Tag Archives: Getting Smart

Update on “Of Late”

When I wrote “Of Late”, I knew there were several key pieces of evidence to present and somehow tie together. 

Almost immediately after the article hit the social media circuit, I got at least 2 other leads from fellow Warriors, making EVEN more connections to the subject matter in “Of Late”. If you missed that topic, it was all about the how our current U. S. Congress is bowing MORE to a global vent for workforce based education for all ages and all educational choices.

What follows is to be used as tools for every anti Fed Ed Warrior out there. Yes, it’s in-depth. But, it needs to be.

Where I Left Off:

Warriors, I left you with the confirmed evidence that American education is being used as a tool against us for the purpose of reshaping our nation. To continue that re-shaping, look to North Dakota, first.

Heading West:

My fellow Warrior from “The Roughrider State”, noticed that some of the items I shared seemed a bit TOO familiar. She then referred me to Gov. Burgum’s recent Innovation in Education Summit. She laid out some quick facts about the ties some of those presenting ‘expert’ evidence have to the CCSS Machine. She heavily questions how well these people represent the values of the North Dakotians.

burgum

I  found Dintersmith involved in another education reform area (which was also another tip from my ND friend). That is the “Most Likely to Succeed” documentary. This was filmed back in 2015 and was considered a hit by the Sundance Film Festival. What the documentary shows is chilling, Warriors. Below is the just over 2 minute trailer. Notice the key CCSS Machine members (Robinson is tied to Pearson, Khan is tied to the Khan Academy and received Gates Foundation funding to switch to CCSS, Common Core State Standards.)

(*Note: the full length documentary is not available legally for free on You Tube due to copyright issues.)
Below is a ‘team’ spirited description about the documentary. The number one team member? Dintersmith!

mostlikely1
If you’d like to see the “Most Likely to Succeed Learning Sparks” (short videos to spur you into action to help create more ‘innovation’ in your schools), find them here. Warriors, you find out how to ‘hack’ education and more. Look for Linda Darling-Hammond to be among the ‘experts’. Try not to cringe.

Warriors, I haven’t forgotten Dintersmith’s assignment by former President Obama (in the brief bio description above) to the UN. Neither should you.

Time and time again, I’ve shown you fact based research on how the former leader and his administration bent over backwards to help continue the cycle of ‘dumbing down’ American education.
There was the PCAST Report from 2010 where STEM was ushered in as a disguise for the UN’s SDGs (Sustainable Development Goals), thanks to the NSF (National Science Foundation) and many other CCSS groups. There was also ‘innovation’ after ‘innovation’ initiative or some digital push to be foisted on our teachers and students.

Thanks to ESSA (Every Student Succeeds Act), those ‘innovation’ and digital overhauls are 100% certain. Has our current President slowed any of this down? Hardly.

Mr. Trump has, in fact, seemingly turned a deaf ear to the CCSS Machine’s technology de facto moves.

To see what Pres. Obama’s White House Report (Next Generation High Schools) featuring Mr. Dintersmith, contained, look here.

Warriors, remember, Dintersmith is a business man, not an educator. The fact sheet for the same White House Report reveals not only a big STEM push, but CTE (Career Tech Education) push, too. Both STEM and CTE are tied up in CCSS, apprenticeships, and the global education scheme of the United Nations.

Getting Back To The “Most Likely”:

Warriors, here’s an almost 30 minute video featuring the producer and lead team member for “Most Likely to Succeed”. You’ll not only see clips from the full documentary, you’ll hear first hand pro CCSS Machine discussion. Once again, Linda Darling-Hammond will surface during this video with her explanation as to how ‘grit’ will help solve the outdated American education. Listen all the way to the end. There is key evidence there.

Meanwhile In North Dakota:

One of the major concerns of my ND Warrior friend is shared by others in a few other States. The profiling of our high school students. If you’ve heard of “NorthStar” you know what I mean. The Facebook group Educray is based in TX. When my ND Warrior shared her concerns on social media, Educray was quick to join her. See below:

northstar
From TX, the Highland Park ISD graduate profile reeks of “content rich” global citizens rhetoric.

To see the Profile of a Graduate/EdLeader21 description of these types of data mining profiles, access the information here. To see the 4 Cs, collaboration, creativity, communication, and, critical thinking (which replace the 3 Rs in education), look here.
Getting Smart (Tom VanderArk) has a detailed article and podcast you’ll need to investigate. You’ll see other States using these profiles for ‘quality education’.

ReTool Your School:

Also featured in the ND Innovation Summit was “School ReTool”. If you’re not familiar, have you noticed how many of our schools are building torn down to be replaced by buildings which could double as a prison? To find out about this movement and how it connects to the global scheme:

https://vimeo.com/album/3269852

If you wonder about the ReTool’s ‘mission’? Look below:

retool1

 Among School ReTool’s Partners? Groups from ME, NH, CO, CCSS Machine members Hewlett Foundation, Ted Dintersmith, and more. Find the rest here.

Part of the ‘retooling’? “Academic interships”..a fancy name for ‘Apprenticeships’!! If you’ll remember, Warriors, most of the “Of Late” article spells out for us the global ties to apprenticeships, higher education, and more. To see School ReTool’s Academic Internship plot, visit here.

Warriors, since most of the apprenticeships and internships are targeting our high schoolers in an attempt to groom them for higher education, we know to be watching the post-secondary reform like a hawk. You also know, I have been helping you do just that for years. EdWeek has an article, published earlier this week which reveals some valid points (even for a pro CCSS/ESSA source).

Point #1: Since the U.S. Secretary DeVos has been in office, she’s tackled much more higher education reform than K-12th grades.
Point #2: There’s a ton more federal control on colleges, community colleges, proprietary (for profit) schools, and all the early college, skill prep programs to unite K-12th to post-secondary education.

Innovation Kills:

Warriors, much of the conversation about all this alignment, reform, and increased innovation leaves out the bare faced fact that innovation actually stunts our minds.
How? Too much of anything is bad for us. As the push to unite the USA to a global education continues; technology and innovation/infrastructure for such will continue to envelope us. 

Released in 2016, is the short You Tube film which depicts a father and child. Conformity to a work/school system is the topic. According to the resource I found highlighting this film, the tone of the writer is that we must change society to join work and education.
Exactly the message we are hearing from the UN, Congress, and our Administration in Washington, D.C. 

The writer stresses that is it our current mindset toward work and school which is killing our student’s minds. In the fact-based research and evidence, it is the CCSS Machine grasp on education which is doing the stunting. NOT parents, not our environment.

I was able to find that one of the producers of “Alike” (Daniel M. Lara) is tied to the Blender Foundation and their 2016 Conference, where he was a featured speaker. Blender Conferences have been an annual event for a while now. Blender’s focus? Arts, technology, animation, and all related subjects. I also found that the Blender Foundation was cited as a resource (page 86) in a STEM (Science, Technology, Engineering, and Math) publication from 2015 for IGI Global for use in America. This Google Book is a goldmine of education reform. Chapter 83 is all about embedding pedagogy into NGSS (Next Gen Science Standards), you’ll see how innovation is to be used to target those ‘less academic’ than their peers, you’ll find out STEM is being unleashed on our babies, how ‘blended learning’ and PBLs (Problem Based Learning) is to shift education’s responsibility from teacher to student as a force tactic, future trends for K-20 education (kindergarten to 4 year college degree or similar), service based education (as in grooming the ‘collective, global citizens’), computer games as science teachers, multi-pronged distance education, how the Europeans are educating in these ways, open source lectures (coding classes will tie in here), and, more. (*Note in the beginning pages the number of American Universities.)

A 2014 Oregon State University Blender Camp brochure. Warriors, it will show you how ‘blending art’ and STEM fit into the classrooms.

A Blender Foundation “STEM in the Classroom” example. It’s called “Teach STEM Now”.

Interestingly enough, Betsy DeVos and Ivanka Trump just promoted more girls to STEM in the Smithsonian Museum, 7/25/17. They teamed up back in March 2017 to do much the same. (*Note: Not so funny, one of the UN’s SDGs is promoting women in education, especially STEM.)

IGI Global has a Pearson Publishing assessment available for a price. Check it out.

Last Stop, North Carolina:

Warriors, as you know I’ve shared with you how sold out to the CCSS Machine, NC is. Living here has given me the opportunity to show you things to watch for. Look below. One of the NC legislators is bragging on how ‘we’ will be the first in the nation for state-wide classroom internet access. Remember, ESSA’s mandates in technology include such. Way to align, NC.

Access the “Economist” article and you’ll literally read the beginning words with the name of B.F. Skinner, quickly followed by Bill Gates and Mark Zuckerburg.

horntech
Closing:

The long road of reform to a global education is fully in the works. Warriors, let’s get busy!

The Delusion Games

Anti CCSS Warriors and those Against the CCSS Machine, have you seen the delusions of grandeur being manufactured at almost break neck speed lately?!

Between the stacked deck of pro CCSS folks being tagged for leadership and the main stream media cranking out plenty of false positives about education, it’s enough to make our heads spin.

For example, recently Tom VanderArk’s “Getting Smart” website shared a guest written article about personalized learning in the classroom. Now, if you’ve heard of Mr. VanderArk, you know he is a master deceiver when it comes to a quality education. He’s absolutely, 100% sold out to the CCSS Machine’s reform. Part of the reoccurring message he (and others like him) shares is how fantastic ‘personalized’ learning is.

What these deceivers don’t count on is that we, the Warriors, are onto their delusions. “Personalized” learning in the “Era of ESSA” is code for ‘competency based education designed to NOT teach, but to CONFORM’.

“Personalized” learning is also code for digitally based data mining. “Personalized” learning is also being used to create false positive results when it comes to assessing how much our students are learning. Put another way, the digital based ‘personalization’ constantly grades on a steep curve.

In this context, the CCSS Machine banks on the fact that the general population HEARS ‘personalized’ as ‘custom’. It banks on the fact that when we hear ‘custom’, we PERCEIVE it as ‘exclusive’.

As a society, we are taught that ‘exclusive’ is special, is to be sought after. That somehow ‘exclusive’ means BETTER than everything else.

We are taught that by having something ‘exclusively’ means we have something NO ONE else can have.

Warriors, ‘personalized learning’ via ESSA (Every Student Succeeds Act) is a masterful delusion of epic proportions. ESSA also has a tremendous amount of Competency Based teaching/learning. ‘Personalizing’ it mocks true teaching/learning.

EVERY student will have the same type of education, there is NO true “personalization”! Only illusions.

As long as education is funneled through competency based Common Core/Career Tech Education/College and Career Readiness and all that goes with it, the delusions live on.

 

The Article:

“Getting Smart” featured  a letter to the President-elect/new administration written by a KnowledgeWorks staff member, Lillian Pace. Warriors, KnowledgeWorks is another 100% sold out to the CCSS Machine member organization. I’ve researched them in the past and have shared with you how deeply their allegiance to the education reform runs. This group is not after our students aligning, it is after our ENTIRE communities being aligned to conformity based education, life, and everything connecting the two. Below is a screen shot from one of my 2014 articles. This was the first one I wrote about KnowledgeWorks (KW).

14kw

To access the entire article: https://commoncorediva.wordpress.com/2014/10/24/fom-friday-knowledgeworks-or-knowledge-quirks/

A big selling point for ‘personalized’ learning is digital badging, or coding. To see how KnowledgeWorks has been involved in this:
https://commoncorediva.wordpress.com/2015/05/04/monday-musings-learning-for-whom/

So, What Did Ms. Pace Direct To Mr. Trump’s Attention?

The link to “Getting Smart”, where her article is featured:
http://www.gettingsmart.com/2016/12/how-the-president-elect-can-scale-personalized-learning/

The link to the 5 page document KnowledgeWorks has created for the President-elect and his administration:
http://www.knowledgeworks.org/sites/default/files/knowledgeworks-recommendations-new-presidential-administration-2016.pdf

The Deluded Sales Pitch Points:
a) leverage the vast amount of innovation occurring across the country to help States and school districts build an education system that provides all learners with access to a personalized education that enables them to master the knowledge and skills critical to success in college and career
How did KW propose the President-elect and his staff accomplish this?! MORE incentives! As if Race to the Top’s incentives didn’t teach our nation about how badly the carrots-on-a-stick delusion worked.

b) Post-secondary Transition Innovation Funds where the money would be “administered jointly by all Department offices with a stake in K–12 and post-secondary policy

c) Create a Pathway Program for employment.While WIOA (Workforce Innovation and Opportunity Act) already ‘gave’ us ‘personalized learning for employment’ (Career Tech Education, Career Pathways, Career Tracks, Career Clusters, American Apprenticeships, etc.), this NEW  Pathway “would have the “federal government and the employer would equally share the cost of tuition; however, the federal government would reimburse the employer if it employs an individual for two years after obtaining a credential.”

d) Increase dual enrollment and early college high schools. Warriors, each of these are already ‘personalized’ to not only WIOA, but  to CCSS, CTE, and will increase via ESSA! We do not need MORE of what has already been passed into law. The same can be said for Points A, B, and C!

Closing:

If you’d like to see the slick CBE (Competency Based Education) ‘personalized’ learning sales pitch KnowledgeWorks has produced to help our nation see how valuable it is.Listen for the key educratic buzzwords, as well, Warriors. Especially ‘every child succeeds’.:

If you’d like to see how KnowledgeWorks is ready to help every school, every teacher, and every student transition to CBEhttp://www.knowledgeworks.org/schools/cbe

CCSS Machine’s Dangerous 3

Warriors Against the Core and Fed Ed, just yesterday you learned about those posing as helpful resources, but are really part of the CCSS Machine (Common Core State Standards). Their agenda boils down to a ‘Dangerous 3 Points: Data, Alignment, and Profit’. In today’s ‘From the Files’, we will look more posers, Pearson Publishing and the Foundation for Excellence in Education  are among them. Why  bother? As in yesterday’s article, since we are now officially in the era of the ESSA (Every Student Succeeds Act), we MUST remain  pro-active against those Dangerous 3 Points!

So, What is Being Pushed Now?

‘Shifting to digital education’, is one of their latest efforts. This is a ‘no brainer’ in the modern education reform. Why? It packs all 3 of the Dangerous Points in 1 punch.
There is even a dedicated Twitter handle for the movement, #ShiftToDigitalEd.

Let me clarify, the CCSS Machine member, Getting Smart website (all about education and technology) is where I learned about this. Pearson Publishing is sponsoring a five part blog series devoted to digital learning. Who is writing the blog? None other than CBE (Competency Based Education) guru, Tom Vander Ark. A huge CCSS Machine ‘poser’!
Here is an excerpt, “This blog is part one in a four part series–sponsored by Pearson Education–focused around the key indicators of success in a digital learning program. Throughout the series we will give details about the five “look fors” in online and blended environments.”

So HOW will VanderArk, Pearson, and other Digital Companies pull all this off?
1) Shared Vision for each student. “A graduate profile and a picture of learning.”
2) Involve the entire community. “Community conversations should consider how the world is changing, how jobs are changing, and how civic participation is changing. What’s really important for graduate success?” Houston (TX) ISD is given as one of the best examples of #1 and 2. See the write up: http://gettingsmart.com/2016/02/how-houston-schools-are-making-it-a-great-global-city/
3) Use the right systems, ask the right questions. See the screen shot:
blendbend

To access the above guide where you can find out more about those Dangerous 3 Points lived out in real time across America: BLIG-3.0-FINAL Be sure to look for how, repeatedly, the Dangerous 3 Points are laid out. Infrastructure (meaning your phone lines and digital bandwidth); legislation to back improvements up (will line the pockets of those in charge); seeking funding to pay for the alignment to digital (means more student measuring, aka assessing), and so much more. Also, note all the other CCSS Machine member organizations and posers involved.
To read the rest of the entire blog post by VanderArk (where the above excerpts are from):
http://gettingsmart.com/2016/03/look-shared-vision-powerful-learning/

Below is the screen shot from the poser CCSS (now ESSA) Machine member, NGLC (Next Generation Learning Challenges) created for the best kind of students: digitally hooked, globally minded, and competently educated. (Can you immediately spot those Dangerous 3 Points in each of the NGCL’s model?)
20comp

 

So, Jeb Bush’s Foundation is in This Too?

Of course! Somehow I knew after he dropped out of the 2016 Presidential Race, we were not through with his meddling in education. We know, by research and a sold out media, just HOW connected to the CCSS Machine, the Foundation for Excellence in Education is!
In my opinion, the ESSA, has given the Foundation a new spark.

The latest (which also pack a 3-in-1-punch for America)? “Why Proficiency Matters”
There is also a dedicated website for this. But, be warned, you will be asked to share your location where you access it. (You do have an option to block your location, too.) Website:
http://whyproficiencymatters.com/
whymatters

According to the information from the website, there are 5 reasons (which handily fit the 3-in-1 punch) we should have proficient students. They are a) education, b) preparedness, c) college, d) skills, and e) employment. The Foundation has combined reports to give you all these alarming figures. For example, 23% of students who take the Armed Forces exam (to join the military), fail. Manufacturers across America have 600,000 jobs and no skilled workers, and of course, the amount of money used in post-secondary education for remediation and lack of CCR (college/career readiness). You can find all the gloom and doom: http://whyproficiencymatters.com/about
 (*Note: do you see the connection to higher education? Remember, the HEA (Higher Education Act) is coming up for re-authorization. The same CCSS Machine members who pushed the ESSA (Every Student Succeeds Act) will most definitely be pushing this! A huge selling point for the re-authorization will be student debt!!)

If you are curious as to what solution the Foundation offers, it is this: states setting assessment goals to match the NAEP. By doing so, states also are aligning the assessments to ‘Readiness’ (as in CCR)! See below:
feeready
When you visit the Foundation for Excellence in Education’s above pages, be sure to click on the ‘Resources’ tab. There will not be much to see, but you need to see what IS there. http://cqrcengage.com/excelined/WhyProficiencyMatters

To see the Facts the Foundation is basing the ‘Proficiency Matters’ campaign on: Facts-Sources-2015.11.02 (*Note: there are quite a few other CCSS Machine members cited as sources here.)

Other ‘Dangerous 3 Points’ the Foundation is pushing? Education Savings Accounts, Education Policy courses for all, and so much more. See: http://www.excelined.org/

Closing:

So there you have it, Warriors, MORE CCSS Machine members posing as helpful folks. Only they forget to add they are pushing alignment, data/digital, and money making opportunities for themselves. What does our nation get? The shaft, the damage, and the demise of our people.

Be sure to catch me on my Media Wednesday, 3/30/16. The day begins with Negdog Radio (FL), 347-843-4165, 10 am (EDT) to 12 noon. Then, in the afternoon, AL based City on a Hill will have a guest spot for me. (Watch my Twitter and Facebook for more information) Lastly, Women on the Wall (TX) and the national Warrior Call: 302-202-1110, code 702165, begins 8:30 pm (CDT). All 3 will be archived.

Tech Thursday: Career Pathways Meet Competency Based Pathways

Just released a day or so ago,  an article describing how Achieve, Inc (a huge part of the CCSS Machine) and the NASDCTEc (National Association of State Directors of Career Technical Education Consortium) joined forces to complete their look at how the progress between Career and Technical Education and Competency Based Pathways was coming along.

According to the article, each state has BOTH a CTE arm AND a CBP arm. If you’ve followed my blog long, you know we’ve delved into the CTE side of Common Core quite a bit. Today, we’ll look at the CBP side of Common Core. Below is the screen shot from the NC CBP documents sharing webspace.

The Article: 

From “Getting Smart”, a pro CCSS/CTE site, http://gettingsmart.com/2015/08/ctecbe/

Here’s one short statement directly from the article that we need to have in fighting to save our educational systems and all who are involved in them.
“One system that has often been overlooked in conversations about competency based pathways has been that of career technical education (CTE).”

From NC’s CBP (Competency Based Pathways) Information:

CBP4NC

From what I can tell, this particular NC webspace of information, is from 2013. If you cannot access the screen shot, here’s the website address: https://sites.google.com/site/competencybasedpathways/home/policy-frameworks/state-policy/state-policy-resources

This particular framework gives lots of great anti Common Core warrior information. You can see which pro CCSS groups are involved in reshaping what education is really accomplishing; you’ll see the states not embracing a big push to complete their CBP (Competency Based Pathways) strategies; you’ll see the states in the throes of completing their CBP designs; you’ll learn which states are ‘racing ahead’ in their CBP grasp on our students.

Here’s the basic idea about state policies in education, at least in the CBP Way:
a) ‘good’ policy moves include using students outcome to drive precedents.
b) ‘guarding’ those high quality academic standards
c) ‘create’ a community wide education effort (ie: must include ALL ‘stakeholders’)
d) offer incentives to help force certain outcomes and remove any rules or regulations not encouraging ‘more ways to learn/earn’

Some other great information you can use to fight the CCSS Machine’s grasp on local education:
“seat time waivers”
CBP exploratory task forces
CBP pilot programs
Flexible credit awards (means there’s more than one way to earn that degree)
Expanding educational offerings so the entire K-12 system, the community, is not only involved in CBP, but thriving in it.
Elimination of certain educational parameters that have serve our communities for long periods of time.
Aligning ALL K-12 students with CBP choices.

These items AND others are being used to re-arrange education infrastructure right under our noses!

What do I mean? Here’s the excerpt from NC’s CBP information for an Advanced CBP state:
“A few states are racing ahead, designing policies that boldly advance competency-based learning. They provide excellent building blocks in the nascent field of competency-based systems for designing comprehensive state policy frameworks. Drawing upon the lessons learned from the most advanced states, an initial starting point for aligning the policy infrastructure include: 

  • Eliminate seat-time and redefine awarding credits based on competencies.
  • Require districts to offer competency-based credits so that students have competency-based options.
  • Provide support mechanisms including technical assistance providers to create competencies, train teachers, and establish information management systems.
  • Establish quality-control mechanisms to safeguard equity and to ensure that higher expectations for student learning are not compromised. 
  • Expand learning options in the community, after school, and in online courses.
  • Align higher education with K–12 competency-based efforts. Teacher training, college admissions, and streamlining budgets to support accelerated learning are all critical elements to creating a sustainable competency-based approach.
  • Design balanced assessment systems and accountability systems that provide valuable information for improving student learning and school performance. “To read more, be sure to access the website for NC’s information given above. Below is a screen shot of just one of the other CBP resources available from this webspace.
iNACOL, the International Association for K-12 Online Learning created this map in 2013.
iNACOL, the International Association for K-12 Online Learning created this map in 2013.

iNACOL’s part of the CCSS Machine as well, my Warriors! See: https://commoncorediva.wordpress.com/2015/06/08/monday-musings-ccss-tech-schedule/ (This recent article, June 2015, shares how iNACOL is helping communities become ‘blended learners’)
Then, see this one: https://commoncorediva.wordpress.com/2014/10/24/fom-friday-knowledgeworks-or-knowledge-quirks/
(This article from 2014, shares how iNACOL has partnered with KnowledgeWorks, the CCSSO (Chief Council of State School Officers), and others to bring about not only competency based education, but entire aligned cities and towns to the CCSS Machine’s agenda.
Achieve, Inc.’s Part of the CCSS Machine?

While many of us anti CCSS Warriors/researchers/writers have shared plenty of proof for Achieve, Inc. and CCSS, almost everything I’ve written about them is from the CTE, higher education, and/or Career Pathways side of education. I’m including only the MOST relevant articles about Achieve’s OTHER aspirations for aligning all the CCSS/CTE, CP, and now CBP it can.
See: https://commoncorediva.wordpress.com/2015/03/13/fom-achieving-cc-aligned-competencies/
(This is from March 2015 and gives you the report of transforming high school transcripts to become just like the post=secondary ones..full of CBPs! It also lays out the ties to the New England Secondary Education Consortium’s ties to Bill Gates)
Then: https://commoncorediva.wordpress.com/2014/11/13/tech-thursday-collegecareer-readiness-success-and-common-core/
(This article from 2014, is a virtual snake pit of CCSS Machine groups, Achieve, Inc. being only one of them, with not only the plan for CCSS, College and Career Readiness Standards to meet and assimilate into Competency Based Learning, but the states already divided up!)
Finally, to see Achieve, Inc.’s latest report, as mentioned in the “Getting Smart” article,
http://www.achieve.org/CBP
NASDCTEc’s Part in the CCSS Machine:

This group is no stranger to me due to all my research. While I’ve written about them several times, again, I’m only giving you the MOST relevant articles. Use all the documents, links, etc. you can in this to share with those in your realms of influence who don’t see the dots connecting yet! We must!
See: https://commoncorediva.wordpress.com/2014/11/16/rmt-vp-unions-career-tech-and-common-core/
(This is from November 2014 and gives you how the Vice President, Career and Technical Education, Perkins Funding, and NASDCTEc’s in unison to transform education into workforce training.)
Then: https://commoncorediva.wordpress.com/2015/03/12/tech-thursday-difference-between-careers/
(This one, from March 2015, gives you not only the NASDCTEc’s portion of the CCSS Machine, but the ACTE’s (Association for Career Technical Education) portion, too! You’ll also get to find out how Harvard University is related to all this; how the Gates Foundation helped fund ACTE for the EXPRESS purpose of aligning CCSS and CTE.)
To see the August 3rd, 2015 NASDCTEc/Achieve, Inc. joint report on strengthening the ties between competencies and your students, http://www.achieve.org/CTECBPConnections

Note how Achieve is using iNACOL's definition to guide your state's CBP.
Note how Achieve is using iNACOL’s definition to guide your state’s CBP.

Lastly, you’ll need the “Imperative” report for state leaders from Achieve’s ‘related’ resources for all the competency based pathways and their policies to be set into stone.
http://www.achieve.org/imperative-state-leadership

 

Sic’ ‘Em Saturday: Ed Leaders Aligned Standards?!

As a Common Core warrior, it is important to state that education reform in the realm of the CC Standards finds us uncovering alignment from all angles. No matter if it is directed toward the students, teachers, administration, or other areas in education, there is always something there which points (either very subtly or very glaringly) us back to the CCSS Machine. My example today is the new “Digital Promise”/“Getting Smart” Education ‘white paper’. Below is a screen shot from the paper, be sure to enlarge it to see more and to find out where you can download it for free. As a CCSS warrior, you’ll need it. In the event you cannot enlarge the shot, here’s the website address: http://cdno3.gettingsmart.com/wp-content/uploads/2015/05/Preparing-Leaders-for-Deeper-Learning-FINAL.pdf

alignlead

Not only will you find the Asia Society, the Chief Council of State School Officers (CCSSO), the Alliance for Excellence in Education, named in the white paper, but the Bush Society, the New Leaders, and the updated educational leaders standards from the ISLLC (Interstate School Leadership Licensure Consortium). The two of the main organizations presenting the 2015  ISLLC Standards  are the CCSSO and the NPBEA (National Policy Board for Educational Administration). I was able to find the 2014 CCSSO ISLLC Public Comment report (which I’ve provided for you). Why go back to that report? In the introductory pages, you’ll find a list of other organizations involved in educational leadership alignment. (For example, AIR (the American Institute of Research), the NGA (National Governors Association, as in the other 1/2 owner of CCSS copyrights) You’ll also be able to access the sentences surrounding the fact that these aligned, updated educational leader standards are for “45 states and the District  of Columbia”.
See: Draft 2014 ISLLC Standards 09102014

Six Standards for Educational Leaders:

The ISLLC has a set of 6 Standards for educational leaders. Many websites and publications have them listed for your informational purposes. One site, which I’m providing not only has them in a concise form, but also has a live link back to the CCSSO you may wish to follow. That embedded live link goes to the CCSSO’s resource page where you can access the original 1996 Educator Standards. See: http://schoolbriefing.com/isllc-standards/

ASCD Weighs In:

The ASCD (Association for Supervision and Curriculum Development) has also given their thumbs up on the updated 2015 ISLLC Standards. They’ve also expressed their concerns about the Standards. Why do I involve the ASCD? ASCD is a well identified educational leadership resource…it also is 100% Common Core aligned. It has roots in Gates Foundation funding, it impacts educational leaders on all levels, in every state. To see their concerns and comments for all that’s new in educational leadership standards: http://www.ascd.org/ASCD/pdf/siteASCD/policy/ASCD-ISLLC-Comments.pdf

Should you wish to explore the evidence I’ve found (as have other anti CCSS warriors) about ASCD’s involvement with Gates/CCSS, I’ve provided my set of articles in one link for you: https://commoncorediva.wordpress.com/?s=ASCD (*NOTE: as always, in each of my articles I supply the links, documents, and resources so you can read, study, and discern for yourselves.)

To access another anti CCSS warrior and her findings:
LadyLiberty1885’s ASCD article: http://ladyliberty1885.com/2014/11/12/common-core-aligned-itunes-apps/

Digital Promises Ties to CCSS:

“Digital Promise” is another portion of the CCSS Machine. It also can be found by another name:  ‘National Center for Research in Advanced Information and Digital Technologies’. What’s noteworthy is the under the NCRAIDT name, you can learn it originated as part of the non profit entities of the U.S. federal government. Straight from the DP’s website history page:

“Digital Promise is an independent, bipartisan nonprofit, authorized by Congress in 2008 as the National Center for Research in Advanced Information and Digital Technologies through Section 802 of the Higher Education Opportunity Act, signed into law by President George W. Bush.

With an initial Board of Directors recommended by Members of Congress and appointed by Secretary of Education Arne Duncan, President Barack Obama formally launched Digital Promise in September 2011. Startup support came from the U.S. Department of Education, Carnegie Corporation of New York, William and Flora Hewlett Foundation, and Bill & Melinda Gates Foundation.”

Here’s the DP website address: http://www.digitalpromise.org/
Here’s the White House’s Fact sheet on Digital Promise: https://www.whitehouse.gov/the-press-office/2011/09/15/fact-sheet-digital-promise-initiative

Closing/Action Steps:

First, if you’ve not been able to see the connections between the 2015 ISLLC Standards for Educators and the pro CCSS groups involved, please go back and re-read this. While you probably won’t see any of the documents spell out “Common Core State Standards”, you can easily identify the known groups, people, and agenda of CCSS. Remember, many of the pro CCSS buzzwords/phrases are rich in these documents.

Second, notice the involvement of the well known, pro CCSS public private partnerships involved in educational leader reform. Did you notice the level of encouragement for MORE P3 involvement in educational leader reform? It is definitely there.

Third, share this with an educational leader. Talk with them. What are they experiencing? Is there are way we can reach out to them and help them NOT to become aligned to Common Core and its mission?

Monday Musings: Two Wrongs, No Right

dumb
Don’t look now, but NC’s gone CCSS dumber!

Okay, so it’s not new news about the love affair NC has with Common Core. However, the latest move to allow both K12, Inc. AND Pearson into the virtual educational airwaves of the state remind me of the “Dumb and Dumber” guys.

The Backstory:

While I’ll not give you the entire past account of NC’s Virtual Public School saga, I’ll tell you this, it’s CCSS aligned. It’s been offered as an option for home education students. It’s a crock! Tax payer funding AND student disservice..what two wrongs we have. So, has your state made a similar move?

The Legislation:

Giving the state CCSS via Virtual School, the NC General Assembly passed the following:
From 2011, the Funding formula legislation (meaning the fees charged to enroll in the virtual schools paid by homeschoolers, etc.)  HOUSE DRH70171-LE-129A

From a special report on NC’s Virtual Charter Schools, this excerpt, “Virtual education is not new to North Carolina. Created in 2007, the state-led North Carolina Virtual Public School (NCVPS) offers supplemental high school courses to public, private, and homeschooled students across the state. NCVPS is the country’s second largest virtual school and it continues to expand.” Not too long after this, is this bit of fact, “Digital, online, and virtual learning are no longer endeavors of the future. They are here. North Carolina education is becoming more technologically enabled daily. Entire local education agencies (LEAs) are utilizing 1:1 device initiatives, and the General Assembly has mandated that the State transition to digital materials by 2017. The education-technology world is ever evolving, and no one knows yet how expansive it might become. As the State embraces new methods of education delivery and technological advancements, it is important to remember that each is only one piece of a very large puzzle.”

More About the NCVPS from the report on virtual charters:
“The North Carolina Virtual Public School opened in 2007, serving over 195,000 students since that first year. It is the nation’s second largest state-led virtual school with over 50,000 enrollments in 2013-14 from all 115 LEAs and many charter schools. NCVPS offers over 150 different courses as a supplement to local high school course catalogues and includes Advanced Placement, Occupational Course of Study, electives, traditional, honors, and credit recovery courses. All courses are taught by teachers licensed in North Carolina and provide strategies for active student engagement through a variety of technology tools. Teachers are required to make personal contact with students and parents regularly to maximize the student-teacher relationship. Courses are free to students who enroll through their local North Carolina high school. NCVPS is available to home school and private school students for a fee. The law states that the director of NCVPS shall ensure: 1. Course quality standards are established and met. 2. All e-learning opportunities other than virtual charter schools offered by State-funded entities to public school students are consolidated under the NCVPS program, eliminating course duplication. 3. All courses offered through NCVPS are aligned to the NC Standard Course of Study. NCVPS is a supplemental program and is not a credit-granting or degree-granting institution. As such, the student’s face-to-face school awards all credit. Students typically enroll in one or two courses each term with the remainder of their courses taken at their face-to-face school. However, a small number of homebound students take their full course load through NCVPS, yet they are still officially enrolled in their local high school and are granted credit through that school. Currently, all courses offered by NCVPS are high school level courses, although many middle school students who need high school level opportunities enroll with NCVPS. Development of middle school level courses has begun and will be piloted in 2014-15. NCVPS is not the only supplemental option in North Carolina for virtual education. Recently, some LEAs have experimented with similar programs on a local level that offer courses to students in single districts. Because they do not offer courses beyond their borders, they do not fall under the purview of NCVPS.” If you wish to have the entire report, visit: http://www.ncleg.net/documentsites/committees/JLEOC/Reports%20Received/2014%20Reports%20Received/Study%20Virtual%20Charter%20Schools%20Report/Virtual%20Charter%20Schools%20Report.pdf

Was it 2005 or 2007?: 

In the above report’s excerpt, we saw the year 2007 was given as to when virtual public school began in NC. However, a NCVPS financial audit from 2014, says this, The North Carolina Virtual Public School was established in 2005 to provide students with free, online classes that are not offered at their local schools. The Virtual School began offering online courses to high school students in 2007 and later expanded its course offerings to middle school students. During the 2011-2012 academic year, student enrollment reached 49,189, up from 6,984 in the 2006-2007 academic year. The school offers more than 100 courses and serves all 115 school districts and 36 charter schools. Total expenditures during FY 2012 were about $19.7 million.” Did you see the portion about middle school students? One report says expansion to them was 2014-15, this financial audit doesn’t give a specific date, but has lumped it close enough to 2007, you might assume it was about the same time. You’ll want to access the audit. It gives a very interesting finding. Enrollment numbers inflated and teacher pay based upon enrollment. Virtual public schoolaudit

According to the NC General Assembly’s archives, HB2417 and Senate Bill 1616 from the 2005 legislation session gave $5 million dollars to the NC DPI (Dept. of Public Instruction) begin the virtual school. State Statute 116C-5 was modified to reflect the new type of school. See the Senate’s bill: http://www.ncleg.net/sessions/2005/bills/senate/pdf/s1616v1.pdf  House of Representative’s bill: http://www.ncleg.net/sessions/2005/bills/house/pdf/h2417v2.pdf

Related:
Interestingly enough in 2005, the Senate had a bill that’s been tabled for quite awhile, but COULD be playing into today’s educational snafu. The title of the bill was “Education Improvement Act of 2005” (SB 965). Part 4 of the Bill was subtitled, “21st Century High Schools”. You really should see this section. 

http://www.ncleg.net/sessions/2005/bills/senate/pdf/s965v1.pdf (*Note: you’ll notice in this bill it discussed the Governor’s plan for education. To see the General Statute it refers to: 

http://www.ncga.state.nc.us/EnactedLegislation/Statutes/HTML/BySection/Chapter_116C/GS_116C-4.html )

To see the NC DPI’s financial information for the Virtual Public School: http://www.ncpublicschools.org/fbs/finance/ncvps/

To access the official Virtual School website: http://www.ncvps.org/ (*Note: be sure to look at the RttT and STEM page in the “About Us” portion. Look at the partners under the “Our Partnerships”. Leading the partners, SAS Inc. with the CCSS algebra portion.)

The RttT Funding:

Thanks to the Race to the Top funding, NC Virtual Public School got help.
Thanks to the Race to the Top funding, NC Virtual Public School got help.

From the 21-3-14 Race to the Top update, Virtual Schools were #8 on the priority list. Pages 18 and 19 of the report give all kinds of information about what’s been going on. Full report: Statewide Education Initiatives in RttT

The Latest Part of the Story:

This is where Pearson and K12, Inc. enter the story. From the Raleigh’s News and Observer edition (2/5/15), the CCSS supporters will gain access to our students via virtual charter schools. (Be sure to read the virtual charter study. Ask yourselves, what accountability does a charter school which is virtual have? Where’s the funding, etc.) To see the N and O’s story, http://www.newsobserver.com/2015/02/05/4533524_two-online-charter-schools-approved.html?rh=1

Buzzfeed have a similar story on 2/5/15, however their’s was a bit more revealing. It shared that because of a ‘rider’ in the state budget, that’s how the 2 pro CCSS companies gained a victory in having access to students. See: http://www.buzzfeed.com/mollyhensleyclancy/online-charter-schools-winning#.fg2VPO4AM1

Related articles:
Huffington Post has an entire page of articles on the poor performance of K12, Inc. See: http://www.huffingtonpost.com/news/k12-inc/

From 2012, “Getting Smart” shared how NC blocked the K12, Inc. from operating in the state. See: http://gettingsmart.com/2012/06/north-carolina-blocks-online-public-charter/

From 2014, “NC Policy Watch” shared how NC blocked K12, Inc. via the State Board. See: http://pulse.ncpolicywatch.org/tag/k12-inc/

From the John Locke’s Lockeroom, NC’s track record with Pearson. See: http://lockerroom.johnlocke.org/2015/02/11/politico-nc-dpi-gives-no-bid-contracts-to-no-good-pearson/

From NC’s DPI, just one of the many contracts they’ve awarded Pearson (you can use this link to access the one and then search for the others). See: http://www.dpi.state.nc.us/publicnotices/notices/2013-14/20140515-01

An announcement from 2013, June Atkinson writes  about Pearson’s presence. See: Pearson-IIS_Announcement

From LadyLiberty1885, in 2014, the contract Pearson got with NC Community Colleges (which are also CCSS aligned). See: http://ladyliberty1885.com/2014/10/12/pearson-equella-contract-for-nc-community-colleges-35284419/

The back door for Non Public Students to CCSS is the NCVPS. See the below screen shot to see how.

nchscc

So, what about your state? Is it providing for its students in the ways NC is? Have you looked at every corner of your state’s budget, state’s education legislation? Have you contacted any home school group or private school group to see if they are aware of the back doors? Don’t let your state get dumber when it comes to CCSS!