Tag Archives: ELLs (English Language Learners)

Calling Mother!

Anti Fed Ed/CCSS Warriors, have you heard of “International Mother Language Day”?!

If not, here is what we really need to know:

UNESCO (United Nations Educational, Scientific, and Cultural Organization) established this annual awareness day back in 1999. The goal is to promote ‘linguistic diversity and multilingualism’.

Our current Congress has a Resolution setting Feb. 21st aside for “International Mother Language Day”. It is House Resolution 141.  It was introduced on 2/16/17 and is currently in the Committee on Oversight and Government Reform.

From the text, an excerpt, “Whereas according to the UNESCO Atlas of the World’s Languages in Danger, out of the over 6,000 existing languages in the world, more than 200 have become extinct during the last three generations, and 2,279 other languages are classified as “endangered”; Whereas the United States Census Bureau has identified at least 381 languages spoken in the United States, 169 of which are distinct Native American languages; Whereas according to the UNESCO Atlas of the World’s Languages in Danger, 145 languages in the United States are classified as “endangered”. “

The Resolution goes on to tell us the House of Representatives supports the goals and ideals of “International Mother Language Day”.

So, why is our Congress creating these types of actions? Look below at the screen shot for what could be the exact answer we’ve been searching for, Warriors!

eiunesco
The screen shot is from a 20 page brochure published by the EI (Education International). EI is a global organization with strong ties to UNESCO. It also is the largest global teachers union. The United States of America’s  NEA and AFT are members of EI. Access the document here. ei2016_sdgs_brochure_final_facing_en

From the language in Point #1, it appears our Congress members are puppets in a global theatre of education reform. From the language of House Resolution 141, it appears full support is backing up Point #1, as well.

Warriors, did you notice Resolution 141 from the U.S. House of Representatives is in the Committee where Government Reform is happening? Does this Committee have any influence on education? If so, how does all this tie back to the CCSS Machine? Will this point back to ESSA (Every Student Succeeds Act), WIOA (Workforce Innovation and Opportunity Act) , or,  the HEA (Higher Education Act)?

Committe on Oversight and Government Reform:

The website: https://oversight.house.gov/subcommittee/full-committee/

What they do: Basically (after a quick glance at the latest Committee Rules, 2015), the Committee makes sure the federal government and all its agencies and activities  run smoothly. There are several subcomittees of the overall Committee. While I did not see the Dept. of Education specifically mentioned, it is included by default.

The Oversight/Government Reform Committee also makes sure the federal laws are carried out without too much fuss and bother. Some of the agencies the Dept. of Education works with ARE specifically mentioned in the Committee Rules.

I did also see the Committee has quite a bit of interaction pertaining to what happens digitally (technological), across America. Warriors, with the shift to a global education comes ‘connectivity’. Connectivity is a direct issue in education reform. ESSA has massive amounts of funding earmarked for all students being connected through the internet for digital access to anywhere, anytime learning.

We Have Our Answers!

Above, I asked if all this somehow tied back to the CCSS Machine and/or the federal education/workforce laws.

Included in the Oversight/Reform Committee are Task Forces. One such Force is called the
“Task Force to Build a Better America”. On the website page, you’ll see Rep. Paul Ryan displaying his bold agenda called “Better Way”. Included in Better Way is education, mainly through Career Tech Education (CTE). CTE is what I have referred to as ‘adult Common Core’ for years. CTE IS the arm of Common Core which streamlines education to a workforce result.
CTE is embedded in all 3 federal laws I mentioned above. (WIOA, HEA, and ESSA)
CTE ties many federal agencies to the CCSS Machine, as well. For example, The U.S. Dept. of Education, U.S. Dept. of Labor, U.S. Dept. of Health and Human Services, the State Dept., and more!

So, we’ve answered the questions about the ties, but what about International Mother?

A ‘Global Mama’ For Us All:

imld

Above is the announcement for the Day. A symposium for International Mother Language Day (IMLD) is to be held in France. IMLD’s official website reveals this quote, “On the occasion of this Day, I launch an appeal for the potential of multilingual education to be acknowledged everywhere, in education and administrative systems, in cultural expressions and the media, cyberspace and trade.”  Irina Bokova, UNESCO Director-General

Warriors, if you have no idea how the UNESCO Director-General is tied to Communism, please refer to my friend and anti CCSS Warrior Journalist, Alex Newman’s article for New American News Magazine. Alex also followed up on how the UNESCO is overshadowing America when it comes to textbooks. The Global Education Monitoring Report Alex featured in the textbook article is mentioned below in another Report by UNESCO.

unescoimld

There’s an infographic promoting International Mother Language Day 2017. Here is the top portion’s main point.

imldgoaltop

Here is the bottom portion. Note the main point featured.

imldgoalbottom

Don’t Forget the IB Schools Are UNESCO’s!

Warriors, if you have been reading my blog for a long time, you know how I’ve tied the International Baccalaureate Schools to UNESCO and the global agenda for education. You also may recall I was able to find in ESSA how IB Schools are included in the mandates.

Below is a screen shot from the IB’s Common Core English Language Arts document for dual language learning.

ibccssela

You can find the IB Schools in ESSA. Also, keep in mind many of ESSA’s pages are devoted to English Language Learners. You can find both of these groups in my previous article.

Closing:

So, Warriors, who decides what the International Language is to be? Will it be up to any of us who have the biggest ‘stake’ in the educational realm (parents)? So far, those types of decisions have been taken away from us. Will it be our federal government which is creating UNESCO supportive legislation? Or, will we soon see our government usurped by the United Nations and thus have UNESCO dictate our schools?

100, 500, and Still Counting

Celebrating my 100 anti CCSS/Fed Ed blog followers AND my 500th post! We’ve come quite a long way together. I pray our time together will continue to be fruitful. We seek not fame or fortune in what we do to fight the CCSS Machine. We ARE, however, leaving a legacy of patriotism, devotion to remaining free, and love for our people, regardless of educational choices. We do what we do to help each other, not to stand on each other’s shoulders. How absolutely refreshing it would be to see our leaders do the same.

Numbers..Everywhere!

There’s a double purpose to using numbers in this article. One of the best ways to get news out is social media. However, some sites are more oppressive than others. So, purpose #1 is to celebrate, purpose #2 is to hide the article in plain sight on social media.

I’m Not the Only One Spinning Numbers:

ICYMI: My latest article which was banned on Facebook revealed how numbers will be shifted to abuse teachers via ESSA and Title 2 Funds; how special needs and their IDEA funds via ESSA get squeezed; how numerous families across our nation will now be receiving “Family Engagement Ambassadors” aka U.S. Dept. of Ed Parent Nannies.
See: https://commoncorediva.wordpress.com/2016/09/28/bon-voyage-hello-grinders/

 

Then, there are the numbers CCSS Machine member/publisher McGraw-Hill are trying to spin in their most recent survey. I just found this one yesterday.

mcgrawed

Oh, I cannot stop chuckling over how stupid this company assumes us to be by a quiz like this!

dumb

So, what questions does McGraw-Hill have? The brief introduction tells you they got together with top education research groups to create this. Can’t you just smell the CCSS Machine stench already? But wait, it gets deeper. Scroll down to the bottom of the main page and you’ll see it’s a survey to point to the 2016 elections!! I kid you not.

Q1) Proficiency in math question. (Source: the NAEP scores)
Q2)  About ELLs (English Language Learners) (Source: U.S. Dept. of Ed’s National Center for Educational Stats)
Q3)  U.S.’s world rank in reading. (Source: PISA)
Q4)  Low-income students percentage. (Source: Southern Education Foundation)
Q5)  Internet speed in schools. (Source: Education Superhighway) *Note: according to the explanation, 3/4 of the country NOW exceeds the FCC’s requirement.
Q6)   High school graduation numbers. (Source: U.S. Dept. of Ed)
Q7) Cost of remediation in colleges. (Source: Education Reform Now)
Q8) How long it takes to graduate college. (Source: National Student Clearinghouse Research Center)
Q9) Students who need financial aid. (Source: U.S. Dept. of Ed’s National Center for Educational Stats)
Q10) Unemployment for college graduates. (Source: NY Times)
Q11) Student loan defaults. (Source: U.S. Dept. of Ed)
Q12) Over your lifetime question. (Source: College Board) *Note: CB states that the BIGGEST pay increase happens at the Bachelor degree stage.

To take the survey: http://www.mheducation.com/ideas/how-much-you-know-us-education-quiz.html

Oh, and you’ll find it ironic that I ‘flunked’ this survey from the “how many did you get correct” viewpoint. Oh well, flunking a CCSS Member group survey is not something I will fret over. On the more serious side of this survey though, look at the questions agenda points, the sources cited, and what will be more than likely coming soon.

Remember, the ‘fine print’ points all this to the November 2016 elections. Helping drive the conversation? None other than McGraw-Hill’s CEO. Read his article, https://www.linkedin.com/pulse/lets-talk-education-david-levin

If you would like more CCSS Machine numbers, McGraw-Hill ever-so-nicely embedded their Workforce Readiness 2016 Study in the CEO’s article..and think, just in time to influence our votes.

mcgrawwork
Check out this bunch of numbers from the Study:

workreadyslide

I’ve got an idea, use this screen shot as proof that your State’s CTE (Career Tech Education), STEM (Science, Technology, Engineering, and Math), as well as CCSS (Common Core State Standards or by their ‘new’ name, CCR, College and Career Readiness) Tracks, Paths, etc. AREN’T WORKING!!

This Study also plays the ‘gender card’. That’s something you may wish to see. You may wish to see how McGraw-Hill’s plays into Pearson Publishing ‘gender intelligence’ CCSS Machine plan. If you didn’t know about Pearson Publishing ‘GI’, I’ve got your back.
See: https://commoncorediva.wordpress.com/2016/03/07/pearsons-gi-more-alignment-in-the-workplace/

To access the McGraw-Hill Workforce Readiness Study2016-student-workforce-readiness-survey-expanded-results

 

Need More Numbers?

10/17/16: US PIE (United States Parents Involved in Education) “Keep Your Child Home From School Day” to protest the U.S. Dept. of Ed on its 40th anniversary. See:
http://www.uspie.org/protest-fed-ed-.html

I have understood via social media that more groups besides US PIE are doing something ‘radical’ for Ed’s 40th anniversary.  As long as we Warriors Against the Core are rebelling against educational tyranny on that day (or for that matter, every day), I think the message will become even louder. If we could unite our events, beyond  our usual circles of influence, we could teach Congress what true teamwork CAN do! As always, know that I am all for speaking out, just be safe and respectful.

This number:

Congress, 9/29/16; call! Protest the move to remove American internet and give it total global access. Knowing how much ESSA is spending on digital, Internet, and all related parts, we NEED our privacy as in tact as we can to protect our children.

See my dear fellow Warriors (Gretchen Logue/Cheri Kiesecker) warning article!
http://missourieducationwatchdog.com/on-sept-30-2016-our-internet-will-be-transferred-unless-you-say-no/

 


Closing:

Warriors, I’ll have more news about numbers and legislation soon. In the meantime, fight, fight, with all your might!  I leave you with a short clip from a TV show in the 1960s called “The Prisoner”. The show was one my Daddy loved. I hated it. I was so young, it scared me.

While I don’t know the entire plot, I do know the main character was not free to be himself. He was assigned a number; his name no longer necessary. Of all the things we give our children, their names are their very first gift upon their birth. Their names are beautifully hand-picked, lovingly chosen, and carry on our family identities. Much like “The Prisoner”, our children are in danger of losing who they truly are.

The Chain Gang Cometh

Anti CCSS/ESSA Warriors, when I share what I just found out, I hope the chorus from The Pretenders song,“Back on the Chain Gang”, doesn’t pop into your head. I know it did in my head. The chorus goes, “We’re back on the train; oh back on the chain gang.” However, look at the last verse,
“The powers that be
That force us to live like we do
Bring me to my knees
When I see what they’ve done to you
But I’ll die as I stand here today
Knowing that…”


So, What in the World Would Invoke This?!

chaingang
That’s right..another *&&^%* fed bill connecting education to anything that could even be considered related, no matter if it truly is or NOT. This one doesn’t have a number yet, that I could find. Notice the language in the tweet in the middle…‘we must’.

I want to pause and state for ‘the record’ that I agree there are things, we as a people MUST do, but as a federally controlled government? NO! Especially when you factor in how EVERYTHING about education is NOT a Constitutionally protected federal jurisdiction! Think about it, since the federal government has NO legality over education, they shouldn’t be able to include education into some area that is their business. By no means am I an expert on our penal system.  However, I DO know education! So, for the remainder of this article, I’ll lay out the federal overreaches into education from a juvenile justice angle.

First Up, Before ESSA, “At-risk” Measures:

From my 2014 article about ‘alternative education’, where you will find every student population OUTSIDE a public school student, as well as certain student populations INSIDE public education defined.
“At-risk” students fall into BOTH categories. “The Dropout Prevention Center/Network notes that CTE (Career Tech Education) is one of its 15 solutions or strategies. The Center/Network believes “such as individualized instruction, service-learning, community collaboration, mentoring, active learning, and educational technology. According to the Center, “A quality CTE program and a related guidance program are essential for all students.” CTE was identified to have five potential benefits to at-risk students by Schargel and Smink in Strategies to Help Solve our School Dropout Problem. These benefits include enhancement of students’ motivation and academic achievement; increased personal and social competence related to work in general; a broad understanding of an occupation or industry; career exploration and planning; and acquisition of knowledge or skills related to employment in particular occupations or more generic work competencies.”

If you’ve not read this, please do. While the information is a bit dated, we, as anti CCSS/ESSA Warriors know the value of information. The resources in the article are key to our current fight. See:
https://commoncorediva.wordpress.com/2014/12/03/tech-thursday-career-techcommon-core-and-alternative-education/

Secondly, Before ESSA was ESSA:

Not so long ago, the Every Student Succeeds Act (ESSA) wasn’t called the “Every Student Succeeds Act”. The House had their own version of a made over ESEA (Elementary and Secondary Act, 1965), and called it HR5 or the “Student Success Act”. The Senate had their own version, S1177 or the “Every Student Achieves Act”.

“ESSA” as we know it was a combined effort to take the much more effective HR5 and ‘water it down’ with the S1177.

So, what did HR5 AND S1177 have in regards to ‘at-risk’ students? Here’s an excerpt from my 2015 article about CCSS/CTE updates. “reveals how IDEA funding and more, are being abused for the post-secondary alignment to all things CCSS, CTE for students with any sort of special needs, or ‘at risk’ students. Even if you do not have a student in either of these populations, it is OUR tax money which funds IDEA.”  I urge you to go back and read what’s in this jam-packed informative article. See:
 https://commoncorediva.wordpress.com/2015/11/07/weekend-news-ccsscte-catch-up-edition/

If you want to see details about how SEL (Social Emotional Learning) is being abused by the CCSS Machine and will be used for ‘at-risk’ students (as well as others), see: https://commoncorediva.wordpress.com/2015/11/21/weekend-news-the-state-of-ccsss-sel/

ESSA Embeds WIOA and HEA, A Toxic Triangle:

ESSA: Every Student Succeeds Act
WIOA: Workforce Innovation and Opportunity Act
HEA: Higher Education Act

 You know how well I’ve shown you the documents, links, and resources which tie these 3. When you factor in ‘at-risk’ students, however, you are going to get Civil Rights groups, Drop Out groups, social justice/awareness groups, and anti-poverty groups.
Warriors, do NOT misunderstand me. I am NOT anti-education; anti-job; or anti-rehabilitation. But as evidence has shown us, when our Congress is bending anything AND everything to meet the CCSS Machine’s agenda of any and all education/education related, or service related activity to the workforce based education system SOMETHING it’s definitely toxic.

ESSA has definitive language for ‘at-risk’ students. One of the chief ties in ESSA connected to these students is WIOA. Here’s an excerpt you’ll need, “The Department of Labor has administered the YouthBuild program since September 2006. The YouthBuild program is administered by the Employment and Training Administration’s Office of Workforce Investment, Division of Youth ServicesYouthBuild is a community-based alternative education program that provides job training and educational opportunities for at-risk youth ages 16-24. Youth learn construction skills while constructing or rehabilitating affordable housing for low-income or homeless families in their own neighborhoods.” See the entire article: https://commoncorediva.wordpress.com/2016/05/10/silent-partners/

From August 2016, this article will give you an easy trail to connect the National Drop Out Prevention Network to ESSA AND the UN’s 2030 Goals for global education
https://commoncorediva.wordpress.com/2016/08/31/this-is-our-choice/

So, The House of Representatives Wants an Update:

 I guess the rhetorical question should be WHY is Congress being allowed to create legislation which violates our U.S. Constitution? Think about it, these honored public servants take oaths to protect their State level Constitutions, but they ALSO take an oath to protect (at ALL costs) our U.S. Constitution!

To see the ‘facts’ the House has put together about this update 1974 Law:
http://democrats-edworkforce.house.gov/imo/media/doc/2016-06-22%20HR%205529%20HSIs%20fact%20sheet.pdf

To see the House’s Summary of why this is a great idea to update this Law:
http://edworkforce.house.gov/uploadedfiles/bill_summary_-_supporting_youth_opportunity_and_preventing_delinquency_act.pdf
(*Note: look at the familiar words or phrases we’ve seen connected to ESSA, WIOA, and HEA)

Key things this updated Law will mandate for the States:
a) It’s 96 pages long
b) It re-authorizes AND improves its predecessor (Juvenile Justice and Delinquency Prevention Act of 1974)
c) ‘The improvements’? “other purposes”. We’ve seen this when ESEA was re-authorized, and a plethora of other fed laws. This is how bills with one purpose suddenly morphs into a multi-purpose bill.
d) From Page 3, “‘‘(4) to support a continuum of evidence-based  or promising programs (including delinquency prevention, intervention, mental health, behavioral  health and substance abuse treatment, family services, and services for children exposed to violence)  that are trauma informed, reflect the science of adolescent development, and are designed to meet the needs of at-risk youth and youth who come into contact with the justice system.’’.”
(*Note: considering the evidence by other anti CCSS Warriors about the use of Title One funding for behavior management, that should be warning enough.)
e) On Page 6, I saw ‘data mining’, shortly followed by ‘chemical agents’, then ‘isolation’. I don’t need to tell you the chemical agents were spelled out. Very creepy!
f) On the top of Page 7, that ‘isolation’ is defined as 1o minutes or more. Again, creepy! (Be sure you look at the medical personnel involved. Also, be sure to see the reference to ‘restraints’.)
g) On Page 8, the descriptions of how students are identified as ‘at risk’ and in need of behavior interventions.
h) On Page 9, the assessments included will include ‘previous records’, you can bet transcripts or report cards will be included.
i)  On Page 10, the pointers to psychology measures. Think about all the anti CCSS research which has pointed in that direction.
j) Page 11 begins the section for long term juvenile justice systems. Consider the documented cases already in the media about children as young as Kindergarten being put on suspension.

Look at this:

juvyjustice
If you want to see the SAMHSA’s ‘Project Aware’, where gun control is definitely being put through the CCSS Machine ringer,
 https://commoncorediva.wordpress.com/2015/10/08/tech-thursday-technically-speaking-for-ccss/

If you want to learn how ESSA impacts ELLs (English Language Learners), immigration, and more:
https://commoncorediva.wordpress.com/2016/01/05/essa-ties-to-wioa-2014-and-new-citizens/

k) On pages 16 and 17 the in-school offenses and data collection via the U.S. Dept. of Ed are revealed. Here’s an article which will encompass most of the groups and student populations discussed so far:
 https://commoncorediva.wordpress.com/2016/02/25/conformity-readiness/

Closing:

Warriors, there is SO much more in this U.S. House of Representatives bill. As you can see, we haven’t even made it to Page 20 and look at all the ties! I’m not sure about you, but this type of legislation grieves my soul tremendously.
Please, look at the rest of this Bill! If you have connections you easily see, share them! You know I am open to sharing information so we can be as equipped as possible. If you think you see a red flag, that usually means there is one.

bill_text_-_supporting_youth_opportunity_and_preventing_delinquency_act


Hear Ye, Hear Ye

May 2016 is closing rapidly, anti CCSS/Fed Ed Warriors. While some of us dream of a lazy summer, I hope you will NOT let your voices be muted. The CCSS Machine will NOT be taking the summer off. In fact, the Machine will use the times we are distracted to do the most damage. How do I know this? Look back at the track record.

A great example is the announcement just a few days ago, and ‘oh-so-strategically-planned-to-happen-while-we-were-gearing-up-for-the-Memorial-Day-Weekend’ move the U.S. Dept .of Ed made. What was the big news? It concerns public comments to be taken for State Accountability measures as per the ESSA (Every Student Succeeds Act).

essaaugYou may of seen my late posting of the above picture yesterday on Facebook, Twitter, and MeWe. If not, expand the screen shot.

Hot on the heels of the U.S. Dept. of Ed’s announcement , came the pro CCSS, Gates Foundation-backed, ASCD to the ‘rescue’ with their own announcement. ASCD’s was full of ‘helpful’ tips amounting to we will guide you through this; keep you informed…you know, the kind of ‘trust us’ attitude the CCSS Machine loves to dish out, but never means.

Rather than give you the ASCD, pro CCSS/ESSA rhetoric to the U.S. Dept. of Ed’s Accountability Public Comment Period, I am including the information straight from the Ed. Why? The proposed regulations/mandates/expectations for each of the States per the ESSA is 192 pages long. IF we are to make ANY sort of valid, truth filled comment to the U.S. Dept. of Ed, we have to have their words…and use them against themselves.

Note that by making 192 pages of regulations, mandates, and/or expectations, the goal of truly State-led educational choices will be very hard to come by. As we have seen in the past from the U.S. Dept. of Ed; as well as others in the CCSS Machine, while public comments are taken, it is suspect what truly happens to them.

However, we, as the Warriors, HAVE made a big difference when we are united in our message. Case in point? The nomination of Dr. John King was narrowly won..that my fellow Warriors, is because WE made so much noise!!! We used truth, we used fact-based evidence. Our dissent was publicly noted..That is WHY we MUST respond to the Accountability Portions of the ESSA! To remain silent, is to condone the ESSA’s mandates and regulations.

So, here is the 192 page document: nprmaccountabilitystateplans52016

Below, please find what we Warriors need to know from just the first few pages of the document!!

1) Title One funding is the main portal of ESSA changes, even in accountability (aka: measuring student outcomes/performances/competencies via assessments. This is turn will impact teachers as well.)

2) SEAs and LEAs (State Education Agencies and Local Education Agencies) will receive more grant money. With more grant money, will be more strings.)

3) Federal budget money for education will be involved. If you don’t know the CCSS/CTE/CCR/ESSA/WIOA/HEA* strings in the Fiscal Year 2017 Federal Education Budget Requests, I have a series of researched, fact based articles detailing how accountability and loss of state control is already in the works.
(*Common Core State Standards/Career Tech Education/College and Career Readiness/Every Student Succeeds Act/Workforce Innovation and Opportunity Act/Higher Education Act)

4) While each and every ESSA accountability measure needs commenting on, the Dept. of Ed, especially needs our help (lucky us, we have been invited to comment) with:

a) Meaningful identification of consistently under-performing groups of students.
b) Addressing the low attendance of nationally based assessments; assessments must be a part of every State’s educational plan and meet 95% so teachers and parents can use the data for student successes.
c) Ambitious English Language Learning (ELL) goals and timeline for maximum proficiency.
d) Shifting special needs kids from Title One funding/IDEA funds to a subgroup for Academic Achievement Indicator calculations.
e) Standardizing special needs, homeless students, ELL students, and foster care children to fit graduation rate criteria.

*You can find these 5 points in the U.S. Dept. of Ed’s words on Pages 4 and 5.

If you missed the first U.S. Dept. of Education’s Public Comment period, the results of it are included in this documented report. Those begin on Page 5 and continue to Page 7. They are worth reading, Warriors.

Required ESSA ‘State Goals’ begin on Page 9. State Goals include assessments, accountability, ELLs success, student outcomes of achievement, data mining/sharing, reforming low-performing schools, and more. The Goals appear to end on Page 13. How these Goals are to be carried out, however, takes from Page 13 to well pass Page 70. Among them are 3 types of Indices to be used: a) Academic Progress, b) School Quality, and c) Student Success (Page 18). That stated, go back up near Pages 14 – 16 to see how each of these will include post-secondary readiness, educator engagement, etc.; careful wording for ‘all schools’ and then ‘public schools’ when accountability is being measured.

Warriors, this should be more than enough to get us started on digging in and fighting back. Stay tuned for more on this whopper of aligned document!

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.

iscglobal

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:
 http://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary-2/cambridge-igcse/
(*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

Closing:

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’)

School Board Special, Part Three

ecsalign
This group claims ‘they don’t take sides’ in education. The states pay to belong to this group. They also span P-20 education.

Today’s “From the Files” Tuesday, brings us to Part Three in my special candidate special series devoted to arming these brave citizens with as much ANTI Common Core/College and Career Readiness/Career Tech Education as possible!

So far, Parts One (focused on the birth to 5 year old alignment to CCSS (Common Core State Standards) via the ESSA, Every Student Succeeds Act) and Two (focused on the K-12th grades in their alignment to CCSS via the ESSA), have been a huge success in arming those facing primaries in the next few months. This series is also a great tool for any citizen concerned about the overreach of the CCSSI (Common Core State Standards Initiative) into our educational system! This article is jam packed and a bit lengthy, but we MUST know what our nation is facing via this ‘great educational bill’.

In this article, the focus will be on my specialized area of research: Common Core/Career Tech Ed in POST-Secondary education. You know, one of the areas CCSS was supposedly never to be found?!

For the sake of consistency, I will use my phrase ‘CCSS Machine’ in the rest of the article to point to the Initiative behind Common Core, the agenda surrounding it, the public private partnership (P3s) side, the resources, the Standards themselves, and anything else connected to the illegally based education reform. ESSA, will stand for itself.

Before we see where the post-secondary alignment is, I offer a couple of points:
1) The ESSA (Every Student Succeeds Act) is a law which is to impact K-12th grades ONLY.
Yet, in the law, (as I have pointed out in the previous 2 articles), we have found younger than Kindergarten (K), and, today, we will see older (aka: post-secondary students) than 12th grade involved.
2) Where the ESSA has now become law, don’t think the CCSS Machine is going to leave post-secondary education alone. In the picture above, note the use of “P-20”, also note the headline. You should see a definite warning! Higher Education (another name for post-secondary education) is the LAST link in the streamlined chain of education which HAS not been rubber-stamped by Congress to embed the CCSS into it.
The strings of the CCSS Machine are already in place in post-secondary education, they just have not been re-authorized. Think about it, since 1965, almost in tandem, the re-authorizations of the elementary, secondary, and post-secondary education laws have occurred. I am almost certain that in 2016, we will be seeing the HEA (Higher Education Act) come up for re-authorization, too! You can bet the farm, all sorts of alignment will be embedded. (*Note: to save article space for now, if you have any questions about my research and how I can connected the links between PreK to Higher Ed, please contact me ASAP!)

 

valueroi
To see the rest of the wheel: http://www.educationvalue.org/college-value/


The ESSA and Students in Higher Education:

In the picture above, this is an example of how our high school graduates (or for that matter, any citizen seeking higher education) are being described… a ‘return on investment’. (*Note: In yesterday’s article you saw 2 equally demeaning visual pictures of how our students are defined by the CCSS Machine.) According to the CCSS Machine, we are all just ‘human capital’, so it is no wonder the shift in how students are taught is happening right before our eyes!

From the ESSA Final Conference Report, I have previously shared with you that the phrase “Higher Education” is embedded 64 times, that “Career” is used 63 times, that “Workforce” is written in 33 times. Sprinkled throughout the ESSA, each of these will repeatedly tie back to not only Common Core, but to Career Pathways and its counter part, Career Tech Education to Apprenticeships; to STEM; and to the most damming of all: the WIOA (Workforce Innovation and Opportunity Act). Why is the WIOA damming? In its language, Career Tech Education and Career Pathways are embedded a total of 21 times! STEM is also embedded to help create a STEM Workforce.

 As a candidate, you need to know that in plain talk, this means that not only will your traditionally educated public schools students be aligned to a workforce based education, but so will your private school students, your homeschooled students, your faith-based educated students, and ANYONE seeking a job! The difference (at least right now) is that those outside of public education will be aligned when they either 1) enter post-secondary education , or 2) seek employment! (*Note: I have published articles on all of the above, which I will be more than happy to provide you upon request.)

Here is even more you need to know as a candidate. I urge you to read the pages below for yourselves as what I have provided is a contextual paraphrase:
1) P. 33 deals with LEAs (Local Education Agencies) and state financial awards. Not only will you as a candidate need to see what percentages of the funding goes for a) the parents, 1b) the student services, and c) the students courses (including AP, IB, CTE), but you will need to read how all of these are to be aligned to the CSAS (Challenging State Academic Standards) by way of the ‘industry recognized credentialing system’ set forth by the WIOA of 2014!
2) P. 48 of the ESSA Final Conference Report states that the CSAS and post-secondary education must be aligned for a more streamlined education.
3) P. 50, special needs students who have benefited from IDEA funding/programs and seek higher education ‘on track with alternative aligned courses/assessments’.
4) P. 85, States are to measure and report students ‘post secondary readiness’.
5) P. 121, Those students in dual enrolled courses (AP, IB, early college, etc.) will be ensnared here. As a candidate, consider this is an area for your privately educated (including faith-based and homeschool students) to be aligned. (Also on P. 991)
5a) P. 123, the data mining of these privately educated students comes into play.
6) P. 137, the LEAs determine how students transition from one grade group to the next (including post-secondary) with the help of P3s and ‘other stakeholders in education’.
7) P. 255, technology and digital post secondary education.
8) P. 265, students taking credit bearing career tech (CTE) courses for a shift to post secondary education.
8a) P. 273, again CTE courses, credit bearing, and students
9) P. 323, how all school leaders, including teachers will be trained to teach students for post secondary education, especially dual enrolled, concurrent enrolled, and early college students. (also on P. 780, 81)
10) P. 344, how teachers are to prepare post secondary/workforce ready students.
11) P. 325, how all the post secondary course from above will be regionally specific only.
12) P.397, how eligibility of funds will be tied to post secondary graduation rates.
13) P. 427, how post secondary readiness and the English Language Learners (ELLs) will be joined.
13a) P. 459, ELLs in more detail; Page 460 will discuss their assessments.
In those Activities which support a student’s learning and success (Sec. 4107):
14) P. 474, Post Secondary career awareness and exploration activities, including FASFA (student financial aid forms) (*Added note: where in some states this is now a requirement to graduate whether you intend to go to college or not!)
15) P. 502, OBE (Outcome Based Education– a supposed improvement in education at all levels, but especially higher education) will be the preferred tool for aligning academics and accompanying evaluations.
16) P. 508, Data mining will need to be aligned to any CSAS implemented by the States.
17) P. 509, as part of the 21st Century Community Learning Centers.
18) P. 601, where entire families are tied into the post secondary success of a student. (Also on P. 609)
19) P. 610 and 611, At-risk youth are encompassed in the alignment here.
20) P. 663, begins the Native American students and their alignment. (*Note: be sure to read this entire section to see how these alignment plans are laid out.)
21) Pages 759-66 deal with the Military bases needing to be realigned. (For any candidate who has the military nearby, page special attention!) Added note: the U.S. Dept. of Defense is in full support of CCSS, CTE.

Closing:

Candidates, do you see the pattern above? Do you see any educational choice exempt from the CCSS Machine alignment?! Is there more in the ESSA which directly relates to post-secondary education? YES!

Since very few Congress members read the entire over 1,000 page bill BEFORE it became law, we are only now beginning to uncover all the hooks baited and ready for our nation.
As a candidate, do your part of due diligence and use this information to stand in the gap!