Tag Archives: grants

“Gridding” Education

Hello, Anti Fed Ed Warriors

While we’ve all had a bit of rest from all that is going on and impacted education negatively, it’s time we get back to work.

Major attention is needed to combat the massive data mining bills from Congress, D.C.’s got a slew of CTE (Career Tech Education), Workforce based education, and STEM (Science, Technology, Engineering, and Math) bills we’ve not been paying attention to.

Congress is using (mis-using) all the data to create more legislation to align work/jobs to education!

Every one of these bills absolutely continues the data sharing. They will continue to re-create our schools into workforce skills factories, not hallowed places of learning.

Imagine it this way, Warriors, our schools (of all choices) are in the middle of a grid.
The CCSS Machine has surrounded your child’s school on EVERY corner.
Your child’s education is secondary to their worth as an investment by the CCSS Machine.
That’s why terms like “human capital”, ‘talent pipeline’, and, others are SO degrading.

Below is my simple grid from previous articles.

workforcenochoice

The agenda hasn’t changed since I made this image; the bill numbers have.

From Current Congressional Work:

1) S 1875 is the “Flexible Grid Infrastructure Act of 2017”.  (Warriors, note, ‘education’ isn’t in the title, but it’s in the fine print.)
Sponsor is Sen. Ron Wyden from OR. He’s a big CCSS Machine backer.
He was responsible for helping create CTE legislation on a national level in the 114th Session of Congress(*Note: the Bill in the Press Release embedded in the highlighted link is for CTE in middle schools and is called “Middle STEP Act”.)

S 1875 is currently in the Senate’s Energy and Natural Resources Committee. (*Note: The Chair for this Committee is a huge CCSS Machine member, Sen. Murkowski of AK.)

The supposed benefit of S 1875 is a more efficient energy system for America.
Woven into this Bill will be more independence and security while staying globally competitive as a nation.
Warriors, in this Bill, ‘energy’ is the broad category for not only electricity, but digital, technology, ANY kind of service or product using ‘energy’, as well as those providers of services/products.

“Education” is woven in 9 times in this “Grid”. Page 16 reveals a national communication program with customer-based education; Page 36 will involve our higher education buildings; Page 44 shows ‘model grids for power distribution’ in our homes, schools, etc.; Page 47, however, reveals the federal agencies and their authority when it comes to energy and all the training involved to work in energy. (See below):

S1875

If all this sounds brand new, it’s not. Back in July 2015, I published a two-part article on the US Smart Grid legislation and many others. Go back and look at the U.S. Dept. of Energy’s angle, THEN, for education, and compare it to NOW. (The document you are looking for is just above the White House paragraph.)

One more note for S 1875, it refers to a law from 1980, which has since been amended. It is this law which is driving Congress’s decisions on technology, data, innovation, and more.
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2) HR 2933, is the LEARNS Act. “LEARNS” stands for ‘Leveraging Effective Apprenticeships to Rebuild the National Skills’ Act. This massive agenda-driven bill would also expand the federal government’s role in education by creating a new office in the U.S. Dept. of Labor expressly for apprenticeships alignment to education.

Twenty-one Representatives have been involved in its introduction. It’s sitting in the House’s Education and Workforce Committee. As you know, Warriors, Rep. Foxx of NC is the chair of that Committee. Her love for CTE is no secret.

Below, is a screen shot from Page 2 of the HR 2933’s forty-nine pages:

HR2933Congress’s ‘findings’ include the Georgetown Center on Education and the Workforce’s Report that by 2020,  a shortage of workers without post-secondary credentials will a national plight. Warriors, I believe it is this 2013 Georgetown Report used. Congress also cites the Annie B. Casey Foundation and the Mathematica Policy Research as sources. (*Note: Mathematica is a Gates Foundation grant recipient.)

Warriors, the Georgetown Center is a non-profit group which has received funds from the Gates Foundation! That grant from Gates is as recent as 2016 and was over $3.3 million dollars. The purpose of the grant was to ‘support’ the research and policy agenda behind skilled workforce education in America!

Below is a screen shot from the Center. It is from a Report published July 11, 2017.

GEWCps

The House introduced HR 2933 in June of 2017.

The Career Pathways Report totally backs up the Congressional push for more CTE (which includes Career Pathways). According to the Press Release for this Report, curriculum alignment with workforce needs is a requirement.

ESSA (Every Student Succeeds Act) is where you’ll find the mandate which cements having such a requirement.

On Page 5 of HR 2933, you’ll see the purpose of aligning apprenticeships to education is to carry out the mandates of both WIOA (Workforce Innovation and Opportunity Act) and ESSA’s.

That mandate? All education MUST be aligned to post-secondary readiness standards. Those post-secondary readiness standards have been branded “college and career readiness”, future-ready, choice-ready, ‘challenging state academic standards’, and more. All of these are re-brands for the same thing: Common Core!

Warriors, ICYMI, I revealed to you some time ago how Harvard University and Pearson helped get “Career Pathways” into the CCSS Machine’s reform via their “Pathways to Prosperity” Research Study. (*Note: Harvard’s also heavy into student data mining.)

Congress has relied on Harvard as well as Georgetown for ‘evidence’ and policy.

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3 and 4) The last two current proposed bills related to numbers 1 and 2 are a set of ‘sister bills’. The House’s version is HR 2865; the Senate’s is S 1193. The names are the same.
They are the “Better Education and Skills Training for America’s Workforce Act”.
The House’s version is in the Education and Workforce Committee; the Senate’s is in the Committee on Finance.

Both of these Bills are designed to give an update to the IRS tax codes so businesses can pay for education for employees. While that sounds great for businesses, what does this mean for the students of all ages and educational backgrounds? Below is a screen shot you may find interesting:

S1193
Warriors, ask yourselves this: With the current shift in education encompassing job training, does the current ‘federal apprenticeship registered program’ get expanded to include non government employees under the language of S 1193? I believe it will, based on all the research and evidence.

laborwheel

(* Note: ICYMI: When Workforce 3:1 was re-branded and how it ties to K-12 education.)

On Page 10 of S 1193, you’ll see the U.S. Dept. of Labor will get another expansion as far as offices/agencies for “qualified job training partnerships” (Public/Private Partnerships, P3s, which ESSA mandated had to be increased in education for ‘student success’).

This new office will get $1 billion dollars to use as tax credits for those participating. Page 11 is specific to point out the how all this will ‘allow non-traditional learners’ to be involved in workforce based learning for jobs.

Is there anything different is HR 2865? As far as agenda, not that I could see. I did see, however, that since these bills involve tax credits, that means the U.S. Treasury Dept. will have to be involved. This means MORE data mining/sharing.

There’s also some confusing language for businesses which invest in employee’s education as to ‘is it a tax credit for me’ or ‘is it a grant to them’? Warriors, this is taxpayer funding, ultimately. How will this impact every American when it comes to our national debt?

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Warriors
, in HR 2933, the National Skills Act was mentioned. In 2015, I shared with you much about the “Skills Act”. ICYMI, look how Rep. Virginia Foxx was involved, look at the data mining, the purposed shift in education to meet jobs, not learning. Also look at the number of government agencies involved.

Closely tied to the National Skills Act is the National Skills Coalition. It’s a huge CCSS Machine organization in 100% support of CTE, STEM, and job apprenticeships replacing real education. Check out their 2017 State by State Report where data mining is going full grid to ensnare your citizens/students. This will prove a State level legislative shift which is feeding off the federal legislative shift. Why would the States do this to us? Fed-to-state funding streams.

Warriors, this is all the more reason we need to fight HR 7174, S 2046 (will set up a national data base on everyone in the name of education). The House and Senate versions of the College Transparency Act (HR 2434 and S 1211) will also create a massive data snooping base on everyone in the name of education.

Warriors, we do NOT have much time before Congress heads home for all the major holidays. From what I could tell, Dec. 15th, will be the last day of business in D.C. for Congress.

While D.C. thinks ‘skills’ can build America’s economy; D.C. is forgetting it’s ‘killing’ academics in the meantime! ALL these bills are creating a gridlock on us. We must fight back!

Is There A Code For Alignment?

Anti Fed Ed Warriors, I know many of you will be getting ready for celebrating Thanksgiving, as I will be. However, before we all eat too much, I wanted to leave you with some things to ponder. 

You see a question in the article’s title. Look below and you’ll see another one to ponder.

code4life

Warriors, as we’ve seen time and time again from the CCSS Machine and its educratic overreaches that modern education is not about the academics, or even the true critical thinking; it’s about confining a student’s life to a predisposed track based on a workforce skills assessment. So imagine my non-surprise when I received an e-mail from the NC DPI (Dept. of Public Instruction)

nccompliant

Warriors, you really should see the rest of the education related compromises. While this IS a NC Legislative Budget supposedly for public education, it crosses the lines into private education and home education by using STEM, CTE, College and Career Promise, and more. In the academic year 2018-19, funds for the Coding Grant Program will double to $800,000.00.

What if you don’t live in NC? Well, Warriors, as we’ve learned from experience, when it’s connected to the CCSS Machine, it will be in ALL the States, Territories, and military bases contained within American power.

Lies From NC:

Warriors, below is a screen shot of an interactive NC DPI Career Pathway map. Here’s the link to the map. Be sure to refresh the page to find out whatever information you’d like most to see.

nclies

While NC’s not a PARCC State, I did find this evidence of the International Morse Code inserted into 4th Grade Common Core Standards.

ccssmorse

Source

 About Lumos:

Lumos is located in NJ. It’s also knee-deep in 21st Century skill based learning.

lumos

To see what I’ve previously shared (2015) with you about ACT’s Aspire, go here.
To see how Aspire is part of ESSA (Every Student Succeeds Act) mandates, go here.
Lumos Learning has quite a few resources where they help States with Title One funding, where they are sounding off about Pres. Trump’s impact on education, and more. Lumos Learning is a division of Lumos Information Services, LLC. I found plenty of YouTube videos for Lumos Information Services, LLC. I also tried to locate the CEO, the Board of Directors, and other related information, but very little success was had.

Back to NC’s Coding Grant Program:

NCcodegrantdoc

Warriors, what you see above is from the NC DPI’s document about the nuts and bolts behind the Coding Grant Program. Also in this document is that fact the entire Program gets off the ground in the Spring of 2018. The ‘winning schools’ will be judged on a 100 point scale as to how aligned their coding programs/partnerships are. Below, is just a portion of the judging (grading):

codedeceptionTo see the entire 9 page document: coding-and-mobile-app-grant-application

Warriors, this, of course brings about several questions.
1) What federal funds will these private coding partners receive, if any?
2) What State tax breaks will these coding partners receive?
3) What about any un-funded portions of the coding programs in schools. Will the taxpayers be expected to pick up the tab?
4) What happens if any of these schools are graded as failing?
5) What about the private schools and homeschool students utilizing NC DPI’s Virtual Public School or are involved in any early college/career programs?

Related Resources:
1) My article on the National Career Pathways Network.
2) My article from 2015 showing you CAPS from KS is still tied to the Career Pathways.
3) The ALA (American Library Assoc.) is giving $500,000.00 in coding grants. The sponsor? Google.
4) When I searched for ‘National Coding Grants’, the National Endowment of the Humanities surfaced. They sold out to the CCSS Machine long ago. Since the NEH receives federal funding, think about this: coding means technology, innovation, and, computers. Which translates to data. Data needs to be collected and studied. We also know how data collection has turned into a massive nightmare for our freedoms and privacy. We also know that the federal government is making bold steps (no matter how illegally based they are) to create MORE data mining. All this data will need deciphers. How awful it is that our students education will train them for such ill purposes. Sadly, the NEH is not alone when it comes to federally funded grants for coding or anything related.
5) When I searched for ‘STEM Coding Grants’, the first resource which popped up was the U.S. Dept. of Ed’s Office of Innovation and Improvement. Below is the screen shot of the interactive map for all the innovation (will include Race to the Top, and much more) from FY 2009 to FY 2017.

fedinnovationgrants
Source

6) To access the “STEM 2026: A Vision” from the U.S. Dept. of Education, visit the highlighted phrase.
What you see is that coding is tied to Google, United Way, and more. You’ll see what student groups are being most targeted for coding.

That brings me to ponder something else. Since ESSA was supposedly going to break down education for equality, why is the federal government working with the CCSS Machine to discriminate against students using education as the weapon?

Warriors, we know Google is hardly the lone aligner in all this coding. We also know that all this coding is meant to confine citizens.

Closing:

Warriors, as I stated earlier, this is probably not the news you want to mull over during your family time. I do thank each of you for continuing to access my blog. I wish each of you a blessed time together. Look at what is going on in your State when it comes to coding or workforce based regional partners. Find out what is going on in your schools, or if your school is in the living room, look at what extra curricular activities involve anything related to any of the coding, apprenticeships, etc.

Happy-Thanksgiving-Quotes-2
Near or far, I wish you and your family a wonderful week.

 

Banded Together

Featured image is courtesy of ‘Clipart by Animals’ and was drawn by Irene Murphy

Author’s Correction on “Bamboozled”, yesterday’s article. In that article and pertaining to ESSA, page 151, I did not clearly state my concerns for teachers and students. I do ask that you forgive that error. My point to the language there is that under the present SEL training teachers are receiving, it is an over-burdening addition to their already  ‘full plate’ of responsibilities. Teachers should be able to note and help point out any learning disability.
At the CCSS Machine’s beckoning, however, it seems that teachers will be asked to do much more than this. As Warriors, this is an area we must watch. Teachers and students need protecting from the harm ESSA is dishing out.

Warriors Against the Core, in the past 2 articles I’ve gone back over ESSA (Every Student Succeeds Act). As you know, I combed through it when it was first introduced, as well as re-visited it quite a bit after it became Law. So why now? Since implementation is in swing, we need to see what’s happened. We need to see how much of a lie ‘giving the States back control of education’ is being carried out on a daily basis.

My most recent ESSA reviews have covered the ‘at-risk’, or, troubled youth. Then, special needs. Today’s review? Native Americans. If you missed when I first uncovered the CCSS Machine grasp on the original citizens of our nation, you can go back and read it now.

In that article you’ll see how 21st Century Community Learning Centers, school reform, and much more from ESSA and other federally contrived legislative acts.

ESSA: No Feather of Greatness:

Of all the student subgroups (as ESSA likes to refer to our children by), the Native Americans (including the HI and AK tribal nations) are mentioned a whopping 244 times! The first 16 are in the Table of Contents. Warriors, I do not know about you, but by the sheer number of times our fellow citizens are brought up, I  have to ponder WHY so much attention is being directed their way.

No American group deserves to be more left alone by the federal government.

The ESSA Strings:

With over 200 references to the Indians of America in ESSA, I’m only going to point out the worst ‘strings’ (aka: mandates).
The Sections pertaining to Native American education are: 4505 (Family Engagement in Education); 6001 and 6101 are the ‘conforming amendments’; 6121 (Improving Educational Opportunities); 6141 (National Advisory Council on Indian Education); 7004 (Impact Aid); 8004 and 8103 (BIE schools, see the article embedded in ‘now’, above), and 8535 (must consult with tribal organizations).

Page 19 of ESSA’s law mandates Native Americans must be included in State Plans.
Page 44 shows how the SEAs (State Education Agencies) and LEAs (Local Education Agencies) having control over Native American education.
Below is Page 51:

essa51
On Page 102, what appears to be a simple word being replaced is a ‘front’ for a much deeper agenda:

essa102
Following on Page 103:

essa103
Over on Page 125, you’ll see a ‘blast from the past’ tie Native American education to more government strings:

essa125
Notice the ‘national’ levels of control or funding on Page 143 and what it is to be used for:

essa143

On Page 219, we’ll find family engagement centers:

ess219
Page 222, full service community schools, especially in low-income areas and Native American tribal groups. Not sure what that means? ESSA’s definition: “FULL-SERVICE COMMUNITY SCHOOL.—means a public elementary school or secondary school that— ‘‘(A) participates in a community-based effort to coordinate and integrate educational, developmental, family, health, and other comprehensive services through community-based organizations and public and private partnerships; ‘‘(B) provides access to such services in school to students, families, and the community, such as access during the school year (including before- and after-school hours and weekends), as well as during the summer.”

Warriors, there is plenty more like all this above,  in store for all of us.

Injurious Insults:

From a fellow Warrior in WY, shared with me the day my “Captive Education” article was published, that, U.S. Sec. of Education DeVos visited an Indian Reservation’s school to help jump start her “Rethink Education” tour. It’s quite interesting (and not to mention, telling) that ‘her’ choice of wording smacked of the recently broadcast Project XQ: Super School Live! Where the entire CCSS Machine propaganda fest was geared on ‘rethinking/reforming’ high schools.
It’s ironic that the school on the Reservation didn’t have DeVos’s visit in their school news or on their calendar.

NIEA (National Indian Education Association) is partners with the CCSSO (Council of Chief State School Officers), so any question of what side of the CCSS Machine they are on, is an automatic ‘supportive’. NIEA’s website.

The 2016 (114th Congressional Session) RAISE Act (Reforming American Indian Standards of Education) announcement can be found on the NIEA website. You’ll want to see the Report which accompanied the RAISE Act. In it you’ll see how many students are involved in Native American education, how much money is involved, and also, the ‘federal education’ shift.

Current Congressional bills to reform Native American education are:
HR 1528 (Native American Indian Education Act) will amend the HEA (Higher Education Act) to continue federal mandates for Indians in post-secondary education.
S 660 (Native American Indian Education Act) this is the Senate’s version of the HR 1528.
S 934 (Johnson-O’Malley Act) would data mine students for the sake of ‘modernization’.
S 1294 (Native American Education Opportunity Act) will give education savings accounts to the Native American students.
HR 2727 (NEST Act or Native Educator Support and Training Act) amends the HEA and will give scholarships for Native Americans to become teachers and school administrators.
S 458 (NEST Act) this is the Senate version of HR 2727.

Warriors, there are more like these, as well. You can find any federal legislative bill by using the website: https://www.congress.gov

State Levels of Control?

Since my fellow Warrior is from WY, I thought we should end with looking at what is happening to our Native Americans at the State level. We see the alignment and confinement from the federal level, above. Below is a blog entry I thought you, Warriors, would ‘love’:
WYed
If you’d like to read that Dec. 2014 article, here it is.

WY has a Tribal Children’s Triad. This is a partnership between communities and schools. ESSA ‘loves’ these kinds of relationships. In fact, in some of my earlier ESSA research, I shared with you how entire communities will be assessed/measured/tested for alignment to ensure ‘student success’.

According to WY’s ESSA State Plan, a mere $6.6 million will be used for 21st Century Community Learning Centers, which the ESSA law mandated. Page 51 of the Plan, is where you’ll find this figure.

Closing:

Warriors, I trust you will find this information helpful wherever you live in America.
One last thought I’d like to leave you with. You’ll see it below. Share it if you like.
deptoflies

 

Bamboozling The Innocent

Anti CCSS Warriors, Anti Fed Ed Warriors, and Concerned Parents, in my last article, I spelled out for you the grab for our students who are most at-risk. For today’s I will be diving into the federal education grab for those who are among the special needs population. Maybe, by now, you know how ESSA (Every Student Succeeds Act) harms these students. Maybe, you would like to know more.

While ESSA is supposedly only to oversee K-12th grade education, I’ve shown you (as have others), that ESSA covers before Kindergarten and after 12th grade.

As you may also know by now, WIOA (Workforce Innovation and Opportunity Act), ESSA, and HEA (Higher Education Act) all support each other 100%. WIOA is embedded in ESSA, so is the current form of HEA. When the NEW version of HEA is passed, it will almost without a doubt embed BOTH WIOA and ESSA.

Why? Warriors, remember, the goal for aligning education ISN’T about academics, it’s about work trained citizens. Special needs students are involved in this net of education lies, too!


ESSA’s Bamboozlement:
Page 23
of the Law tells us that the States can set ‘alternative’ education Standards for those with the most cognitive disabilities. However, on Page 25, you’ll see this:

disableessa

“Technology”, “higher-order thinking skills and understanding”, ‘necessary to measure..’

From the sounds of these 3 phrases, those who wrote and endorsed ESSA were either clueless or sold out to the CCSS Machine. In reality, some special needs students will not ever be capable to attain ‘higher-order thinking skills and understanding’! Yet, this law clearly demonstrates that no exception to the mandates for ‘measuring’ and ‘technology’ use will be tolerated.

Contrast ESSA’s Page 23 with this screen shot from the U.S. Dept. of Education:

2016idea

Much like the students in “Captive”, these special needs learners will not be treated with dignity or respect, but, shoved through a pipeline system.

captive
Early ESSA Evidence:

Warriors, as you know, I’ve stated repeatedly that everything in the ESSA Final Conference Report can be found in the ESSA Final Law. I simply have used the Conference Report due to the ease of eye strain.

However, I want us to first, go back and look at where I pointed out the alignment dangers for special needs, and then see what’s happened in between time.
1) This article traces the support for national and global groups supporting ESSA (at that time what would live on to become ESSA) for special needs, especially at the post-secondary level. As we know, to have post-secondary alignment, you have to have it in place at the secondary and elementary levels, too.
2) You’ll see more CCSS Machine member organizations pushing on-line tutoring for the special needs learners in this article.

3) In 2016, just as elections were heating up, I put together a ‘need to know’ school board articles. This is part Three. It’s where I have several pages ‘called out’ in regards to all the harm ESSA had in store.

What you see below is ESSA’s Page 28. No where did I see the parents as ‘stakeholders’ included in the special needs student team.

essa28

On Page 57, use of IDEA funds are thrown in for those learning English. (*Note: you’ll also find more about this on Pages 159, 161, 162, and, 164 of ESSA):

essa57On Page 150, look at the control and data mining aspects for special needs students:
essa150
Warriors, on Page 151, you’ll find that school leaders, teachers, and related staff will be able to identify, at an early age, which students are most at-risk for not achieving literacy skills due to disabilities. I ask you, is such an important diagnosis to be turned over to educators? This type of diagnosis should be a physician’s or psychologist’s!

Related And Worth Considering:

1) What ‘alternative teacher or teacher training’ will be unleashed on the special needs students (all ages) in your State? I showed you last week how NC’s HB634 will use people from the private sector to fill teacher jobs, especially with SEL (social emotional learning) experience. While these people may possess SOME of the talents to lead, that does NOT make them a ‘teacher’. Given the experience needed by teachers for this student population, how is this the BEST for them? Also, what about the PBIS (Positive Behavior Intervention and Supports), the school counselors? Here, I showed you how students, including special needs are faring in ‘real time’

2)  Grants from The Gates Foundation to National Center for Learning Disabled to support the CCSS Machine’s shift in education.
a) 2016’s Grant (for expanding ESSA activities in targeted States)

b) 2015’s Grant (for ‘personalized learning’ in special needs education. AKA: technology)

3) From the National Center for Learning Disabled, their hype on personalized learning.

4) The (CEC) Center for Exceptional Children’s “Life Centered Education” curriculum. It is used by many special education teachers across America. Time mark 1:08 (video below) shows the CCSS co-relation. This curriculum is data-driven. The curriculum is based off the “School to Work” 1994 Law, according to the Teacher’s Guide. While I cannot share the Teacher’s Guide link with you (copyright infringement), I can point you to where you can access it. (*Note: click on the download button, upper right hand side of the page)

Also from the CEC, is their 2017 Annual Conference Guide. In it, you’ll find workshops for special needs on UDL (Universal Design for Learning) and many other CCSS Machine ties like CCR (College and Career Readiness), STEM (Science, Technology, Engineering, and Math), RtI (Response to Intervention), and more.

5) From Congress, HR 3199 (in the current session of legislation). It is to amend the HEA (Higher Education Act) for ‘better access’ for special needs students beyond high school and into colleges or trade schools. States will be submitted, yet again, to competitive grants for items like  ‘career pathway’ direction, data mining, and more.

6) From “Child Abuse in the Classroom”, a page dedicated to what some of these systems and programs for mental manipulation actually contain. (*Note: pay attention to the “Child Find” information.)

 

studentdash

 

Closing:

Warriors, to ‘bamboozle’ someone, you mean to confuse them. How horrible is it that the ESSA language and mandates are written to confuse these type of students who already face their own unique set of challenges? How trite of the CCSS Machine to disrespect the parents and guardians of these children in the name of ‘success’.

*Special note: since the publication of the “Captive Education” article, I’ve had new evidence surface for ‘at-risk’ students. Be sure to look out for that article!

Digitally “Fried”

Warriors, we’ve heard plenty of CCSS Machine rhetoric about “Personalized Learning”. The CCSS Machine has taken a classic teaching tool and destroyed its true purpose.

The phrase has been bounced around SO much by the propaganda, the ‘objective’ studies and research, and all those profiting off the NEW rendition of Personalized Learning (PL) that most everyone has no clue as to what PL should truly be. Most only know it means a computer. Too much computer time/instruction means a ‘digitally fried’ student, a frustrated teacher, and a sold out state of existence.

So, before we get much further into how ‘digitally fried’ our nation has become, I want you to consider the ‘burning’ question you see below:

digitallyfried
*Note: While what you see above is NC specific, this is NOT a problem exclusive to the State. You will find similar in your State. We will be re-visiting the moves NC is making later. But first, a national view.

Classic PL:

Much like the tasty potatoes you order at a restaurant, you’ll notice there are choices. There are ‘classic’ fries (meaning cooked just right, a little salt, not too thin or thick cut), curly fries, seasoned fries, fries smothered in cheese, and other endless examples.

TRUE PL closely resembles the classic fries. How do I know? Ask a retired educator (The best people to ask  need to be over 40 or 50 years old). Look at a classical education model.

True PL plans show a lot of flexibility in both the teacher AND the student; a variety of teaching tools, styles, games to engage the student’s 5 senses or their whole body.

Today’s ‘digitally fried’ PL, uses agenda driven, watered down versions of plans, tools, and resources. Today’s PL hardly uses the student’s 5 senses/whole body.

Think about it from the fries example, lots of copy cat versions seeking to improve upon the classic order of fries, but not nearly as satisfying. Education is HARDLY the place for copy cat, failure embedded versions of what really works.

Ask a researcher or a child psychologist; look at the way in which some school desks have been redesigned. This picture (below)stated it was ideal for the kinesthetic  learner.

Well, which KIND of kinesthetic learner?! The student who needs to keep only their hands busy or the student who needs to move around, sit on their legs, or be able to turn around? As the mother of a kinesthetic learner, I can tell you, my child would not have liked this desk/bike at all. Why? Limited movement. Too much limited movement for some learners like this, stunts their thinking and will cause burn-out when it comes to completing assignments.

pedal-desks
Oh, and the cost of one of these desk/bikes? A single one can be over $1,000.00; One like these 4 seater? Almost $3,700.00! True PL can be accomplished at a fraction of this cost. Who foots the bill for ‘school improvements’ like what you see above? TAXPAYERS! With the way the current education laws are written, P3s (public private partnerships) will also be helping with ‘improvements’ like this. Think of it this way, they want to be the ultimate order of ‘loaded fries’ in your school. A whole lot of ‘eye appealing yumminess’ and a lot of ‘bad for you’ calories.

What does the U.S. Dept. of Ed say PL is?  That depends..do you want the PL for teachers, leaders, or students? See below:

ongoingassess
To find out more: http://tech.ed.gov/netp/assessment/
To continue our order or fries example, think 24/7 hours of nothing but AYCE (All You Can Eat).

CCSScondiments2

To find out about the “Future Ready” PL, see: http://tech.ed.gov/netp/

Dear Old NC:

Now that you see how the nation is serving up PL, just what is SO important I have to (once again) call out NC’s activities?! For starters, the CCSS Machine mouthpieces shouted ESSA (Every Student Succeeds Act) would free the States, mean less testing (assessments), and so forth. As research is proving in real time since ESSA’s passage, States are creating ways in which to appear like they are taking control of education, but when you look closely, you see the national agenda in the plans. How so? Look below:

repealpl
Before I share more, let me state for the record that I know some of our NC legislators personally. I know they absolutely hate the CCSS Machine and what it is doing to NC. I know you have legislators like this in your State. While not every legislator serving us will be a party to this kind of activity, there are countless others who either will or simply are not aware of how many strings are being put into place.

NC’s been in the news before for what looked like a repeal, but was in all honesty, a rebrand. That was when we supposedly repealed CCSS. Nope, the law which went into place was watered down to a name change. We had the chance to totally ditch the CCSS mustard and ketchup for our fries, and didn’t!

So what else does this ‘new’ Repeal-but-not-really Law do?
a) gives an illusion
b) will be taxpayer funded
c) to access the entire document from above: http://www.ncleg.net/Sessions/2015/Bills/House/HTML/H237V6.html
d) allows for retention of students from grade to grade
e) supposedly improves transition from elementary grades to middle school; middle to high school as defined by the NC State Board of Ed. Who heads our State Board of Ed? Dr. June Atkinson, State Superintendent AND President of the CCSSO (Council of Chief State School Officers)!
f) by repealing ‘personalized learning’ this Law opens the flood gates for ‘alternative assessments’.

What the State Board Says:

If your State Board of Ed is anything like NC’s, you are sick to no end of their selections they serve up when it comes to education. (Think rotten fries or spoiled potatoes..they stink!) Above, point E shifts the responsibility of defining PL from the lawmakers to the educators. While that is as it should be, the obvious fly in the room is that those serving as educators are sold out to the CCSS Machine’s agenda.

In a few days, our State Board will have a meeting (8/31 and 9/1). Among the topics?

reviseplnc

Included in the announcement of this topic was a supporting 22 page document. By removing the PL as it had been defined, the State Board listed ALL the ‘alternative assessments’ they used in conducting a survey of what works and what doesn’t. The actions the Board will take with PL’s ‘repeal’ or revision will more than likely be based on this survey!

In other words, a steady diet of ’24/7 loaded fries’ will continue!

You have to see this. Not only have these ‘spuds which are really duds’ been  24/7 assessing, most, if not all are DIGITAL!

By the State Board’s apparent direction, that means humongous data mining will CONTINUE.  ESSA and WIOA (Workforce Innovation and Opportunity Act) increase this mining via State grants/incentives.

2016NCPLreport

To name a few for the K-3rd graders in English and Math: Dibels, iReady, Discovery Education,Dreambox, universal screening, performance monitoring, past performance, SchoolNet Benchmarks, and MAP.

For these students in their ‘success’ or ‘achievement’ measuring (remember, K-3rd graders): SAT Teams; teacher observations; outside entities like the Dept. of Social Service, law enforcement, etc.; below grade level activities; mental health involvement, and after-school programs.

You will find the same types of measuring students in grades 4th and 5th; 6th-8th; and 9th-12th. What I noticed is the K-3rd grade group has more than the others. When you consider ESSA embeds birth to 3rd overreach, this should have you ready to fry some spuds of your own.

If you’d like to listen in via an audio live link (8/31 and 9/1) to see what the NC State Board will do: http://stateboard.ncpublicschools.gov/live-audio-streaming

Closing:

What’s in your State’s PL activity? How many ‘cooks’ are in the education kitchen? How many ‘fryers’ are in State Legislative bodies? Do we really want to see America ‘digitally fried’ and marginalized?! After all this, I’m ready to launch a few potato rockets.

balloonburst

Hitting the Books, Part 2

Anti CCSS/ESSA Warriors, it has been almost 2 years since I shared with you how the CCSS (Common Core State Standards) Machine is overreaching into our public libraries. In between the time I first published this news and now, what, if anything, has been going on? PLENTY! Especially with the Every Student Succeeds Act (ESSA) as law of the land.

What Caught My Eye:

A recent weekly newspaper which comes delivered for free in my neighborhood had a brief statement. I have the screen shot below so you can see what I saw. While the location states “Denver”, it is not the Colorado city, rather a small town in North Carolina.

denvernews
The EZ Literacy and Lifelong Learning Grants you see underlined are given in detail:
http://statelibrary.ncdcr.gov/ld/grants/lsta/2015-2016Abstract.htm (*Note: the partnering with local community colleges ties the Career Tech, Common Core to public places. How do I know? Previous research has shown all 58 of NC’s Community Colleges are CCSS/CTE aligned.)


The ‘Old News’ from 2014:

Here is an excerpt from the original article where I tied not only public libraries to the CCSS Machine, but private bookstores, as well.
“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.” ”
To see the entire article: https://commoncorediva.wordpress.com/2014/10/27/monday-musings-hitting-the-books/ (*Note: be sure to open in a new tab, the 2013 embedded document where CCSS and public libraries are to be joined together.)

What you see below is from Detroit, Michigan and is the Mark Twain Public Library. In my mind this is a great visual for how our libraries have been culled for any books which are NOT aligned to Common Core or its agenda. If your library is like my local one, almost every book BEFORE 2008’s publishing date has been REMOVED!

detroitlibrary

So, What ARE the Priorities?

From the Institute of Museum and Library Services (www.imls.gov), here are the priorities embedded in the federal Laws which are in place to award the grants to each of the US States and its Territories. Federal laws 20 U.S. C. 9121 and 20 U.S.C. 9141. The 9121 is for the reasons museums and libraries need grants; the 9141 gives the parameters for the award money.

9121:Enhance coordination among federal programs that relate to library and information services; promote continuous improvement in library services in all types of libraries in order to better serve the people of the United States; facilitate access to resources in all types of libraries for the purpose of cultivating an educated and informed citizenry; encourage resource sharing among all types of libraries for the purpose of achieving economical and efficient delivery of library services to the public; promote literacy, education, and lifelong learning and to enhance and expand the services and resources provided by libraries, including those services and resources relating to workforce development, 21st century skills, and digital literacy skills; enhance the skills of the current library workforce and to recruit future professionals to the field of library and information services; ensure the preservation of knowledge and library collections in all formats and to enable libraries to serve their communities during disasters; enhance the role of libraries within the information infrastructure of the United States in order to support research, education, and innovation; and promote library services that provide users with access to information through national, state, local, regional, and international collaborations and networks.”

Warriors, did you see ‘workforce’? That will tie into the WIOA (Workforce Innovation and Opportunity Act) as well! Did you see the ’21st Century skills’?! That will tie to the ESSA, the WIOA, and the HEA (Higher Education Act). Did you see the ‘digital literacy’? ESSA has set aside almost $850 million for nationwide digital renovations! The STEM Education Act will also be tied to every bit of this, too! I am sure other laws will also be connected.

9141: Expand services for learning and access to information and educational resources in a variety of formats, in all types of libraries, for individuals of all ages in order to support such individuals’ needs for education, lifelong learning, workforce development, and digital literacy skills; establish or enhance electronic and other linkages and improved coordination among and between libraries and entities for the purpose of improving the quality of and access to library and information services; provide training and professional development, including continuing education, to enhance the skills of the current library workforce and leadership, and advance the delivery of library and information services; enhance efforts to recruit future professionals to the field of library and information services; develop public and private partnerships with other agencies and community-based organizationstarget library services to individuals of diverse geographic, cultural, and socioeconomic backgrounds, and to individuals with limited functional literacy or information skills; target library and information services to persons having difficulty using a library and to underserved urban and rural communities, including children (from birth through age 17) from families with incomes below the poverty line (as defined by the Office of Management and Budget and revised annually in accordance with section 9902(2) of title 42) applicable to a family of the size involved; develop library services that provide all users access to information through local, state, regional, national, and international collaborations and networks; and carry out other activities consistent with the purposes set forth in section 9121, as described in the SLAA’s plan.”

Warriors, did you notice the repeated emphasis on ‘electronics’ (aka ‘digital’)? Did you see the ‘public private partnership’ included? ESSA mandates for MORE P3 (public private partnerships) in education,as well as total community alignment in the name of support for student achievement! Much of ESSA is written with the underserved in mind., as well. In fact, much of Title One funding is being transformed to include more folks as underserved, so they, too, can be aligned! Finally, did you notice the ‘international’ and other ‘collaborations’? This most definitely  fits the global aspects of the Common Core Agenda for global education, global citizens, and global workers.

To date, NC has received over $21 million dollars (from 2012 to 2016) in these Library Service and Technology Act grants. What has your State received? Find out, here:
https://www.imls.gov/grants/grants-state/state-allotments

Each State has a 5 year plan for their grant money, the federal government reviews each State Plan every 5 years as well. Among the highlights of NC’s grant money, data collection, career/workforce development, lifelong learning, and, of course, partners in the community. After all, our libraries are considered cornerstones of each community, what better way to access citizens for the alignment to ESSA/CCSS?! You can see the entire NC 5 Year State Plan,
 https://www.imls.gov/sites/default/files/state-profiles/plans/northcarolina5yearplan.pdf
If you would like to see the last Evaluation NC received (2012), https://www.imls.gov/sites/default/files/state-profiles/evals/northcarolina5yearevaluation.pdf

You can find your State’s profile, https://www.imls.gov/grants/grants-state/state-profiles

Warriors, consider this fact (according to the Institute for Museum and Library Services:
there are 123,000 libraries across our Nation and 35,00 museums. Those are big numbers the CCSS Machine is using to advance community alignment. With ESSA as law of the land, we will see even more community alignment.

If you wish to see who serves as a National Board member for the Institute:
https://www.imls.gov/about-us/national-museum-and-library-services-board

To better understand how libraries and museums will continue to be entrenched in the ESSA/CSSS ways, read this excerpt, “As a federal agency administering discretionary federal programs, IMLS receives its funding through the annual appropriations process. We are one of several independent agencies whose spending limits each year are established in the Labor, Health and Human Services, Education, and Related Agencies Appropriations Act.See:
https://www.imls.gov/about-us/legislation-budget
Who holds the key to the Labor, Health and Human Services, Education, and Related Agencies Appropriations? The US House of Representatives Appropriations Committee http://appropriations.house.gov/subcommittees/subcommittee/?IssueID=34777
AND
, the US Senate’s Appropriations Committee
http://www.appropriations.senate.gov/subcommittees/labor-health-and-human-services-education-and-related-agencies
(*Note, on the Senate’s Committee, Patty Murray (‘co-cheerleader’ for the ESSA) is a ranking member. Her ‘companion cheerleader’ for ESSA, Lamar Alexander is also a serving member.)

To see the Labor, Health and Human Services, Education, and Related Agencies Appropriations Act on the Senate’s side (S 1695)https://www.congress.gov/bill/114th-congress/senate-bill/1695
The House of Representatives’ side, H 3020: https://www.congress.gov/bill/114th-congress/house-bill/3020/related-bills
To see the Congressional Report of the above: https://www.congress.gov/congressional-report/114th-congress/house-report/195/1

The Institute for Museum and Library Services also receives donations. I found evidence of the Gates Foundation awarding a grant the federal government Institute. See below:
imslgates
I also found evidence of STEM, the Institute for Museum and Library Services, and a program called ‘WebWise’ (this one is from 2011). It also gives evidence to the MacArthur Foundation’s support. See: https://www.imls.gov/assets/1/workflow_staging/News/855.pdf
(*Note: be sure to look at all the speakers and other supporters.)

To see the Institute’s 2015 Progress and Accountability Report (where you will see STEM, 21st Century Community Learning Centers, WIOA, Career Tech Education, and SO much more): 2015par (*Note: Page 120 will reveal how this federal agency is able to receive private donations.)



Enter, Big Bucks and Lots of Agenda:

Helping the Institute for Museum and Library Services embed a collective, common good mindset in each community is the LISC (Local Initiatives Support Corporation). In fact, there is a Report detailing the partnership. Page 54 of this Report gives you the collective efforts for common communities. See: museumslibrariesandcomprehensiveinitiatives

Why look at the LISC? Simple, among the original donors, the Ford Foundation, a HUGE CCSS Machine member, joined others who are out to improve communities. While community improvement IS a good thing, filtering it through the CCSS Machine agenda is NOT. See the other original donorsand the top current ones. Then count how many are among the CCSS Machine’s well known membershttp://www.lisc.org/about-us/supporters/major-supporters/#origfunders

To see the Education agenda LISC has, http://www.lisc.org/our-initiatives/education/

lisc

To read the rest of the Report, http://www.lisc.org/annualreport/2015/welcome.html
To see how much the Gates Foundation has given the LISC,
http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database#q/k=LISC
To meet the LISC Board (notice that Strive Together is represented, as well as other CCSS Machine members), http://www.lisc.org/annualreport/2015/team.html

Why did I stress Strive Together? Good question. The Strive Together Initiative is all about 100% community alignment for cradle to career citizens.  If you haven’t heard of this, here are my previously published articles. Be sure to share this news, as the ESSA will bring more programs like this. 
a) https://commoncorediva.wordpress.com/2015/02/27/fom-collective-education/ (*Note that some of the same funders are revealed.)
b) https://commoncorediva.wordpress.com/2015/02/19/tech-thursday-cradlecareer-conference/
(*Note: this one gives you a look at the Strive Together cities already in alignment.)
c) https://commoncorediva.wordpress.com/2014/11/12/wybi-wednesday-national-center-for-post-secondary-research-and-ccss/ (*Note: this one gives you the research behind the cradle to career movement.)
d) https://commoncorediva.wordpress.com/2014/10/24/fom-friday-knowledgeworks-or-knowledge-quirks/ (*Note: this one ties the cradle/career efforts to iNACOL, the CCSSO, and others. iNACOL is short for the International Association for K-12 On-line Learning. The CCSSO is short for Council of Chief State School Officers, which owns half the copyright to the Common Core State Standards (aka: College and Career Readiness Standards). )

How the ESSA and Strive Together intersect:
https://commoncorediva.wordpress.com/2016/01/04/meet-your-new-neighbor-essa-seriously/

Weekend News for the Anti CCSS Warriors

Like cookies shaped in a certain way, we are seeing our nation similarly shaped to CCSS's mold.
Like cookies shaped in a certain way, we are seeing our nation similarly shaped to CCSS’s mold.

Greetings, Warriors. As we all have seen by now, the media has put its spin on the recently signed new law known as ESSA (Every Student Succeeds Act). We have seen legislators released statements claiming victory, too.

Warriors, we have led the charge across the nation to point to the language of the new law, as well as other aspects of this CCSS based education reform. We, more than likely, have even had some of our family, friends, neighbors, and nay-sayers buy into the false claims being so rampantly spread since the rushed hack job in D.C. occurred.

My fellow Warriors, we CANNOT give up, I’ve stated this in previous posts. Other anti CCSS Warriors, as well as others who have been fighting, have also repeated this truth. It is only since the ESSA was signed that I have been contacted with folks who have not been aware up until now, that they, too, want to know what is in the law’s language which will point them to the ‘untold’ items embedded that will further the CCSS Machine’s alignment of American education.

As in other previously published posts, I have shared with you the WIOA (Workforce Innovation and Opportunity Act) embedded ties, the CTE (Career Tech Education, which is an adult version of the CCSS) embedded ties. I haven’t stopped digging through this new law’s language.

Why would I do this? Isn’t it a moot point now? NO!! As I have shared with you in the past, the more we know what is embedded, and will be enacted in each of our states, the more we can raise awareness to the CCSS aligned efforts! The more we can have the proof to show others that all is NOT what has been ‘sold’ to them via all those pro CCSS spins we have seen in the past few days. It is STILL very important to know that what is taking those of us still combing through the language (which our legislators should of done BEFORE voting on it) many hours to complete, we will discover the truth and share it. However, when we share the truth, we must be careful HOW we share it. It would be a great idea to have the portions of the mammoth document with what you are sharing highlighted. It would be even more helpful when you share those highlighted sections, that you have any other documents which support your points of concern. It certainly will help when pointing out a law that is violated, or a state statute which is being violated. Remember, if we are to continue to fight, we must fight well; with the right information given at the correct time. Otherwise, our very valid points will miss their mark.

All this being said, what do I have to share with you this weekend which will help? Read on, my Warriors!

 

The ESSA Document:

If you have not been able to access the final confirmation report which the Senate and House voted on to advance the ESSA to the President’s desk, here it is:
ESSA FINAL CONFRPT_112915

If you have not ever searched through a massive amount of information in a pdf file, like this, here are 2 pointers:
a) Look at the top of the pdf and see if you can locate the magnifying glass emblem. If so, click on that to enter a word or phrase you are seeking. (For example, when I wrote the first article featuring each page number you could find “Workforce” used in the ESSA, this was a tool that made wading through over 1,000 pages quicker. I simply got each page number, then went back to read the context the term was used in).

b) If you cannot find the magnifying glass, use your ‘control’ key and the “F” key at the same time. You should be able to see a search box appear. The ‘previous’ and ‘next’ tabs will help you jump forward or backward to where the term you are searching for appears. Again, once you have the page numbers, go back and read the context.

 

The White House’s Official ESSA Report:

In very rapid response to the ESSA being signed into law, the White House has released an official report. The report is slam full of all the (by now) well publicized pro CCSS points. Why? We must remember, all the CCSS alignment fits right into the White House’s education reform. By using a pro CCSS document (as I have done many times), you can easily locate the fallacies, as well as see how slick the agenda to reform American education is being packaged.
To access the WH(White House)  ReportESSA_Progress_Report
For example, when you read this report, you will find ‘new incentives’ for each of our states. Specifically, page 9, second bullet point states “Develop, refine, and replicate innovative and ambitious reforms to close the achievement gap in America’s schools, similar to the Administration’s existing i3 program.” From this statement, look at the language closely. Almost immediately, you will see ‘reform’; ‘achievement gap’; but, the biggest phrase which should jump out at you, is the ‘Administration’s existing i3 program‘. What is the ‘i3 program’? I am so glad you asked!! The i3 ‘program’ has roots in the RttT (Race to the Top) and is short for “Investing in Innovation”. This ‘i3’ is only one portion of the “Reform for the Future” agenda the White House is pushing. To see the website where you can learn all about the Reform:
https://www.whitehouse.gov/issues/education/reform
(*Note: when you access this website, be sure to click on the highlighted blue words, there you will find reports, initiatives, and more. Note how you see STEM, Promise Neighborhoods, etc…these, too, are all part of the pro CCSS alignment in American education)
Before I leave this Report, did you notice the presence of RttT? Didn’t we hear speeches passionately given when ESSA became law that RttT waivers were a thing of the past? Yet here, we see the RttT is still in play in a new way! That should be a big piece of evidence to use from a state level point of view.

 

A New Search Term for ESSA:

Knowing I had already used ‘Workforce’ and similar terms, I wanted to see what the search of the ESSA’s confirmation language would bring me with the term ‘alignment’.
Here is what I found:
Page 48: aligning challenging state academic standards (CSAS) to meet post secondary credit bearing parameters (we’ll need to see how the HEA (Higher Education Act‘s re-authorized language spells this out, but from my research, CCSS/CTE has its firm grasp on post-secondary education already)
Page 65: alignment of ELA (English Language Arts)
Page 207: twice ‘alignment’ is used in relation to assessments and CSAS
Page 216: also twice used concerning LEAs (local education agencies) and state grants for assessments
Page 502: OBE (outcome based education) used to evaluate and align academics
Page 508: alignment used in relation to assessments and data mining for CSAS
Pages 759-766: several uses of alignment and/or realignment in regards to LEAs and military bases
Page 970: what groups are limited in alignment activities in education
Page 1034: improving states alignment of their assessments

Closing:

What you can expect from me in the very near future posts is this: more documents which you can use to see how, now more than ever, we need the information of the roots planted BEFORE ESSA was enacted as the educational law of the land. Why? If you listened closely to both the celebratory speeches of Senators Alexander and Murray, they revealed the ESSA was not a few months in the making, but 5 years! Many of the documents the White House Report (see above) are anywhere from 2010 to today.  However, many are featured by the WH, you can bet there are plenty more NOT featured. Have no fear, Warriors, I have quite a few we can glean from.