Tag Archives: Institute for Educational Sciences

WDED?!

The ‘burning’ question: WDED? Or, “What Did Education Do?”    Too stupid much!

Think of it as this way, my, anti CCSS Warriors. What ‘our’ U.S. Dept. of Education is doing since ESSA (Every Student Succeeds Act) has become law makes as much sense as a sponge wearing pants.

Before I get to why I’m comparing a federal agency to a fictional character, let me back track a few days to my article about Dr. King’s road trip. Since taking over the U.S. Dept. of Ed’s Secretary role, Dr. King has stunned us almost daily with one agenda program or mandate after another. So when ‘his’ road trip (which, by the way WE are paying for with our tax dollars), hit the press,  I hit it even harder.

From my “King’s Bandwagon, It’s A-comin'”, here are his words, ” “I hope in the end it’s that folks see that they have a stake in the success of other people’s children. The reality is you can’t build walls high enough to keep the fate of your kids separate from the fate of the kid down the block, down the street, down the road, in the next community over – all our kids’ fates are bound up together. And the work that we’re doing on supplement not supplant, the work that we’re doing on socioeconomic diversity in schools and promoting efforts to increase school diversity, all of that is about saying we are one community and we are ultimately stronger together.” ”
  See the entire article, https://commoncorediva.wordpress.com/2016/09/08/kings-bandwagon-its-a-comin/

So, ‘ED’s’ On the Road:

While Dr. King was in D.C., he appeared to be on what is a Southern term for well mannered, “minding his Ps and Qs”. But alas, take King out of D.C. and he seems to of ‘let it all hang out’. What in the world do I mean? Check out the latest ESSA related press release that ED is so proud of!

The Fed ED Press Release link:
https://content.govdelivery.com/accounts/USED/bulletins/164b0b6?reqfrom=share

The excerpt I’m highlighting is in the screen shot below:

edtour
Now, before I share a bit more about the ‘ball and chain’ ESSA will put on all the States by these ‘new guidance measures’, let me give you the side stories ED (and at least this press release have left out).
One: Note that in King’s statement there’s pointed direction to ‘return on investment’. “Great progress”?! Look below, Warriors:

carterreturn

Almost 40 years ago, President Carter uttered some pretty similar sentiments. The “Goobernator” as he was referred to as I was growing up in GA, obviously missed the days in class where the Constitution was taught.
Otherwise, he’d of known that NO federal investment in education is legal! Investing/return on investment in education is 100% illegal! It was then and it is now!
Two:

patrick

Yes, just like “SpongeBob’s” side kick,“Patrick”,  Dr. King has a sideshow host, Sen. Lamar Alexander!
Oh, Alexander’s quite the poser. Look at how long he’s been spewing rhetoric about ‘investing in education’. Look how long he waxed on every time ESSA was on the Congress’ schedule. Think about how long he gloated about those helping pass ESSA. They were NOT all legislators. There were scads of private groups sold out to the CCSS Machine!
Look how long he droned on at Dr. King’s confirmation. Oh, sure, he bellowed, he beat his fists, he’s since spread poppy-cock about ESSA and how ‘upset’ he is over King’s behavior!

This coming from the man who stated back in the 80s about ‘cradle to grave’ education alignment?! Alexander/Patrick’s latest sideshow? Do what you want with ESSA!
See: http://truthinamericaneducation.com/elementary-and-secondary-education-act/alexander-assume-can-want-under-essa/
*Note: any resemblance is certainly something that’s in the eye of the beholder.


What ESSA Really Says About All That ‘Guidance’:

Increased public private partnerships for not only students, but entire communities. Not only will your student succeed, he or she will succeed because everyone in town had a hand in it. The reality? Non educators will have more opportunities to teach. More ideology you may not wish to have your child exposed to at this time will be ‘in their faces’. These P3s will also be rewarded by the LEAs and SEAs for ‘performing’. Want your child to advance a grade? It won’t be up to the teacher anymore, but the LEAs and P3s.
Below is just one example of the kind of guidance education is getting. It’s not in the name of ‘quality academic education’ BUT Career Tech Ed (adult CCSS) for workforce!

supportfor5587


More research conducted, especially by the U.S. Dept. of Ed’s special teams, in the name of understanding people. The reality? Constant measuring, assessing, and reporting. Our students AND their families will become lab rats. Entire communities will be graded, measured, and assessed as well. Not performing well? Funding for certain programs will be on the chopping block. ESSA will have the assessments reach (quite literally) into your homes.

Those ‘returns on investment’? That’s the CCSS Machine’s new way of referring to our sons and daughters. They’ve been reduced to financial commodities, including ‘human capital’.


What Works, but Really is Dependent:

The splendorous Ed Press Release also boasted of the NEW “What Works”. Oh joy, (sarcasm intended).
First off it’s in the IES (Institutes for Educational Sciences). IES is behind the lab rats programs and assessments, including that in-home assessment for how well your family is hooked up for the internet.
Then, there’s the REL (Regional Education Labs). More lab rats.
ESSA has ‘region specific education’ language for a purpose.
ESSA also has lots and lots of language for career and college readiness; post-secondary readiness. The CCR (college/career readiness) Centers have our nation broken into regions, too. Coincidence? Hardly.
Then, there’s NCEE (National Center for Education Evaluation and Regional Assistance). More assessing, and measuring. More alignment to a global agenda. More ‘region specifics’. See my article about how the regional and the global meet under NCEEhttps://commoncorediva.wordpress.com/2015/03/04/wybi-ccsss-ego-issues/

To see the What Works, newly re-designed website: http://ies.ed.gov/ncee/wwc/?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=

To see IES and ESSA’s plans: https://commoncorediva.wordpress.com/2016/02/05/weekend-news-the-ies-and-the-essa/

A screen shot of how the CCSS Machine, ESSA, and IES connect to so much more than we’ve seen to date:

aeraessa

So, Warriors, What SHOULD  ED do? How about become non existent?!

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Tech Thursday: Adult CCSS Reading

Today's article uncovers the almost $10 million dollar grant for adult literacy.
Today’s article uncovers the almost $10 million dollar grant for adult literacy.

Would you believe an almost $10 million dollar grant given to the National Research and Development Centers was given back in 2012 and ends in 2017? Would you believe it’s tied to Common Core ELA? Would you believe it’s geared for ADULTS both in the USA and Canada? Read on, my Warriors!

The Grant:

You can find the grant information by following this link: http://ies.ed.gov/funding/grantsearch/details.asp?ID=1343
The government organization awarding this money? The IES (Institute for Educational Sciences)
How much money was awarded? Exactly $9,999,985.00!
The institution receiving all that dough? Georgia State University.
The purpose? Research and Development for Adult Literacy. Here’s an excerpt about the purpose, “The Center for the Study of Adult Literacy (CSAL) seeks to improve our understanding of ways to advance the reading skills of struggling adult learners reading at the 3rd to 8th grade levels. The Center will both conduct exploratory work on underlying cognitive and motivational processes that contribute to or impede reading development and develop and evaluate a multi-component reading intervention for this population. In addition, CSAL will examine the adequacy of measurement instruments and assessments for this population. CSAL is a collaborative effort across four research sites: Atlanta, Georgia; Memphis, Tennessee; and Toronto and St. Catharines, Canada. Struggling adult readers in both the United States and Canada will participate.”

Now, it’s important to point out that staff members of CSAL include experts in childhood and adult education, psychometrics, educational technology, and statistics. Helping all this reading intervention along? AIR (American Institutes for Research)! How did I discover that pro CCSS/CTE backing group? On the grant project’s website. (see: http://csal.gsu.edu/content/homepage)

Before we proceed, I want to highlight the incentous relationship between the IES, the CSAL, the NCER, and the U.S. Dept. of Education. First, you have the head: the U.S. Dept. of Education, follow that with the IES as the neck. Then, two arms, one for the NCER and the other for the CSAL. So, what you have is lots of money staying within the U.S. Dept. of Ed, but in different arms of it. Confused yet?! Don’t fret, the bottom line is that money is being used for adult literacy educational reform. But..it is Common Core ELA? Let’s press on…
(*Note: If you’d like to see ALL the related ‘body parts’ of the IES, see: http://ies.ed.gov/ncer/randd/ Be sure to look at all the current research grant programs going on)
The Fact Sheet:

If you want the ‘facts’, here’s a link for you. This one takes you to the flyer GSU and the rest of the grant project have put together. See: http://csal.gsu.edu/sites/csal.gsu.edu/files/CSAL_Factsheet_2015.pdf
Here are just two of the ‘facts’ I’ll share, you can read the rest of them on your own.
1) A curriculum is being written for learners to use.
2) A computer program will teach them to read.

The Common Core/CTE?:

Okay, so far, we’ve gotten the U.S. Dept. of Education and some of its sub-departments, so we know that’s ONE aspect of CCSS/CTE (Common Core State Standards/Career Technical Education); we’ve seen that AIR’s connected, so that’s a SECOND aspect of alignment. But..is there more?!  Oh yes, my anti CCSS Warriors, there most certainly is! Where did I find those featured below? On the website of the almost $10 million grant project!

“Equipped for the Future” from the University of Tennessee (see: http://eff.clee.utk.edu/)
To see the executive summary of how aligned EFF is to the CCSS: EFFUT

“Council for the Advancement of Adult Literacy” (CAAL), based in New York, NY. (see: http://www.caalusa.org/about.html)
To see how CCSS/CTE bound this group is, be sure to read the portion of the website’s homepage where Carnegie Foundation and the Ford Foundation are given credit for helping create the Council. More CCSS/CTE pro supportive groups also give lots of money to the Council (see: http://www.caalusa.org/funders.html). There you’ll see some of the most familiar CCSS funders like Lumina, Verizon, the Joyce Foundation, and many more.
Among the CAAL publications, is this ‘gem’. It’s all about the data mining for Career Pathways! (CP is another part of the Career Tech Education)Please note that the published date is 2010, before the GED was aligned, before the Longitudinal Data Collection systems were united. Also of note, the CLASP(Center for Law and Social Policy) is mentioned in the footnotes concerning data mining. I’ve written about CLASP before to expose their CCSS/CTE ties. See this article: https://commoncorediva.wordpress.com/2015/03/19/tech-thursday-ccss-workforce-pushing-labor-reform/
To see the CAAL publication: LongitudinalCoreTrackingElements-Indicators52710

“Commission on Adult Basic Education” (COABE), based in Syracuse, NY.
(see: http://www.coabe.org/)

To see their CCSS/CTE allegiance, just look at the screen shot below:

When I took this screen shot, the words were changing from
When I took this screen shot, the words were changing from “Test Ready, Future Prepared” to “Now Available the College and Career Readiness Standards”.

This Commission has around 13, 000 members devoted  “To promote adult education and literacy programs, including Adult Basic Education, Adult Secondary Education, English for Speakers of Other Languages, Family Literacy, Skills Development, Workforce Development, and other state, federal, and private programs which assist undereducated and/or disadvantaged adults to function effectively.” If you’d like to read the rest of the Commission’s mission, see: http://www.coabe.org/mission/
If you look around the website a bit more, you’ll see the USA is divided into regions.
You’ll also find their new publication about “New Pathways” which details how the COABE is embracing the WIOA’s(Workforce Innovation and Opportunity Act of 2014) education/workforce alignment. (in other words, MORE Common Core Career Tech and Pathways). See: COABE_stratg_broch_v4

“Center for Applied Linguistics” based in Washington, D.C.
See: http://www.cal.org/
This group (non profit) has an entire Common Core State Standards section. See: http://www.cal.org/content/search?SearchText=common+core+state+standards
Founded in 1959 with a Ford Foundation grant, CAL is very supportive of the CCSS/CTE.
Be sure to access their 2014 Annual Report where you can find out that this group impacts K-12 educators, those working with immigrants and refugees, and how they are helping with the ‘next generation of assessments’. See: http://www.cal.org/who-we-are/annual-reports

Are there others groups like the ones above? Yes, there are. I’ll be looking up close at them in a later, not yet written article.

Closing:

While all the information above is certainly very revealing about how in-depth the CCSS/CTE Machine is going beyond K-12, I want to re-direct your attention to one of my very first anti CCSS blog articles where the CCSS Adult Standards were shared.
https://commoncorediva.wordpress.com/2014/09/04/common-core-after-high-school-reality-check/

How does it all interconnect? Simply put: the Common Core curriculum

FTF Tuesday: ST, SEL, Common Core

It’s “From the Files” Tuesday!! Time for me to share something from the stash of  CCSS downloads I’ve been able to collect. Today’s feature: “ST and SEL”. Huh?! What’s “ST”? What’s “SEL”? “ST stands for ‘systems thinking’. “SEL”, is short for social and emotional learning’. ST and SEL _ Soled Partnership   As my files go, this is not a particularly big one and is skimpy on information. However, if we look closely, even this ‘slim jim’ can reveal much.

Triple-Focus

“Triple Focus” or Triple Whammy?

From the main website, selling the book you see above, the description is as follows:  “Daniel Goleman and Peter Senge provide educators with a rationale for incorporating three core skill sets in the classroom—understanding self, other, and the larger systems within which we operate—and show why these competencies are needed to help students navigate a fast-paced world of increasing distraction and growing interconnectedness.”

Okay, well said, but what exactly does this description mean? Who are these gentlemen and where’s the CCSS connection? Let’s press on.

SEL:

Social and Emotional Learning is a global movement. One portion of its development began as “Social Development Curriculum”. Created by Roger Weissburg, formerly of Yale University’s Psychology Department, now at the University of Illinois, Chicago as “Chief Knowledge Officer”.

‘SDC’ is considered (at least by the authors) to be one of the pioneering pieces of SEL. Their argument is if you behave well in class, you’ll perform better in class…especially at testing time.

Here’s what CASEL (Collaborative for Academic,  Social, and Emotional Learning) says the outcomes for SEL are to be:

“The short-term goals of SEL programs are to one, promote students’ self-awareness, social awareness, relationship and responsible-decision-making skills; and two, improve student attitudes and beliefs about self, others and school.”

CASEL defines academic, social, and emotional skills can be grouped into 5 ‘core clusters’. While you really will want to check out the 5 core clusters, I’ll share just one of them. I think you’ll understand why when you consider where all this is leading up to Common Core. Here’s the exact definition of self management: ‘The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.’  See the rest: http://www.casel.org/social-and-emotional-learning/core-competencies

So how are SEL, CASEL, and the authors connected?

Daniel  Goleman is one of the co-founders of CASEL as well as the co-author of the “Triple Focus”. Also sitting on the Board of CASEL are Mr. Weissburg (from above), Linda Darling-Hammond (a well known pro CC advocate), and the University of Illinois at Chicago is where their research base is held.  As in any collaborative, especially in education today, you’ll find all kinds of groups represented. This one’s no different. Among the different schools and youth groups(including Special Olympics) guiding CASEL, the following pro-CCSS companies or charitable trusts are involved:

Institute of Education Sciences, a direct arm of the U.S. Dept. of Education..absolutely no need to wonder where CCSS support is there. You’ll want to read their connection to CASEL: http://www.casel.org/funders/institute-of-education-sciences

Noyce Foundation, “In 2013, CASEL received its first-ever grant from the Noyce Foundation for a collaboration with the Charles A. Dana Center at the University of Texas at Austin. The Dana Center focuses on mathematics and science education with an emphasis on strategies for improving student engagement, motivation, persistence, and achievement. The CASEL and Dana Center project focuses on the intersection between SEL and the Common Core State Standards for Mathematics.” 

To see all the others at CASEL: http://www.casel.org/people

SOLED (Schools and Communities Learn for a Sustainable Future, part of the SOL Education Partnership):

From the thin file I’ve shared, if you open it, scroll down to the bottom, you’ll see in red, “Deeper Learning and the Common Core”. That’s where we are headed next. It’s a post from 2013. Here’s the link: http://soledpartnership.org/450/

The post tells you the project actually began in 2012. Is funded in part by the Hewlett Foundation (we heard of their CC funding in other posts). If you read a bit further, you’ll see ‘related articles’. Here’s an excerpt from one of those about the beauty of CC and systems thinking. “The Common Core Deeper Learning project draws connections between the rigorous learning of the CCSS and the use of system thinking tools and habits. The nearly perfect match of the CC ELA Standards for Reading and the systems thinking…” The excerpt is from a 2014 article.

“The main intention of the CCSS
is to prepare students in the U.S. for success in higher education
and in the workforce.”

Sherry Martin, Ed Director for ‘Deeper Learning through CCSS’

Here’s the “Constructing Meaning” report the above quote is featured in: Constructing-Meaning-SM One of the thinking models referred to is the “Iceberg”. Here it is below, you’ll need to click to enlarge it.

From the Waters Foundation, which helps fund the SoL Education Partnership and the Deeper Learning through Common Core Project.
From the Waters Foundation, which helps fund the SoL Education Partnership and the Deeper Learning through Common Core Project.

ST:

Systems Thinking was ‘discovered’ back in 1956 by an MIT Professor Jay Forrester as a component to better understanding new ideas in social settings, much like we do in understanding fields like engineering. Why engineering? Because preciseness is needed. According to the Thinking Net (website: http://www.thinking.net/Systems_Thinking/OverviewSTarticle.pdf), where I found an easy to understand explanation of ST, states that traditionally, we break our thinking down into small pieces. Systems thinking doesn’t do that. You’ll notice, if you access the pdf above, it is using crops as an example. Supplant that example with CCSS and our students.

Contrast that example of ST with the one from Waters Foundation, which helps fund the CC Project we’ve been looking into.
“Systems thinking utilizes habits, tools and concepts to develop an understanding of the interdependent structures of dynamic systems. When individuals have a better understanding of systems, they are better able to identify the leverage points that lead to desired outcomes.”

Now, consider the two. Can you imagine why kids are struggling with the CCSS so much? It is developmentally unsound to expect a younger student to see an entire system. They have to break things down in smaller pieces! We don’t begin our students with books, then expect them to DIGRESS from there into paragraphs, sentences, words,  and letters, do we? NO!! We begin with letters, move UP to words, sentences, paragraphs, and then books.

Just in case you want to see how ST is embedded in CCSS: http://watersfoundation.org/systems-thinking/standards/

Just in case you want to see how SEL is embedded in CCSS: http://greatergood.berkeley.edu/article/item/how_to_integrate_social_emotional_learning_into_common_core

Closing thought:

If you go to vote today, please consider the candidates, especially for school boards. Are they supportive of CCSS? If so, don’t allow them into office. If they are on the fence, share this information with them, as well as all the other information you have about the inappropriate development component of Common Core.