheduled to appear before the KS Education Committee again this yearn for a follow up. The email went on to share that SAMHSA (Substance Abuse and Mental Health Services Agency, a part of the US Dept. of HHS), as well as others are fully backing removing ACEs (Adverse Childhood Experiences).
So is the CCSS Machine, Warriors, only it’s not for school readiness as much as it is micro-managing citizens. I wrote about this push headed up by the Rockefellers and being embraced by churches, law enforcement, etc. in my Resiliencearticles. )
What are Lisa’s concerns? Swabbing children’s mouths for cortisol levels and recording the entire in-home session with the parents and children.
While some may read this and think, “Oh, that’s not too bad.” The reason this ministry is able to intrude like this is due to the expansion of P3s (public-private partnerships) in ESSA for education! The in-home visits are part of ESSA’s supposed dedication to student achievement and family engagement.
What it REALLY is, is home invasion by the government. Take into consideration that our U.S. Constitution was supposed to prohibit such (4th Amendment), but with FEPA actively neutering 9 U.S. Constitutional Amendments, the 4th is severely at risk. FEPA also will tie to HIPAA (Health Insurance Portability and Accountability Act of 1996). Which, as we know, is used in health care.
Related for KS and other States: The United Methodist Health Ministry was awarded $650,000.00 by the Kansas Early Childhood Initiative (part of the Kansas Health Foundation) under “access to care”. The Grant was given in 2017 and ends in 2020. The ‘access’ is the ABC Program. The Kansas Health Foundation is a massive P3 and was created as the result of the Hospital Corporation of America purchasing the non-profit Wesley Hospital.
Hospital Corporation of America can be found in 20 States and the United Kingdom. From their latest Annual Report (2017), this quote, “Within our markets, we worked to broaden our service line capabilities by investing in cancer, trauma, stroke, behavioral health and pediatric services. This focus centers on elevating clinical performance and establishing consistent clinical protocols to achieve better patient outcomes across the organization.” HCA receives Medicare/aid funding from the federal government, as well as private investors on the Stock Exchange. On page 15, you’ll see how HCA has psychiatrics listed as a way to compete in health care. Page 42 admits the use of third party data contractors to handle patient data. Page 46 gives the list of the 20 States and the United Kingdom information.
Also joining with the United Methodist Health Ministry is the Kansas Children’s Service League (KCSL). It’s a part of the National Prevent Child Abuse America. The KCSL is all about collaboration. As in the ‘village’ concept as shared by this Kansas educratic leader.
Kansas has embedded (2015) a State Wide Initiative called “Kansans Can”. A vital part of the KC Initiative? The “Kansas Can: School Redesign Project”. Warriors, as we know that’s 100% U.S. Dept. of Ed fodder.
Next, Stop: GA (Peach State):
Warriors, you may know Georgia is personally, very dear to me. That said, the grab for babies is just as bad in the Peach State as it is in the Sunflower State.
Recently, it wasannounced that the PreK Development Grant the State received would go to DECAL. DECAL (Dept. of Early Care and Learning) will be“Using grant funds, DECAL will conduct a statewide ECCE needs assessment; develop a statewide strategic plan to strengthen the state’s ECCE system; create resources to inform families about available programs and services; develop groups and opportunities for early childhood educators to share best practices; and create supports for the state’s dual language learners and their families.” (*Note: ECCE is short for Early Childhood Care and Education.)
Under DECAL, the early learning program is called “Bright From the Start”. Warriors, look at the ‘peach packed agenda’ below:
Also, recently in GA , and via Senate Bill 15, thepush to expand ‘school safety’(another ESSA mandate) into private schools. In GA, that also includes homeschoolers. Warriors, as you’ve known, I’ve been warning for years that the federal overreaches in ESSA would assimilate these families.
This will increase, not only the intrusion into family homes, but also set up more data mining and control by Homeland Security Agencies.
Lastly, The Nutmeg State, Connecticut:
Warriors, one of my Anti Fed Ed Warriors, Anne M. in CT, recently posted a picture about the United Way of CT’s grab for babies and their Moms.
Here’s a screen shot of the United Way in Anne’s community.
Also tied to the (National Inoperability Collective) NIC, is David Wilkinson. Wilkinson, according to his LinkedIN profileas a Director of the White House Office of Social Innovation (under Pres. Obama). You can also tie Wilkinson to the Ounce of Prevention Fund. Back in 2016, I shared with you the OPF’s grab at children via ESSA.
The 2018 NIC Symposium notes and speakers can be located here. The NIC announcement about the Symposium is where you’ll see the ‘wheel house’.
For All The States:
United Way is tied to Google and the United Nations, so, of course, ‘cradle to career’ is the alignment. United Way is partners with the CCSS Machine in many other ways and groups as well.
From 2016, United Way, President Obama’s Promise Neighborhoods (which was a codified mandate in ESSA), U.S. Dept. of Housing and Urban Development and “Youth Build”. Also from that year, United Way and those ‘wrap around services’.
If you would like to see the United Way’s influence on the current NC State Superintendent, read this from the election season of 2016. Collectivism was/is the name of the game.
Warriors, the cradle to career, then grave will keep being seen in the news as the ESSA mandates continue to ursurp the Tenth Amendment. In my next article, we’ll look at the federal misguidance on ‘school choice’ and the 116th’s bill to support the deception.
Dear Anti Fed Ed Warriors, we’ve heard SO many times that we, as a nation, aren’t investing enough in education. It’s used as a wedge to get most citizens activated and involved. Those of us fighting the global-to-federal-to-state-to-local-to-you overreach, know the investment hype is just that..hype.
If investing in education were the fix, we would have solved the ‘dumbing down’ of America long ago.
Since, ESSA (Every Student Succeeds Act), though, ‘investing’ isn’t simply about money anymore. It’s P3s (public private partnerships), it’s ‘in-kind’ donations and contributions (meaning, if you can’t give cash, give ‘stuff’) from anyone or any group approved by your SEAs or LEAs (State Education Agencies or Local Education Agencies).
The shifts in ESSA’s funding, also are worth noting here. For example, the shift from per-pupil to whole school funds.
That, my fellow Warriors, was to increase the amount of money States received. (*Note: It’s also the way to include all students in labeling them ‘at risk’ or ‘in need of intervention’.)
Before long, it wouldn’t surprise me to see either what I call the “PBS Beg-a-thons” (aka: pledge drives) or out and out auctions right outside the school buildings! Why? Because money solves everything!
Now, Warriors, don’t get me wrong, I know running a school costs money. However, when did Congress, the United Nations and all its partners, and our State leaders decide it was either money or technology devices which would be the saving graces to American education?!
HELLO!!! NEITHER money OR technology devices will save America’s education demise! So, why is there more push than ever to ramp up the money as we ramp down the quality?
I can almost hear some citizen read this and ask me, “Why talk about this now? We’re almost in the most festive time of the year, as Americans.. I don’t wanna talk about it, I’ll deal with it next year….” My response? “We need to talk now. Congress passed the FY 2019 Appropriations Bills which mean MORE money and ‘stuff’ will be thrown at education and hope it works. Then, we’ve just had elections, which means the new leaders will be taking office at the first of the year. We MUST be pro-active, not reactive!”
Warriors, believe me, the CCSS Machine is already talking about next year (and the years after) as far as money and ‘stuff’ to throw at education. Frankly, we need to catch up in the conversation. Quite simply, we need to change the narrative, not accept it!!
Where The Global Shift In Money Is Coming From:
Warriors, we already know the biggest source is the United Nations, the World Bank, IMF, Goldman Sachs, The Gates Foundation, the Middle East, the U.S. federal government, and several other well documented groups which all belong to the CCSS Machine. However, there are others driving the ‘money and stuff’ push on American taxpayers. We also know the global education push from groups like P21 (Partnership for 21st Century Skills) have also been well documented. Let’s look, at some lesser known groups, though.
1) Campaignforeducation.usa.org (part of the Global Education Coalition)
(US Programs/Priorities Source) Warriors, did you notice the huge amount of money? According to their website, the $39 billion isn’t enough, they want MORE!
Did you notice the attitude is that not only can global/federal government GET the taxpayer funds to pull this off…they can manage co-ordination of its use, too! Are you kidding me?? How well has managing the States turned out?! For the globalists and federal leadership: SUPER! For the States and American citizens? MICROMANAGED to the smallest degree.
A few notes about the Campaign for Global Education-U.S.
a) When you access the embedded link above, look to your right for the ‘quick actions’ of our Congress. To see the Coalition Member Groups, go to the ‘About’ tab and select.
b) There, you’ll see UNICEF, the NEA, AFT, and several other key CCSS Machine member organizations.
c) Embedded in the “Education for All” Act is a link to the“Right To Education Index”. Read the introduction to the information, and you’ll see data collection. The U.S., as a member, data mines and shares your student’s information to reports like this.
d) Of course, the Campaign receives donations..what ‘card carrying’CCSS Machine member group wouldn’t.
Other Global Overreaches in America:
Each of these will need our money or ‘stuff’at some point. If it’s not our money or ‘in-kind’ contribution, it’ll be big business, big pharma, big _________ (fill in the blank). Thanks to ESSA, the community mom and pop businesses, the State services will be roped in as well.
2) World Top 20 Project (website) For every person, world-wide ages 3 to 25. According to their Global Education Report 2017, those polled on the best education systems ranked more government funding as the second most important item. What group is behind World Top 20 Project? FIFA (International Federation of Association Football) FIFA’s social responsibility is carried out in education for every child on the planet. Warriors, not only will FIFA invest billions in education, but advocates that governments up the ante!
3) Center for Global Development stated in 2016 that not only do we need globalized standard driven tests because they’re more fair to those being tested as well as international testing is cheaper. Warriors, do you see the problems with this for Americans? I do. 4) Association of International Education Administrators (AIEA), here’s their excerpt: “AIEA brings together international education leaders into dialogue with each other, their counterparts around the world, organizations that promote international education, and organizations concerned with the shaping and management of international higher education. AIEA gives members opportunities to join forces, share institutional strategies, and provide an effective voice on matters of public policy.”
To learn about that Imperative Conference, go here. 5) Global School Network (GSN)is part of P21, Partnership for 21st Century Learning (*Note: the website is up, but content is very minimal)
6) NASBE (National Assoc. of State Boards of Education)
To see the Students information, go here. To see the CTE information, go here. To see WV’s Globaloria information, that’s here.
7) Global Partnership in Education’s got 8 charts to plead the case for more global education. Chart #4 is where the plea for ‘we need more money’ can be found.
From the GPE, this excerpt: “Education reduces poverty, boosts economic growth and increases income. It increases a person’s chances of having a healthy life, reduces maternal deaths, and combats diseases such as HIV and AIDS. Education can promote gender equality, reduce child marriage, and promote peace. In sum, education is one of the most important investments a country can make in its people and its future.”
8)State and District Network on International Education in the Schools (this Network is the results of a partnership between the Longview Foundation and the Asia Society). Their stance is that global education is required for graduation. See the rubric here (in a DOC file)
9)The United States Government (USAID) Education Strategy? Expansion of government and more money to invest in what is taught. As found on page 8 of the 98 page Strategy Plan, “Financial resources are critical to effective education systems”. That cost or ‘investment’? In the trillions, Warriors! The sources of all those trillions of dollars? Taxpayers, private corporations, and philanthropists. (Gee, I wonder which of the CCSS Machine billionaires is going ‘first’?)
From The States: Then, there are global overreaches in every State in America!
For example, look at CT’s global education guidelines for all K-12th programs.
We saw WV, above. However, all 50 States will have some globalism in place and it will only keep expanding. How? Look at where I live, North Carolina.
The State Board of Education decides to embed globalism in education and the Department of Public Instruction carries it out. How?
Not only working with different countries, but tying education to the State level Dept. of Commerce (which will also tie education to the State level Dept. of Labor). NC’s documents also show that as of 2015-16, the use of non government partners to influence school boards was to be put into action.
In fact, one of the documents I found shows how 16 NC Counties and 2 VA Counties were used as pilot districts to help create the Global School Network! (*Note: in the document, you’ll notice the Global School Network was coordinated around 2012 by a group known as VIF, Visiting International Facility. VIF, used to train teachers (known as VIF Global Gateway Program), but shifted to focus on K-12 global education. As of 2017, VIF was re-namedParticipate. Today, Participate is ‘igniting change and creating impact on a global scale’. How is Participate accomplishing this? Leading edge technology in school districts!
Warriors, the investments in education, be they money or in-kind, aren’t worth it. Not the way things are going. Taxation without representation might be theft, but overzealous philanthropists and private corporations CAN be put in their proper places..out of the classrooms! Question is, will we be that bold? Then, there’s the government..we are ITS master, not the other way around. It’s time to put DC on notice for 2019. We must, it’s our citizen’s duty as well as our patriotic responsibility.
Anti Fed Ed Warriors, as promised this is the follow up article to last week’s Women on the Wall Conference call, as well was stated in my last article.
In the article I showed you how NASBE(National Assoc. of State Boards of Education) is doing more to align State Boards of Education to a global agenda than keeping American education ours. On the call, we tied that back to the United Nations (UN), The WHO (World Health Organization), and more.
Basically, the biggest connections between the UN/NASBE and Congress? HIPPA and FERPA! ( Health Insurance Portability and Accountability Act and Family Educational Privacy Rights Act)
(If you cannot read the highlighted portion, it says “That Congress is discussing combining FERPA with HIPPA. Meaning FERPA will no longer trump HIPPA , but that all data will be combined and shared with the Dept of Labor and Workforce Services, all in the name of social emotional learning and mental health.”)
Warriors, the Congressional ‘discussion’, I do believe (and declare), is S 3337. As far as the data being shared with the U. S. Dept. of Labor? That already happens between U.S. Dept. of Education, U.S. Dept. of Health and Human Services, U. S. Dept. of Labor, and every other U.S. federal agency, plus any group they work with. HOW? The ‘marriage of the SLDS and WQDI‘. (Student Longitudinal Data System/Workforce Quality Data Initiative)
Why I Am Declaring: Why do I believeS 3337 is THE bill?
1) I read it. All 21 pages. Then I looked closer into NASBE as well as the legislators behind S 3337. Think of it as a puzzle. The pieces are coming together.
2) This August 2018 bill fits the timeline for NASBE, as well as the FERPA/HIPPA combination. How? Well, first off NASBE has two conferences each year. One is held early in the calendar year and select State Board of Education members go to Washington D.C. to meet with legislators and talk education policy and reform.
The photo above from the NASBE conference last week, was for everyone to meet and learn about education policy and reform. So, NASBE meets early 2018, by mid August S 3337 is introduced. By October 2018, NASBE is talking about Congressional discussions. While to the best of my knowledge no bill was mentioned look at what I found in S 3337, which is very clear (I found these in the Technical Amendments for S 3337):
**All school based/community based mental health programs must comply with HIPPA. (as awarded as a grantee, your group or partnership is deemed as covered by Section 264 of HIPPA with respect to any patients records developed through the grant.) **All school based/community based mental health programs must comply with FERPA. In the same way FERPA applies to education, these mental health partnerships are covered in the same fashion.
As was shared on the Call,HOWFERPA and HIPPAcould be combined is through ‘school safety’. “School safety”is linked theP-20W (PreK to College Graduation or Workforce)data system. Also, tons of data is harvested at the doctor’s office. Add to that ‘experts’ who testify to powerful committees WHY it would be great to see FERPA and HIPPA merge, and before you know it, there’s a bill for that.Warriors, by already having SLDS and WQDI merge (which already impacts all education choices and ages of students), the merging of FERPA and HIPPA will help CLOSE any other ‘gaps’.
Other Items Contained Within S 3337:
Warriors, I’m not listing everything in the Bill. Trust me, there is a TON you need to see for yourselves.
1) The title is Mental Health Services for Students Act. It amends the U.S. Public Health Services Act, as well as revises and extends federally directed projects which relate to our students and creates access to school based mental health programs. This bill also revises and expands Project AWARE State Education Grants.
2) These education grants must be used for school based mental health; mental health professional development which must be comprehensive and extended to the community; improving outcomes in academics and mental health for the entire family, especially those deemed ‘at risk’ or concerned community members; universal screening to identify students with potential mental health disorders or unmet emotional needs.
*****The HIPPA/FERPA link will show up in the formal working relationships S 3337 establishes between HHS and Ed entities in school settings.*****
3) Technical amendments to S 3337 include: amending mental health services provided by religious organizations; re-designating portions of the U.S. Public Health Services Act, especially for school based activities.
a) HHS Secretary and Ed Secretary control where the grants, contracts, co-operative agreements for school based mental health go. b) Among the services they must include provide positive behavior intervention supports (PBIS). c) School based mental health facilities must use community partnerships (there’s a huge list in the bill) such as law enforcement, primary and specialty doctors, and welfare; must include faith based organizations and higher education; determined by the Secretaries, and clearly state how families will be engaged. Funds used for comprehensive school based mental health must address universal prevention via SEL (social emotional learning), which blends into their learning and environment, as well as selective prevention to reduce risks of suicide and/or violence, or any developing mental health problems, as well as substance abuse. These involve screenings for early ID for mental health and behavior health problems. d) Curriculum will be developed and implemented as well as (PD) professional development for all school staff and volunteers. Part of the PD includes being able to identify behavior or mental health issues and being able to use mechanisms (data system?) to link students, school based strategies to SEL.
Not surprisingly, all the school based mental health programs and services must be measured, evaluated, assessed, and reported. These ‘measures’ must include Title 9 of Medicaid or waivers under State Social Security plans as laid out in the Social Security Act, Part B or E of Title 4. e) Co-ordination for early intervention activities addressing mental or behavioral health must match IDEA (Individuals with Disabilities in Education Act) or Title 4, Part A of ESEA (now ESSA, Every Student Succeeds Act). f) Student can self refer or self consent to mental health programs, or in crisis, as the Federal and State laws allow. (*Concern: Could Canada’s hospital suicide assistance for minors without parental consent be coming to the US? This type of law may allow it.)
4) Under the “Measurements” mandated for reporting to the Secretaries (who in turn report to Congress), you’ll find proficiency assessments which will align to SEL and ESSA. Also look for how the clinical assessments will be measured and referrals. All these are heavily depending on one thing: personal data.
5) Under the “Information and Education”section, Secretaries establish a comprehensive data system which feeds the harvested data to doctors and the public. All of the S 3337 costs will total about $2 million for FY 2018-2022 and impact all Americans 21 years and under in the areas served by the grants. All of Part G of the Public Health Services Act will be renamed “School Based Mental Health”. One last thing, since most of this fall under the U.S. Dept. of HHS, HHS partners with NASBE!
The Legislators and Ties to NASBE:
The main sponsor for S 3337, is Sen. Tina Smith from MN. While not directly tied to that I could find, she was appointed as a Senator to fill Sen. Al Franken’s spot. Sen. Franken is no educator, not is he a health professional, yet if you look at what he left Sen. Smith with, you might think she picked up where he left off. (Franken was a key legislator in a Career Tech Education Health Care bill.) Sen. Smith is a huge STEM (Science, Technology, Engineering, and Math) supporter, as well as a pusher of all day kindergarten and expanding early childhood education. She wants America to invest more in CTE (Career Tech Education). Smith also sponsored the “Real Education for Healthy Youth”, S 1653. That bill is a huge push for comprehensive sex education.
If you look at her Open Secrets campaign donations and Big Pharma is behind her. So are health services and hospitals.
To see Sen. Smith’s press release on S 3337, go here. In the release, Sen. Smith reveals at least 50 national and global groups are backing this Bill. While NASBE isn’t on this list, which of those listed does the group work with?
Also sponsoring S 3337, are Sen. Murphy from CT, Sen. Whitehouse from RI, and Sen. Wyden from OR.
Warriors, Sen. Murphy supports/ed not only ESSA, but believes the Affordable Health Care Act is worth keeping. On Murphy’s website, you’ll see his claim that by supporting ESSA he was helping repeal NCLB (No Child Left Behind). If the Senator has actually read ESSA, he would know what we do, that NCLB was CODIFIED, not repealed! Sen. Murpy also (in 2016) worked on the Mental Health Reform Act. His ties to NASBE involved the 2017 NASBE Legislative Conference where the CT Senator spoke along side U.S. Dept. of Education’s Secretary DeVos.
Sen. Whitehouse supports the Affordable Health Care Act and has received $45,000 from CVS Health in campaign donations.
Sen. Wyden sits on the Senate Finance Committee. He’s also helping oversee Medicaid, Medicare, CHIP (Children’s Health Insurance Program), and individual health insurance activities. I found him tied to NASBE in a 2004 federal government document impacting IDEA funds. Wyden’sBig Health campaign donations are extensive.
SO How Did NASBE Get A Bill, If S 3337 IS The Bill It Appears To Be?
Simple: They are among the top lobby groups in the nation.
1) Wrench in the Gears blog, as mentioned on the Call. Alison’s work on BitCoins and the digital tracking like China’s social credit system are best explained here. Alison’s latest also exposed the global financing going on right now. The biggest connecting dot for you? The SIBs (social impact bonds).
2) Missouri Education Watchdog’s recentarticleis a huge connecting dot for you, as a Warrior. How? As Cheri (the author) puts it ‘the hypocrisy of Congress‘. On one hand Congress is hosting dog and pony hearings about the importance of privacy when it comes to the ‘data rape’, yet, has bill after bill promoting more ways in which to gather the data!
3) The trio of articlesof minefromOctober 15-18, 2018which all were mentioned on the Call.
Warriors, William Lambdin’s Doublespeak Dictionary defines lobbyists as ‘stockbrokers of government who buy and sell freedom’. Do you see the problem with this? It totally strips ‘We the People’ of OUR power over Congress. We don’t need our freedoms bought and sold for us, we need to push back against NASBE. After all, they are not God. Neither is Congress. We don’t need MORE data rape! We don’t need more globally directed mental health or how to run our country! Look at the candidates and what groups are funding their campaigns! What are WE going to do about this, my friends and followers?!
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 absorbedAP (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.)
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?
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.
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 Reviewshowed 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.)
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 Clustersas 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 Reporton 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.
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.”
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.
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,
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.