Tag Archives: IDEA funding

A Matter of Trust?

To My Anti Fed Ed Warriors, it’s been SUCH a busy week of fighting against CCSS Machine.

This article will be short in words, but HUGE in audio content. Why? Warriors, it’s a matter of trust for all of us..

Trust between a citizen and their nation; trust between a parent and a child; AND keeping us ‘at the ready’ against the national data rape our government is committing DAILY!

Some of us who are STILL exposing the illegal activities of our government as part of the CCSS Machine, as well as the willingness of ANYONE else connected, see apathy among parents. WHY? How can we POSSIBLY afford the ‘luxury’ of apathy at this stage of our nation’s demise???!!

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Parents, education IS the #1 ‘change agent’ by which to undermine our nation!
Data which is collected on our students (or all ages and all choices) is the #1 way to control them! Data is the #1 way to control the nation..it’s economy AND it’s direction.

Warriors, take an hour and a half to listen to my recent SC presentation where we covered not only data rape, but the 6 other things REAL education shouldn’t include!
A big thanks to the Concerned Voters of Pickens County, South Carolina.

formerdream(image by @commoncorediva; clipart by ClipArt Library)

However, data rape isn’t our only area where we should be on alert. We need to check our trust level of the education system. With ESSA (Every Student Succeeds Act) embedded enough mandates that will align every single education choice known to us!

After listening to the SC recording, be sure to access the latest Women on the Wall Call about even MORE warnings for parents and taxpayers!)

Yet, we’re STILL sending our beloved children into this system. Parents who have gotten their kids out of the more traditional public system and placed them into an alternative, are finding that the SAME data rape, the SAME indoctrination, the SAME assessments are there are well. Warriors, THAT is the VERY goal of ESSA!

Why are we wondering why our kids come home confused about life, when we say we don’t want fed led ed, but we don’t bat an eye sending them there!

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Our kids trust us, as their parents! Parents seem to still trust the schools. When schools steeped in indoctrination (which is against the very family entity) tell the students to think one way and we (dare) to say ‘No, we think this way.” WHAT ARE WE REALLY SHOWING OUR KIDS? If the students accept your blanket trust in the CCSS Machine system, then WHATEVER happens in THAT system will be what those students THINK you WANT them to be exposed to!!

Do you really WANT your child daily data raped? Do you really WANT your child assigned to a job path before they can truly decided what they DESIRE to do? Do you really WANT to see the government demand taxpayer money of YOURS to pay for BOTH these and MORE?

Remember, even home education is in danger every time early college/dual enrollment, internships, apprenticeships, virtual public schools, AP (Advanced Placement), IB (International Baccalaureate), ALL of the nationally-normed tests (especially ACT and SAT, GED, and CLEP).

We are ALLOWING our kids to face daily data rape for not simply undermining America, but aligning to the United Nations. Don’t think the data rape extends that far?! I urge you to go back and READ the evidence! A computer has the ability to track everything a student knows, thinks, and does. 

Below are the millions/billions of dollars being earmarked for
NATIONAL DATA COLLECTION in 2019. 
HR 6470 and S 3158 are simply a beginning point for Congress in relation to the Fiscal Year (FY) Finalized 2019 Budget. Both these Bills cover ONLY the Depts of Labor, HHS, Education, and ANY related Agency.

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Related Information for where we are RIGHT now!

However, by knowing WHERE the money goes, we can track how it ends up in the FINALIZED version.
The fiscal Year 2019 begins 10/1/18.

Career Aligning Data Mining:
*From HR 6470, $6 million to enlarge and innovate the Workforce Quality Data Initiative (WQDI) uses personal, private data from those in post-secondary schools and the job market to streamline back down to the Student Longitudinal Data System (SLDS) used in any K-12th-grade education tracking system (all ed choices).

In S 3158, $6 million for WQDI is also set aside.

*YouthBuild (HR 6470: $92, 534,000/S 3158: $93,079,000

*Expanding Apprenticeships (dovetails directly into the new CTE law and Exec Order for expansion) HR 6470: $150 million/S 3158: $160 million

*State grants for One Stop Job Centers, National Data Systems, Vets, etc. HR 6470: $3.47 billion; S 3158: $3.5 billion

*Health Care Data collection S 3158: $21 million

*HR 6470’s Health Care Data Collection is lumped in with Substance Abuse Mental Health Service Admin. (SAMHA) funds for ‘early intervention’ evidence-based research), $1.4 billion

*HR 6470 Health Surveillance/Research (ties to the Freedom of Information Act) $467 million; Data Collection for Substance Abuse: $79 million. Similar to this in S 3158 is the $60.3 million in funds for Health Information Technology upgrades.

*In Education, NATIONAL DATA COLLECTION VIA “SAFE SCHOOLS” 
(HR 6470: $5.2 billion; S 3158: $5.3 billion)

*HR 6470 has $6.5 million set aside in education for the Census Bureau and Education Data, S 3158: $5 million

*Career Tech Ed (CTE) HR 6470, $1.9 billion (will use SLDS and WQDI among other DATA RAPE information)

S 3158 for CTE: $1.8 billion
Institutes for Educational Science (IES), US Dept. of Ed research arm totally dependent on massive amounts of data)

HR 6470: $613 million, S 3158: $615 million BOTH these amounts carry the mandate that they MUST connect Pre-K to adult education/workforce data.
From Voices Empowers research:

Most people believe that an IEP is only for students with special needs, as referenced in the Individuals with Disabilities Education Act (IDEA). But the fact is, an IEP (Personalized Learning) will soon be, for every American citizen in this new P-20W system. P-20W meaning from prenatal through the workforce, and is a part of a much bigger plan. It is a controlled workforce for a controlled global economy.

When the money follows the child, state or federal Education Savings Acts (ESA)s, via government, regulated “School Choice”, the access point is established to reach every citizen, no matter what education choose is used.

To see the chokehold data has via IDEA funds in the context of ESSA, go here.

Closing:

Warriors, Parents, and Taxpayers, we HAVE to stop trusting a system which doesn’t serve us as We the People should be served! We MUST take our citizenship duties seriously! PROTECT your FAMILY now!

twainwords

 

The Chain Gang Cometh

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


So, What in the World Would Invoke This?!

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

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

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

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

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

Secondly, Before ESSA was ESSA:

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

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

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

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

ESSA Embeds WIOA and HEA, A Toxic Triangle:

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

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

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

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

So, The House of Representatives Wants an Update:

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

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

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

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

Look at this:

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

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

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

Closing:

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

bill_text_-_supporting_youth_opportunity_and_preventing_delinquency_act


Hear Ye, Hear Ye

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

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

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

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

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

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

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

So, here is the 192 page document: nprmaccountabilitystateplans52016

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

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

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

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

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

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

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

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

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

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