Tag Archives: federal funds

All Encompassing Moves

Anti Fed Ed Warriors, did you know there are 4 US Congressional bills which seek to globalize 2 distinct SDG (Sustainable Development Goals) agenda points in America?

If not, that’s the topic for today’s article.
Meet ‘sisters’ HR 753 and S 324 (Global Electoral bills) along with S 861 and HR 1857 (Global LGBTI* bills).

What will these Bills mean for education, should they become law? Before we find out, remember, that I shared how HR 1 (For the People Act) has quite a few back doors into education with a UN (United Nations) agenda attached. As you know, the SDGs are the  UN’s doing.

evil-sister-quote
HR 1857 and S 861: International Human Rights Defense Act of 2019.

First, let’s define “LGBTI”: Lesbian, Gay, Bisexual, Transgender, and, Intersexual.

Secondly, What Senators and Representatives running for President (or considering running) are sponsoring or co-sponsoring either of these ‘sisters’?
In the Senate: Co-sponsors, Warren, Gillibrand, Sanders, Harris, and, Booker.(*Note: Sen. Markey is the sponsor and there are a total of 21 Senators backing this.)
In the House: Co-sponsors, Ryan, Moulton, and, Swalwell. (*Note: Rep. Lowenthal is the sponsor.)

When you look below, don’t miss the Trump Administration’s continuation of the Obama Administration LGBTI agenda. How did that happen? Fellow Warrior, Alex Newman explained in 2018, that Sec. Pompeo was the main reason.

s861

Third, these Bills basically use the U.S. State Dept.’s Bureau of Democracy, Human Rights, and, Labor to create a new government official position: LGBTI Envoy.

demob

If you’ve not read the Universal Declaration of Human Rights, the State Dept. has a copy.

Warriors, on Pages 13 and 14 of S 861, I found this: ‘bilateral and multilateral fora’. What in the world is that?!  Well, bi-lateral would mean two nations, or in this case, 2 groups agreeing to make across the board changes. Multi-lateral means many nations, or in this case, many people, agreeing to make changes across the board. Fora (related to ‘forum’) means a central meeting place.
So, in other words, the programs, policies, funding, and whatever else relates to making changes at every level and in every corner for the LGBTI Envoy will be needed. This will not only impact Americans, but the citizens all over the world.

On Page 17, you’ll see that all US federal agencies will need to devote money for programs for the LGBTI citizens here and those who are resettling into America from elsewhere. This will combine government at all levels, non-government groups, and faith-based entities.

Page 18 shows you how the USAID will co-ordinate with the new Envoy. Warriors, as you know, I’ve shown you how the USAID is in the CCSS Machine, as well as the State Dept. Page 19 will reveal the data tracking needed to safeguard LGBTI citizens.

Page 20 shows the “Global Strategy Requirements” needed. Basically total collaboration and co-ordination of all US federal agencies (including the U.S. Dept. of Education). Page 23 will embed child marriage statuses, Page 24 shows the U.S. Global Equality Fund*, while 25 reveals a leadership program for LGBTI activists needs to happen (at taxpayer expense?). (*Note: the GEF, Global Equality Fund is held in the State Dept. and is a P3 (public private partnership).)

HR 753 and S 324, Global Electoral Exchange Act:

Warriors, the sponsor for HR 753 is Rep. Castro (brother to 2020 Presidential hopeful). The Senate version is sponsored by 2020 Presidential hopeful Sen. Klobuchar. The Senate version has one co-sponsor, while the House’s version has 3. (*Note: you can access Klobuchar’s education stance here.)

For my fellow NC Warriors, Rep. Mark Meadows is a co-sponsor on HR 753. You may wish to ask him about his loyalty to the US, and the folks of NC.

What will these Bills do? Warriors, basically, it’s the sense of Congress that we need to employ internationally recognized election ‘best practices’ into the ones held here, in the US. It’s also their sense that other nations can employ American ‘best practices’ in elections. Like the other pair of ‘sister bills’ (above), these Bills authorize the U.S. State Dept. of create and administer GEEP (Global Electoral Exchange Program).

Like the two ‘sisters’ above, these Bills also create a unity between the State Dept. and USAID. How? In the form of awarding financial grants.

geep

Warriors, the U.S. Dept. of Education was not mentioned in either Bill, but we can pretty guess from the information we have that our students will somehow be impacted.

The Americans traveling, as well as the visiting countries cannot influence elections; cannot meddle with legitimacy of elections; and, cannot study any election (local, State, or, federal) without official permission. Congress will also create a GEEP Alumni. After GEEP (should it become law) is in place, bi-annual reports must be given. No end date was given, so we can pretty much guess that HR 753/ S 324 mean to make this permanent. No price tag was given, but I can assure you GEEP will NOT be cheap.

What type of groups are eligible for the GEEP Grants? Any group which defined by the IRS Tax Code of 1986, Sect. 501 (c) (3), as well as tax exempt under Sect. 501 (a).

1986taxcode

Warriors, do you see the danger of our REPUBLIC in these Bills? With all the problems our nation faces why must we see Congress place us in the center of every other country’s business? Do we really need every other country in ours?

While securing humans don’t get attacked for what they are or how they believe, why is the State Dept. increasing in power and authority? As far as our elections? That needs to be within our borders, not spread across oceans.

Since the State Dept. is enlarging (which certainly is not shrinking the federal footprint), we need to look at those leading the Dept.

Are they in the CCSS Machine? Since the State Dept. is a ‘card carrying’ CCSS Machine member, we HAVE to know. (*Note: Sec. Pompeo is most definitely in the CCSS Machine. His top contributors (from his Congressional days) were Koch Brothers/Industries, AT & T, Big Biz, Big Insurance, and, Big Labor.)

Why would Congress wish to make these plans? I believe it’s a way to seek more control over us, as citizens while globalizing our nation in some big ways.

Related Legislation:

There are  redistricting Bills which will feed off the ‘big Census’ (decennial) data. The next ‘big Census’ is in 2020. These will thrive on data collection and storage. If States cannot follow the federal mandates, then the federal government will step in and handle any redistricting measures needed.

There’s also a House bill (HR 51) which will also redesign the nation’s districts/representation by making the District of Columbia into a State. This Bill has lots of support (203 co-sponsors; Reps. Ryan, Moulton, and, Swalwell are the 2020 Presidential hopefuls backing this) in the House. In the Senate, the identical ‘twin sister’ is S 631 (32 co-sponsors; Sens. Sanders, Klobuchar, Harris, Booker, and, Gillibrand are the 2020 Presidential hopefuls backing this version). Warriors, these Bills will also fully repeal the 23rd Amendment of the Constitution.

Census Information Is Used To Create Redistricting:

We know that the 2020 Census has been beefed up to take more of our personal information than ever before. The  redistricting Bills I’ve seen will prohibit States from redistricting in certain ways as well as tell them how to redistrict.
Two of these redistricting Bills have the same name (John Tanner Fairness and Independence in Redistricting Act). The third is called the Coretta Scott King Mid-Decade Redistricting Prohibition Act.

Warriors
, if you’re concerned about seeing your State redistricted and told how to do it, I urge you to take the time to read HR 124 and HR 130 (John Tanner) and HR 44 (Coretta Scott King). These will literally impact your home, your family, and, your neighborhoods.

If you’re concerned about the 2020 Census, I urge you to read the Census Bureau’s Planning Survey (released in Jan. 2019) as well as the Final Report on the focus groups used. You’ll find (Final Report) that education is considered a ‘soft quota data point’ on the Census. So, any question concerning education will be amassed to help community (local, State, and, federal) funding. With the grasp the CCSS Machine has on education, this is crucial.

I did look at the questions on the Planning Survey, and, frankly some were a bit too nosy for my taste. For example, how often are you on the internet? What type of device do you use? Then, there was Question #44:

census

Warriors, if you look at the Operational Design for the 2020 Census, you’ll find that third party data partnerships are a reality. You’ll also see the Census Bureau is going to be pushing on-line participation rather than the old paper forms we have filled out. Much like those high-stakes assessments our students have, I’d say opt for paper & skip on-line.
(*Note: On page 59, you’ll see the redistricting information and how it’s used.)

schoolcensus

(Source)

Let’s remember that the Census Bureau is housed in the U.S. Dept. of Commerce. This federal agency is also a CCSS Machine member group. In the President’s 2020 Budget, you’ll see their connection to education.

Warriors, we also know the Census directly impacts funding and programs in your communities. HR 1451 (Community Service related) is called the “Keep Community Service Local Act”. Now, the odd thing about this Bill is that it prohibits States from ending their Corporation for National and Community Service office UNLESS the federal government approves it. If you’ve not heard of this corporation, you may know it by some of the programs it oversees, AmeriCorps, Senior Corps, etc. I’ve shown you how these are CCSS Machine aligned and will fit into ESSA (Every Student Succeeds Act).

How, is THAT State sovereignty? How is THAT local control?

Think about this way, ESSA  mandated that communities align their efforts to ‘student achievement’. Also, community service projects are key to some education programs. By having a national “Mother, may I?” bill hardly seems it’s geared for the citizens. But, then ESSA wasn’t geared for the students, teachers, or, taxpayers either. 

Closing:

Warriors, are you seeing the circle around your community shrinking? I hope so. The government is NOT our friend. It’s not our protector. Government isn’t even listening to us.

As I said in my last article, a full mode of civil disobedience is in order. We cannot allow DC to manipulate us in the ways these Bills are being considered. We have a charge to take down our government when it ceases to be about “We the People” and becomes about ‘We the Corporate Minions’

 

Using ‘Crisis’ To Drive Agenda

Anti Fed Ed Warriors, I do believe our current Congress has reached an all-time low with the pair of federal derived education bills, S 1421 and HR 3828.

Both are titled the Patsy T. Mink Gender Equity in Education Act. Both claim the purpose of the legislation is to protect citizens from sexual inequality. But, what if, hidden in plain sight of these 2 bills is an agenda for aligned education? The savior for protecting us? STEM (as in Science, Technology, Engineering, and, Math)!!

Personal note: I am in no way advocating sexual inequality nor do I promote sexual harassment. However, if we are to have important legislation protecting our citizens could we POSSIBLY leave the UN’s (and CCSS Machine’s) STEM out of it?!

 

stempbl1
Make NO mistake: it has been a calculated plan for STEM and Common Core to be directly related.


The Legislation:
S 1421’s
link 
HR 3828’s
link
(*Note: The Senate’s version was introduced in June 2017; the House’s in Sept. 2017. Both are in their respective Education and Labor Committees.)

 

The Lady:

Warriors, if you are not sure who Patsy T. Mink was, she was a very important leader from HI. She is basically the mother of Title 9. When Title 9 was much younger, it was created so that women and girls would have equal access to sports.
It’s only been in recent years that Title 9 has been reworded to NOW cover anyone who feels sexually left out of education.

Mrs. Mink was also key in President Johnson’s Great Society legislative campaign. She served twice on the U.S. House’s Education and Workforce Committee, helped begin Head Start and, so much more. (*Note: it was President Johnson who ‘gave’ us the original ESEA (Elementary and Secondary Education Act) now ESSA (Every Student Succeeds Act)

Sadly, though, Warriors, Head Start has been CCSS aligned for a while. The Education and Workforce Committee is a ‘lock, stock, and, barrel’ member of the CCSS Machine.

As far as the ‘Great Society’, we see those ties are being used for much of the social justice movement, also a key part of the CCSS Machine AND UN’s SDGs (United Nations Sustainable Development Goals) agenda. STEM, is a direct product to help drive education to these social justice ends.

stempipe

 

The Language:

Warriors, the entire purpose of these twin Bills is this:
“To support educational entities in fully implementing title IX and reducing
and preventing sex discrimination in all areas of education.”
Sadly, it takes 24 pages to explain what the ‘support’ means.


On Page 2 of the Senate’s Bill version, you’ll see the National Women’s Law Center is mentioned. NWLC has helped former President Obama’s data mining pay scale initiative to get off the ground. They’ve also helped wage a major educational disparities campaign (again with the work and support of the White House).

The NWLC also has successfully forced in-depth and precisely detailed ‘student data rape’ to continue. Why? The more details the more we can level the playing field.

If the NWLC would look at the massive data mining in this way (as many of those of us in the War Vs the Core) they may realize just how serious accessing private student information is.

Did you know the NWLC also was key in getting Early Head Start and Head Start funds in ESSA? Also, those community development block grants which will fund the 21st Century Community Learning Centers, Promise Neighborhoods, and, more?

These were all also mandated in ESSA.

The last NWLC item we Warriors need to know is that they are funded by some of the biggest CCSS Machine members. The truth can be seen beginning on Page 18 of their last Annual Report.

On Page 3 of S 1421, another group is mentioned: The American Association of University Women. According to AAUW’s last Annual Report,  they regularly fund STEM programs at local levels! From their website, you can find CCSS Machine corporate partners.

aauw

Warriors, how many times do we have to find out that our Congress is listening to the big bucks, not the everyday citizens?! 

While S 1421 and HR 3828 are exact copies, what can we see embedded from the House’s copy?
Page 3 “STEM Pipeline” used to describe the workforce aligned shift. (Scroll back up to what this really means)
Page 4, NSF (National Science Foundation), again more CCSS Machine/UN endorsed agenda skewing the truth.
Page 4, The Gay Lesbian Straight Education Network’s Report information is used as justification. The GLSEN is also heavily back by key CCSS Machine member groups (for example: Wells Fargo, the Walt Disney Company, Target, and, many others)

10389690_773525136032161_985265226383217614_n
Corporations tied to CCSS do NOT represent the people’s voice. 

More Fed Ed Power:

Warriors, the Equity Act being considered in DC hasn’t seen much action that We the People have been made aware of, but, before we assume this type of action will go away, we need to consider that any of the DC bills I’ve been studying could be rolled out anytime now..or, in the future. We’ve seen it happen way too many times in the past.

We also need to consider that embedded in BOTH bills is room for more federal funding to dictate what happens at State and local levels in education; that the Dept of Education will expand to ensure ‘equity’ is achieved. This will show up in anti-bullying, ‘safe schools’, and other ‘wrap around’ services. Every single one of these were mandated in ESSA using Title 1 funds. However, other Title funds would now be COMBINED to align learning to, not an equity-like level, but to a ‘one-way-to-learn-so-you-can-earn system’.

Related:
Back in 2016, I revealed to you the Gender Intelligence going on in education. It’s tied to Pearson Publishing, the Clinton Global Initiative, the STEM of the UN, and, more! (*Note: Mrs. Mink was also a part of President Clinton’s team.)

Closing:

Warriors, these tactics are directly taken from the UN-inspired SDG Toolkit created in the US back in the early 2000s. I’ve shared this Toolkit many times.

We need to understand that S 1241 and HR 3828 use ‘equity’. Both use ‘equality’. We’ve seen how the two are NOT the same, do not mean the same, and, should not be interchangeably used! Yet, bill after bill from the federal level continues to use double speak.
If you want to know WHY there’s an especially great level of misinformation with ‘equity’ and ‘equality’? My 2014 article will give you a fantastic place to look. (*Note: just in case the link embedded in that archive doesn’t work, here it is again.)

policynotlaw

 

Anybody Got a Fan?!

My fellow anti CCSS/Fed Ed/ESSA Warriors. I’ve recently finished combing through the NC Draft ESSA (Every Student Succeeds Act) Plan. I’m not a fan of what I read. If your State has released a draft, please get your hands on the information! NC’s is a whopping 145 pages of anything and everything connected to education…and the workforce. I looked up our neighboring State (SC). Theirs is 84 Pages.

I did try to find some other neighboring State’s ESSA Plans as well. Why? I was curious to see just how unique each Plan is shaping up to be. After all, we’ve been told time and time again, ESSA returns control of education back to the States. (*Note: if you’ve followed my blog for a long time, you know how full of BS what we’ve been told is.)

I did see some of the same things in SC’s Plan that I saw in NC’s. Coincedence, no!
Both contain the federal level requirements each State must adhere to.

For example, what type of graduates each State will have. Below is SC’s:

scessaplan
You can find the legislation which made this Profile a SC State Law:

To see and study SC’s ESSA Planhttp://ed.sc.gov/newsroom/every-student-succeeds-act-essa/draft-consolidated-state-plan/

*******************************************************
By contrast, here is NC’s Graphic:

ncessaplan

If you have wondered why BOTH NC and SC have the 4Cs (Critical Thinking, Collaboration, Creativity, and Communication), it’s because the P21 (“Partnership for 21st Century Learning Skills”) has both NC/SC  as ‘member States'(along with several other States). *Noteworthy: The “Partnership” has been a CCSS Machine member group for quite a while.   On the http://www.P21.org website, you can find 50 College/Career Readiness resources. CCR (College and Career Readiness) is also another name for Common Core State Standards. CCR is embedded in ESSA (Every Student Succeeds Act) ) Find the resources here  **Be sure to look for the ‘grit’, ‘workforce readiness in middle school’, and, more.

From Page 25 of NC’s ESSA Draft Plan:

ncessaplan1By July of 2015, NC had a “The Constitutional Mandate to Provide an Opportunity to a Sound Basic Education: An Update and a Recommendation”. Oddly enough, this 2015 Mandate is NOT all that different from the current NC ESSA Plan which will be submitted to the U.S. Dept. of Education later in 2017. To see the mandate, click here. If you’d like to see NC S561, click here.  To see NC’s ESSA Plan
*********************************************************

What We Can Learn From Both NC And SC To Apply Elsewhere:

1) Both had the 5 or 6 federal mandates of ESSA laid out in their Plans.
{These will all be consistent with the Secretary of Education’s authority}:
a) Long-Term Education Goals
b) Consultation/Performance Management toward Long-Term Goals
c) Academic Assessments
d)  Accountability and Support for School Improvement
e) Supporting Excellent Educators
f) Supporting All Students

2) Both will continue education which aligns to College/Career Readiness (aka Common Core, Career Tech Education, etc.).

3) Both will continue to update OR create State-level laws to support the educational shift FROM academics to skill based workforce.

4) Both appear to have no plans to cut the ties with the CCSS Machine member organizations we find so entrenched in our lives. (Example: Pearson, P21, Council of Chief State School Officers (CCSSO), etc.)

5) Both will continue to include non-educators in the education process.

6) Both will continue to see Workforce Education efforts and legislation.

7) Both will more than likely continue their membership statuses in P21, CCSSO, and the other CCSS Machine member groups steering the shift in education.

8) Both will continue to workforce skill based assesssments like ACT Aspire, WorkKeys, etc.

**BOTTOM LINE: None of the State ESSA Draft Plans will differ MUCH from what is in place now. What’s in place now IS CCSS/CCR/CTE aligned. It will stay that way, but be called “Challenging State Academic Standards”.
**************************************************

Other Things Of Note From NC’s Plan:
 I wanted to leave you with some other key items of interest.

1) U.S. Dept. of Education’s Date Stamp: 12/22/16 (NC’s ESSA Draft Plan expires 11/30/19).

2) From Page 2, ESEA’s (Elementary and Secondary Education Act of 1965) Section 8302 sets out in that the U.S. Secretary of Education is permitted to establish procedures/criteria after consulting with the State officials. Our State Education Agency then submits the Plan. The Secretary must establish every program in Section 8302 including the State’s materials and resources for education. (*Note: ESEA’s Section 8302 is Optional Consolidated State Plans or Applications. ESSA’s Section 1005 is simply titled “State Plans”. Do not be fooled by the simple title.)

2a) Also on Page 2, every State’s Consolidated Education ESSA Plan must create 1 comprehensive way to improve ‘outomes’ for students.

2b) Included in Page 2’s language is that all State Plans must meet the requirements of Section 427 of the General Education Provisions Act. (See a screen shot below)

section427
3) From Page 3 of NC’s ESSA Plan, Only after the U.S. Dept. of Education approves a State Plan, will these Plans be made public. The preferred method for publicity is to be in a published form.

4) Page 4 reveals our State’s Director of Data, Research, and Federal Policy.

5) Page 17 shows the Federal Program for Monitoring and Support Division of the U.S. Dept. of Ed. From this Division, $463,000,000.00 in federal funds for annual grants are available to school districts. (Watch for an increase in data collection). Here in NC, a Senior Leader Council is used to determine which districts/schools receive our portion of these grants. Based on 3 prongs: i) our Comprehensive Continuous Improvement Plan; ii) to be used by LEAs, charter schools, and non-government organizations to receive competitive federal funds, and iii) the NC Equity Plan (from the NC Dept. of Public Instruction) for data collection.

6) Page 25 tells what is considered as ‘academic indicators’. These are also known as ‘measures’. In order: Academic Achievement, Academic Progress, Graduation Rates, English Language Proficiency, School Quality, and Student Success. Page 28 will show you how the ‘meaningful differentation’ used in these indicators simply means ‘distinct and discrete levels of school performance’. (*Note: the shift from student to the entire school being measured.)

7) Page 29, points you to the School Quality or Student Success indicators. They are, in order: chronic absences, attendance, student engagement, student’s participation in co-curricular activities, physical activity, student participation in the arts, suspensions, teacher engagement, parent involvement, End of Grade exams (or End of Course exams) only in science, the CCR Index (College and Career Readiness Index includes AP Courses, IB Courses, WorkKeys Assessments, ACT, and (here in NC) 5 Diploma Endorsements (these are Career and College, UNC College, NC Academic Scholar, and Global Language). From the bottom of Page 29 to the top of Page 30, this “all schools must be included in the accountability system.” What NC hasn’t figured out yet is HOW to update the indicators above for every school type. How well each State does with this determines the weight of the Success Indicator. Federal education code lays this out, NOT a State’s law!

8) Page 30 goes into the 95 % assessment participation rates as mandated in ESSA. How will the States factor this? What data mining/gathering procedures will be used? How will all the schools without sufficient data gathering, or alternative schools (K-12th) be accountable?

9) Page 33 uses a word we’ve all come to loathe: “rigor”. Yes, we’ll see more of it! However, it’s interesting that once again, it’s the ESEA cited here, NOT the ESSA. Related is Page 38 with its mention of NC’s love for UDL (Universal Design for Learning). According to NC, UDL helps ensure all students will be College and Career Ready.

10) Skipping ahead to Page 97 are the “Challenging State Academic Standards for Math” in NC. They will be the EXACT ones used in the 2016-17 academic year!! “Challenging State Academic Standards for English Language Arts”? They haven’t been released yet, as they are still being ‘written’.

A Bonus Item!! Way back in the pages of the NC ESSA Draft Plan is the gold mine of all those CCSS Machine friendly ‘stakeholders’ in education we have wondered about. Pages 137-140 reveal the ESSA external stakeholders in education. Some we know about (example: Teach for America). Some are a bit surprising to see (example: Americans for Prosperity, NC Branch).

Closing:

Warriors, I’ve laid large chunks of evidence before you to illustrate how much of a farce it seems to be that our States will get to control education in the manner in which it has been explained since ESSA was signed into federal law December 2015.

Please take what you see here, start looking at what your State is doing. How similar is it to what you see here? What has remained the same in your State’s education sytem, what has been updated? What groups are involved?

 

Ready, Set, Go!

YOU’RE INVITED:

Who: All anti CCSS/Fed Ed Warriors
When: Monday, February 13th, 2017, from 9 pm to 11 pm (EST)
Where: Twitter
Hosts: ‘Twitter Rally for Education’ (made up of grass roots folks like us) and PJNET

Details: 

1) This is a hash tag rally NOT a handle rally. What does that mean? It is a Rally to raise awareness NOT to attack or target individuals. Our goal is simple: hold our President accountable for his campaign promise to end CCSS, as well as to hold the new Secretary of Education accountable for working with We the People.

2) We need messages/memes (graphics, screen shots, etc.) as soon as possible. (*Note: We are not trying to get out complicated information. JUST LOTS of TWEETS to express public DEMAND that they Stop Common Core. Please KEEP IT SIMPLE!)
For the Rally to work WELL, our goal is 100 messages/memes. Send them via Twitter, to #KeepYourPromise and #PJNET BEFORE 2/11/17.

3) To find out more information about the “Twitter Rally for Education”:
https://www.facebook.com/groups/211416412659573/?multi_permalinks=212389645895583%2C212039872597227%2C212037525930795&notif_t=group_activity&notif_id=1486493523896801

4) Check back over the weekend for updated information about the Rally. An ‘Action Page’ link will be shared with instructions.

5) If the above link does not work, type in “Twitter Rally for Education” in the Facebook search bar. (*Be sure to check back over the weekend for the latest updates!)

6) Other hash tags we’ll be using are, #StopCommonCore; #RepealESSA

 

DeVos Is In, So What’s The Point?

This is not a ‘revenge’ Rally!

Since we must work with Mrs. DeVos, let’s remind her We the People desparately want our students (of all ages) out of CCSS aligned education!

The education reform road has a long and conflicted path. It won’t get fixed overnight. It will not be easy. But, We the Parents CANNOT give up!

Regardless of your like/dislike for Mrs. DeVos, we have to move forward in our War vs the Core. We do not have time to complain.

We must purpose to hold the Adminstration 100% accountable where education is concerned. If they are unwilling to keep their promises, we MUST call them out. We begin, Monday, Feb. 13th in a respectful manner.

Below are some examples:

escapefeded

A sample message for the above picture: “#KeepYourPromise #StopCommonCore #PJNET #Repeal ESSA: Parents know that aligned edu didn’t work/won’t work w/ ESSA.”
********************************************************************

keeppromise

Sample message for this one: “RepealESSA #StopCommonCore #PJNET #KeepYourPromise: ESSA doesn’t rid USA of CCSS, but YOU can!”
******************************************************************

record
Sample tweet for this one, “#PJNET #RepealESSA #KeepYourPromise #StopCommonCore:
Parents sick of warn out message. Fed laws/fed funds don’t fix edu; they give control.”
***************************************************************

frankunderwood
Sample tweet for this one, “#KeepYourPromise #StopCommonCore #RepealESSA #PJNET:
I am holding DC accountable 4 edu promises 2 end fed ed/give back sovereignty.”

Thanks for joining us in this Rally to raise awareness.

We the People are not giving up on a true quality education free from federal control, national standards or curriculum, and a pack of educrats calling the shots.

 

Sic’ ‘Em Saturday: More Fed Budget Watch

Where there's money, there's power. How is it being planned in relation to CCSS?
Where there’s money, there’s power. How is it being planned in relation to CCSS?

Yesterday, we looked at the plans the President is desiring to have in place for education in America. We may see that  Congress’ budget decisions may OR may not align with the CCSS, CTE, CCR (Common Core State Standards, Career Tech Education, and College/Career Readiness) agenda embedded in those plans. However, we must leave NO stone un-turned! Today’s alert? Workforce as it aligns with not only CCSS, but massive data mining for our students.

First up, where to look:

Yesterday’s in-depth look was in education. Today’s is Workforce. To tackle Workforce (which aligns to CCSS/CTE/CCR beginning in secondary school and moving beyond into post-secondary), we need to see what’s in the Labor budget. After all, if you’ve been following my trail of Workforce articles, you know that’s where we discovered the Workforce Quality Data Initiative’s hidden-in-plain-sight ‘marriage’ to the Dept. of Ed’s Student Longitudinal Data System (see my earlier posts, first from Prevent Common Core, then the one link that has all the articles concerning this, found here on my blog: http://preventcommoncore.com/?p=1223; http://preventcommoncore.com/?p=1187; https://commoncorediva.wordpress.com/?s=workforce+quality+data)

That being said, let’s see what the President’s Dept. of Labor budget looks like, labor2015
In the “Opportunity, Growth, and Security Initiative” section, more funding for community colleges, “Investment in a Community College Job-Driven Training Fund, which includes grants that would support doubling the number of apprenticeships in America over the next five years.” (as you’ll find in my earlier published posts, apprenticeships, community colleges are cast in the CCSS/CTE/CCR net). In the “Reform” section, more “Workforce Innovation and Opportunity” rhetoric complete with more incentives. (think about the articles above, where it ties the 2014 Workforce Investment and Opportunity Act to CCSS)

The numbers you need to know:

So, just how many tax dollars will this arm of CCSS aligned education take?! I’m so glad you want to know!!

*Opportunity, Growth, and Security Initiative, gives $1.5 billion to four year institutions and $6 billion to community colleges to purposefully seek out more P3 relationships (Public, private partnerships) to combine/align education and job skills. “The fund will also help to
create common credentials and skill assessments to allow employers to more easily
identify and hire qualified candidates.” (Think “WorkKeys” assessment; the National CCR credential where if you don’t have a national certificate number, you don’t get a job)

Could the following include data mining as part of the ‘service’?  “$60 million in the Workforce Innovation Fund to support innovative State and regional approaches to service delivery.” We’ll have to keep an eye out, won’t we? I can share with you that just a few sentences later, the word ‘incentivize’ is used in relationship to the states.

Other aspects we’ll need to follow is the ‘new Career Pathways’ the Budget includes for. Not yet (at least that I have been able to find) related to CCSS, but also included:  “The Budget also provides $2 billion in mandatory funding to encourage States to adopt
Bridge to Work programs.”

Enter, the Dept of Health/Human Services:

We anti-CCSS warriors have been able to learn that not only the U.S. Dept of Ed, the U.S. Dept of Labor are involved in aligning our education and workforce, but ALSO the U.S. Dept of Health and Human Services. (you can find out how in some of my previous posts/articles mentioned above) So, let’s dive into where and how much is in this part of the President’s Budget.

* Under the “Opportunity, Growth, and Security Initiative”, ‘Preparing our children to succeed in life, by providing high-quality early learning opportunities.’ How, you ask? Early Head Start/child care partners, of course.

Could the above be included in  “The Budget includes $77.1 billion in discretionary funding”? Why would I pose that question? Because the Dept of Health/Human Services is the principal agency in America to oversee health and well-being..including mental health. With all the social-emotional agenda components to CCSS, we need to know what’s up as well as what’s being planned. We already know a universal PreK is in the works. We know home visits are a distinct possibility, as well. Part of the discretionary funding taps ‘biomedical research’ (think all that biometric data mining going on)

*As part of Affordable Care, “14.6 billion over 10 years to implement innovative policies to train new health care providers and ensure that the future health care workforce is prepared to deliver high quality and efficient health care services.” (remember those Career Clusters? A big one, health care) $5.2 billion is marked for ‘incentivizing’ physicians. A little bit further on, “The Budget also invests more than $3.9 billion over the next six years in the National Health Services Corps to place 15,000 health care providers in the areas of the
Nation that need them most.” There’s more: ” The Now is the Time initiative includes
$55 million for Project AWARE (Advancing Wellness and Resilience in Education) to help States and communities implement plans to keep schools safe and refer students with behavioral health challenges to the services they need, as well as to provide Mental Health First Aid training in schools and communities to equip adults who work with youth to detect signs of mental illness; $50 million to train 5,000 new mental health professionals to serve students and young adults; $20 million for Healthy Transitions to help support transitioning youth (ages 16-25) and their families in accessing and navigating behavioral
health treatment systems; and $5 million to change the attitudes of Americans about
behavioral health workforce needs.” With all the ‘one-size-fits-all’ attitude, who’s to say what will and not be deemed as needing treatment?

*Biomedical research, to get ‘$30.2 billion for NIH to support research at institutions across the United States.’ While this portion of the Budget report says it is to tackle things like Alzheimer’s, I would suggest we watch this one, especially knowing how much biometric data is being reported or finding us being warned about (Dr. Duke Pesta/Mary Black’s presentation about the dangers of CCSS highlighted this very reality. See: https://www.youtube.com/watch?v=epo2oWoL7ZE)

*For those with little ones, this might be of interest, “The Budget supports initiatives that will help every child reach his or her potential and strengthen the Nation’s competitiveness. This includes $650 million in the base Budget and $800 million in the Opportunity, Growth, and Security Initiative for Early Head Start-Child Care Partnerships.” Those home visits we’ve heard about? Well, who’s to say just HOW they would be in reality, but here’s what the Executive Summary states, “Further, the
Budget provides discretionary and mandatory resources for States to support higher-quality child care, and dedicates $200 million in discretionary funds to improve the quality of child care. In addition, the Budget invests $15 billion in mandatory funds over the next 10 years to extend and expand evidence-based, voluntary home visiting programs, which enable nurses, social workers, and other professionals to connect families to services and educational supports that improve a child’s health, development, and ability to learn.” Again, who’s to say, but consider this, where are the parental rights? What if the family is choosing to home educate? Why does it appear everyone must fit the same mold? To see the entire Health/Human Services Budget outline:

 http://www.whitehouse.gov/sites/default/files/omb/budget/fy2015/assets/health.pdf

Bottom Line:

While all of this MAY or MAY NOT be what Congress actually supports is not yet 100% clear. However, knowing what we know about the vast overreach, the control from top down, AND the public private partnerships involved. We MUST not rest for one moment or assume that because the plans didn’t go as laid out, that they won’t at some point surface again..maybe in some new bill or act. It certainly is a trick that has been used before.
In fighting against CCSS and all that goes with it, we must be wise as serpents, sharp as foxes, and gentle as doves.

What about the States? With federal money and all the plans between yesterday and today’s posts revealing what the agenda is, we know the states will be pressured (incentivized) into conformity. We MUST interact with those in authority.  We MUST keep an eye on the appropriations funding. We can’t afford to be REACTIVE. We MUST keep a pro-active stance in our children’s futures, no matter where they are as a student.

Monday Musings: Hitting the Books

Reading, especially good books is vital to so many brain functions.
Reading, especially good books is vital to so many brain functions.

I’m not sure about your home, but in mine, it is filled with avid readers. Common Core, as we know by now, is seeking to remove the joy of reading good books. What a shame. If you’ve been to your local library lately, have you noticed a change? I did in mine. Almost every single book that is older than 2008, has now been pulled from the shelves. Gone, disappeared. I have no clue when this happened. But it has. What is replacing the old books? New books. For example, I have been tutoring a student each week at my local library. We needed a dictionary. I had forgotten my trusty, beat up collegiate one at home. So, we grab the brand new copy off the library shelves. It was horrifying! The pronunciation symbols I knew from when my kids were younger, had all changed. Really?! When did this happen? Again, I’m not sure. My point, many changes in our books or with our books are taking place right under our noses and we’re not catching them!

Bookstore, galore:

Do bookstores love the Core? What about libraries we help fund with our tax dollars? Let’s take a look at each.

According to the American Booksellers Association, they not only like the CCSS, they are looking for ways to profit from the Standards. I found on their website a report. More about it below.

The following excerpt from June 2014 from the Book Expo America where a panel held a workshop discussing CCSS and the book selling industry: “Common Core is going to affect the trade book market in a strong way. It’s important and incumbent upon booksellers, librarians, and educators to become familiar with the Common Core.” Neil Jaffee, president of Booksource. A bookstore co-owner had this to say, “For us as booksellers in our communities, in a way, a lot of this is business as usual.”  She also stated that  the new standards provide another way to ramp up a bookstore’s connection with educators, parents, and children, as well as to bolster nonfiction and educational book sections in the store. This particular co-owner went on to say that CCSS is a great way for bookstores to make suggestions to shape the CCSS reading lists. Something like, talking to the right people or talking to a lot of people can end up getting the states reading lists to add these to the adopted standards. In other words..a huge opportunity for profit. Think about it, suggest the books that help the Core to the right people, get a big order at your store from the schools. Now, depending on which type of school orders books, would determine if taxpayer money is being used for these purchases. This type of thinking is certainly all about the profits.

More ‘praises’ about the Standards continued from the Expo’s panel. CCSS will help bring often neglected books up from the dark, forgotten corners and up into the forefront! There’s so much opportunity for freedom of speech due to all the ‘pro/con’ assignments! The same co-owner (from above) had this revelation about choosing books for CC reading, “Most of the educators didn’t care — what they wanted from us was that expertise, that knowledge to say that this is a great book and for what reason, and for what grade level or what reader it will work for.”

Okay, let me pause here to say, who do these folks think they are fooling? Most of the bookstores I know of hire folks off the street because they need a job, not because they are literary experts. High end bookstores may have a very knowledge based owner or employee, but I hardly think we can blanketedly assume literary experts are hanging around bookstores waiting for someone to ask them if the book they are considering will align to the CCSS well or not! (want to read the rest of the report? http://www.bookweb.org/news/industry-experts-weigh-common-core-bea)

Then, there’s the ‘leveling’ of books. Wait, what?! Book leveling, according to Scholastic (very CCSS aligned) says it’s a way to set up your library by degree of difficulty, or levels. Sounds simple, but we know CCSS can’t leave anything as simple. Here’s a list from their website of what criteria is needed for leveling: “What Are Some Criteria for Leveling Books?No single aspect or characteristic of text can be used to evaluate reading material. In placing a text along a gradient of difficulty, many factors are considered. Length — Consider the number of pages, the number of words, and the number of lines on the page. Books for beginners will have just one or two lines on a page. Layout — Beginners need texts with a large font and clear spaces between words and lines. Sentences begin on the left and print is clearly separated from pictures. In more complex books, sentences begin in the middle of lines or are carried over onto the next page. Fonts become smaller. Structure and Organization — Early books have simple plots and some repetition. Some books use repeating episodes or complex plots organized chronologically. As books become more challenging, more interpretation will be needed. Illustrations — Easier books provide pictures to support the reader in gaining meaning and solving words. Picture support gradually decreases as you move up the gradient of difficulty. Words — Beginning books use high-frequency words, text with regular spelling words, and content words reinforced by pictures. More challenging texts use multi-syllabic words and a wider range vocabulary to express meaning. Phrases and Sentences — The gradient begins with very simple sentences and goes on to include longer, more complex sentences with embedded clauses. Literary Features — Consider the complexity of the ideas. What must readers understand about the characters, setting, and plot to read this book with understanding? Literary features such as flashbacks or metaphors may introduce a challenge. Content and Theme — Books for young children will focus on topics and themes that are familiar to them. Complexity gradually increases to ideas and topics that children would not experience in everyday lives. Some sophisticated themes require maturity for understanding and may mean that a book is more challenging, even if other factors make it seem easy.” (see the rest of the article: http://www.scholastic.com/teachers/article/what-leveled-reading)

Bob Seger once sang "I feel like a number, but I'm not a number."
Bob Seger once sang “I feel like a number, but I’m not a number.” Students are people, not coded beings!

Public Libraries:

In a short answer, yes, public libraries are aligning. Remember when I shared my library’s shelves had been cleaned out? That is part of the aligning. What we the citizens lose are some great books. Here’s a 2013 webinar that details how public libraries are to align to CCSS.  CommonCorePublib

Another example, CT’s libraries, hoping to help their state’s librarians out, gave their public libraries ‘cheat sheets’. (see: http://www.ctstatelibrary.org/dld/pages/common-core-resources-pub)

So, what about your state? Try looking in your state level cabinets or departments. NC (where I live) has the public libraries as part of the NC Dept. of Cultural Resources. Your state may have a different name.  However, if your state has received a grant(see below) from the Institute of Museum and Library Services, the alignment is in full swing. How? Aspen Institute (very CCSS active). See this blog entry detailing how Aspen is the library’s newest best buddy. Why? Aligning the community. (http://blog.imls.gov/?p=5345)

Here’s what NC’s state library page said about the grants: “Library Services and Technology Act (LSTA) Grants are federal funds from the Institute of Museum and Library Services that are awarded by the State Library to eligible North Carolina libraries.”

I shake my head in disbelief. How could so many people conspire to ruin reading? To zap the joy of a tremendous mind journey via a classic adventure tale or the like, is a travesty.