Tag Archives: Linda Darling-Hammond

A Monumental “Crush”

Anti Fed Ed Warriors, as promised in my last article, a close up look at Maryland’s education system. Remember, Marc Tucker dropped a huge hint about this in that 4/23/19 seminar promoting his new book.
I highlighted his comments about it below:
423roundBefore we get too much further, I wanted to see if MD was about the size of any of the “Tucker approved” Top Performing Countries he’s so convinced we need to copy.

After all, since the CCSS Machine is going to such lengths to make us global, we will need to see what’s in store. Can we find any clues as to HOW Maryland is about to become a national show-off?

Estonia:

I found Estonia is about the size of MD. (Estonia is #2 on the Tucker list). If you aren’t sure about Estonia’s education system, I found out it’s a ministry of the government.
Officially called the Republic of Estonia’s Ministry of Education and Research.
If you’re curious about how their school system works, the Ministry has put together a ‘cutesy’ video.

If you look around their website, a bit, the Estonian Ministry has more information. Like their ‘lifelong learning’ plan.

estlife
Warriors, if you notice, ages 65 and up are not included in this 2020 Plan. Why? Those older than 64 are encouraged to become ‘working pensioners’. According to their plan for seniors, you’ll need to still be a productive and contributing member of society, but the government will provide some of your income. You are still expected to go to school, too.
(If you look in the Estonia 2020 Plan’s definitions, you’ll find out all the difference locations the country counts as ‘schools’.)
The Plan for seniors is NOT a Estonia one, my followers. This ‘senior plan’ is called the Madrid International Plan of Action on Aging (MIPAA). The UN adopted this back in 2002.

Going back to education in Estonia and what possibly could be found in Maryland, ‘the village’ concept is applied there. I didn’t see a school board mentioned once. I did see a village/community based commission. These are designed to keep school creative and learning centered.

You’ll also find that Estonia is big on ‘school choice’. The ‘choice’ is largely funded by the government. Will we find this in Maryland, too? Warriors, we know the federal government, here in the US, is pushing for billions of taxpayer dollars for funding ‘choice’.

Maryland And Estonia: 

MDES
Warriors, you’re seeing correctly. MD and Estonia have been partners since the early days following The Cold War.

In 2009, The MEEC (Maryland/Estonia Exchange Council) increased its efforts in education.

(*Note: if you wish to see the long list of overreaches into many school choices the OTHER MEEC (Maryland Education Enterprise Consortium) has, go here.)
************************************
Not too terribly long before America was given the WIOA of 2014, (Workforce Innovation and Opportunity Act of 2014), MD and Estonia signed an agreement to mutually share education and workforce programs.

2013meec
(Source)

Maryland And Marc Tucker:

Warriors, Tucker, himself, was bragging (just the other day) on how MD is soon to be in the national news.
So, when did he visit MD? EdWeek has a 2017 article Marc Tucker wrote about his appearance in their legislature. His entire point? Revolutionizing education funding for the 21st Century.

In this 2018 Report from the Commission on Innovation and Excellence in EducationTucker’s name appears 16 times. You’ll also see Linda Darling- Hammond and Dr. Chester Finn’s names, too. If you search the over 100 pages, you’ll see that Tucker spoke on every one of his 9 Blocks for Maryland. (see below in “Related Resources”, I illustrated the 9 Blocks). From this Report, it appears the Commission had been meeting since 2016.

In 2018, the Baltimore Sun published an article where the Commission on Innovation and Excellence in Education was struggling with how to address ‘at risk’ students. Among the ‘solutions’ was RtI, Response to Intervention. RtI is part of the mental health grab you’ll find in ESSA (Every Student Succeeds Act). Tucker’s name appeared in this article as well.

Also from 2018, Johns Hopkins School of Education published a 16 page report on how flawed Tucker’s system was (and still is). The irony is that Johns Hopkins is also in the CCSS Machine.

The EPI (Economic Policy Institute) heavily criticized Marc Tucker’s earlier workforce based reform system for education. This Report is from 2007.

Below, is a screen shot of the MD Advocates for Children and Youth organization. They featured regular updates on the Commission Tucker was a consultant for. They even have a 2019 Legislative look at all the Commission’s findings which have passed in their State legislature. No wonder Marc Tucker’s excited MD is about the ‘rock the nation’.
mdadvocate

Related Resources:

1) From 2018, Seattle Education shared Missouri Education Watchdog’s article all about Marc Tucker’s design for ‘education’ in America.

2) If, you’re like me and won’t be buying Tucker’s new book, but wonder what his ‘9 Blocks’ for ‘high performance’ education are: 

blockhead

3) From MD, their 2018 education accomplishments. If you watched to Estonia video, what you’ll read here, sounds very close. The MEEC (Ed Enterprise) is on Page 21, Estonia is on Page 4, among the countries MD students virtually interact with. The grant for this came from the Humanities arm of the Maryland government. You’ll see here that one county in MD (Montgomery) allotted $25,000.00 in FY 2019 for the Sister States School Linkage Program”. (*Note: look on page 67-11. Does your State have a “Sister States program? Does it have a “Sister Cities” program? DYK?Sister Cities International was founded in 1956 by President Dwight D. Eisenhower as an adaptation of the popular European concept of “twinning” that emerged after World War II. It was established as a way of promoting good will and creating enduring peace between formerly warring countries.’ Source)

4) From 2007, Tucker’s paper on increasing workforce based education. It was published by ASCD.

5) American Educational Research Assoc. (AERA) interviewed Tucker in 2015 (about a month before ESSA became law) take a look back at his words & compare to where we are now, in 2019.

6) WIOA (Workforce Innovation and Opportunity Act) embedded 21 different instances for CTE (Career Tech Education) and its CPs (Career Paths), it also embedded the Dept. of Defense 16 times. Why? Funds for workforce education to be extended to the military.
The same military which, not only, aligned itself to the CCSS Machine, but STEM (Science, Technology, Engineering, and, Math). STEM is a UN (United Nations) tool to create global workforce, education, and, economy.
How does this impact our topic for today’s article? The National Guard Distance Learning Program is funded through WIOA. The National Guard is also part of the MD/Estonia partnership.

meec

7) If you’ve heard of the ERI (European Reassurance Initiative), it was originally proposed back in 2014. Part of the funding for ERI (which a portion goes to Estonia) is used for ‘support in programs, activities, and assist the government’.

While education is not mentioned, workforce training isn’t either. However, we have no documentation to show HOW the funds are divided, once they get to the intended country. So, the question is: does any of our federal funding go to be used for aligning education and workforce somewhere else to be returned to us in educratic reform campaigns by the likes of Marc Tucker?! Long-time Anti Fed Ed Warrior, Charlotte Iserbyt sounded the “NO! Marc Tucker” alert in this article.

8) From 2015, Marc Tucker’s ‘love’ for Estonia shows his true colors: Russian and Germanic education models. Warriors, read the article, and you’ll see it’s not simply education we should be concerned about, it’s our entire nation. If data mining in education bothers you, read how Estonia’s a master at using all that data.

9) Dr. Karen Salmon celebrated MD’s alignment to global education in this Feb. 2019 update:


salmon

In this Aug. 2018 MD Dept. of Education meeting notes, you’ll see Dr. Salmon’s future plan for use of data on Page 3.

The “Lead Higher Initiative” is in place to create “Next Generation High Schools”.

10) Warriors, any guess as to how much Tucker’s influence in MD’s education will cost the taxpayers (State wide and Nationally)? $725 million dollars…and the Plan is being fast-tracked through the MD legislators.

11) If you missed Gov. Hogan’s 2020 Presidential information, go here.

Closing:

Warriors, that’s it. My two-day look at one of the worst Americans I can happily say I will never meet in person. He is dangerous to our children, to us, and to our nation. We know he is not alone in the destruction of our land. He’s not alone in his quest to kill real education. We’ve got somewhat of a leg up on beating the news Tucker’s been gloating about as ‘the other half of the bigger picture’ in American education reform.

fire
We need to roar, Warriors!

Now, let’s EXPOSE it, so we can steal his thunder. If any of you know someone in MD, let’s get the word to them. 

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Seeing More About Education?

Warriors Against the Core, make no mistake, I am not a fan of MORE  student-led education as a solution to the problems in American education. I believe that teachers make much more difference in education than the CCSS Machine has reduced them to.

seymour

 Student-led school makes as much sense as putting them in charge of making dinner when they’re 6 months old.

Teachers are NOT meant to be relegated to merely being a warm body in a room. That’s totally NOT why these ladies and gentlemen became interested in education, it’s not why they went to college, or became massively in debt to earn those teaching degrees. 

teachersigh

Warriors, evidence has proven that the target of the CCSS Machine’s design on modern classrooms is ‘more student, less teacher’.  It certainly gains momentum with guru-like quotes similar to the one you see in the screen shot. (“Less Us, More Them”)

We have teachers for a purpose. It isn’t to baby-sit, it isn’t to watch his/her students glued to a computer. It’s to lead them! It’s to lead them well. It’s to show other humans how to not only gain information, but to help shape them. Reducing a teacher’s role to what ESSA (Every Student Succeeds Act) is, is flat out criminal.

Telling a teacher that due to Common Core (or whatever label is slapped on it) he/she MUST do this or that is wrong.

Warriors, I’m sure you seen a shift in teaching responsibilities before ESSA’s passage. I know I have.  

In fact, I recently shared with you the definitions about learning in the ESSA Era. It’s where teacher AND student are considered in the same context! While this might be okay in some educational settings, an across-the-board, one-way-to-educate-everyone is a landmine waiting to be stepped upon!

Modern day education reform has re-assigned the control in the classroom. What is going to happen when things go awry? We’ve seen time and time again how the CCSS Machine has turned both teachers and students into guinea pigs, will be let them experiment even more in 2017-18’s school year?!

By putting the kids in charge of education, it shifts the burden of responsibility. It changes ‘accountability’. It can set them up to fall flat on their faces. It also will cause a much more conducive platform for the Delphi move of a nanny state school and its control

Another dangerous mindset we can connect to the CCSS Machine’s urging of having kids as teachers, is the rhetoric connected to education: ‘Let ’em fail, it’ll teach ’em better than I can.’ “Failing means grit; grit is good for them, especially when they are young.” This type of thinking and actions are quite frankly, hard-hearted!

‘Rigor and grit’ do not speak to a student who is scared, who has NO earthly idea what is expected of them, or when they are having a bad day. A computer cannot hug a student or give a ‘high five’ a child. Likewise, setting them up to fail on purpose is mean-spirited.

It’s like tying their shoe strings together and then laughing when they fall. Or, the CCSS Machine’s passive-aggressive style of ‘Is that the best you can do? You should try harder!’

Warriors, I’m not suggesting to baby every student at every age, but certainly, we must have guidance and leadership that is centered on how to educate in many different ways.

See how this may translate in a picture version, below:

styles

Source to Mosston and Ashworth’s Spectrum can be found here. I’d like to point out that they very clearly state that ‘variety’ is the spice in teaching.

CCSS Machine’s idea of ‘teaching’ with variety is there is almost NONE! Has this changed since ESSA? Not much!

 

PipelineR10


This is what ‘rigor’ is designed for. It’s failing us every day, in every State, and at every age level.

A visual for ESSA ‘teaching’:

essawheel.jpg
The Source to see the ‘hamster wheel’ for yourselves is here.

After all, if we’re being honest, thanks to ESSA, WIOA, HEA, federal and state legislation, and the CCSS Machine, computers and digital have BECOME the TEACHERS!

So Who Was Seymour Papert?

If you looked at the featured screen shot (‘less us/more them’), you probably saw the name “Seymour Papert”.

Seymour was considered a great ‘technology-before-its-time’ kind of professor.

Seymour was teaching/leading at MIT (which by the way is a huge CCSS Machine member). He was credited with predicting kids and computers as the learning method of the future way before most folks. (*Note: the “21st Century Learning” page provided at the bottom of the highlighted link is broken. However, I was able to find this, instead. Warriors, you should ‘love’ the global learning/leadership tag.)

Back in 1995, C-Span broadcast an Education and Technology hearing. Seymour Papert was a witness. The entire video is over 2 hours, but I urge you to listen. Note who was attending the hearing, who was speaking then. Listen to the tones about the excitement for this advance in education. Source

After MIT, Seymour landed in Maine. This article (2000) reveals how his ‘technology education’ activism can be tied to (then) Gov. Angus King. King is now a Senator for Maine. Is King supportive of more technology in the classrooms? (In the 2000 article, you’ll see how he wanted a computer given to every 7th grader.) In 2017, is his support still there?  Absolutely! (*Many State leaders are convinced a computer for every student is a marker of successful education.)

Do these leaders understand (completely) what this is REALLY doing to our teachers? I do not believe they do.

In 2015, (then) President Obama signed the “Computer Science for All” Initiative. Seymour was said to be a ‘father of CS (Computer Science)’ in this resource:

cspapert

Seymour died in 2016. His MIT obituary is lionizing, to say the least. I only include this because the Professor’s work proves his thinking about children and the way they learn was altered in Switzerland by a philosopher and psychologist Jean Piaget. Seymour was credited with leading the revolution for technology in 3 distinct areas: a) children, b) AI (artificial intelligence, which is also replacing teachers), and c) education via technology.
(*Note: Piaget was a co-director for UNESCO as well as an honorary Harvard doctorate recipient. As you know, both Harvard and UNESCO are CCSS Machine members.) PBS’s “A Science Odyssey” ended their Piaget article with this quote:

“Piaget is widely recognized as the greatest developmental psychologist of the century. His ideas have been refined and added to, but they remain the foundation of child psychology.”

 

Seymour’s “Legacy” Lives On:

So, we’ve seen a distinct shift in education, Warriors. We’ve seen a distinct disrespect for teachers in our nation. While switching our students ‘on’ to computer learning, putting them in charge of said learning, we’re actually turning them ‘off’ to adults and the leadership they can provide.

We’re also seeing the adult’s authority (in appropriate measures and settings) become less and less. Why? All the ‘self-direction’. History has proven (and will continue to)  how far a person gets when the education they thought they worked hard for wasn’t ‘real education’ at all.

Technology is a poor substitute for human interaction.

So, how is Seymour’s ‘legacy’ about kids and computers living on? A couple of ways:
STEM and STEAM (Science, Technology, Engineering, and Math; Science, Technology, Engineering, the Arts, and Math). We also can find Seymour-ish leaders, like the ones at Vision, Education, and Media (VEM)

VEMSource 

Warriors, as we know, STEM is a farce as part of education. No, STEM is more about a trained workforce. So is STEAM. The evidence has been given countless times here on my blog. (*Note: the highlighted link is only one such set of documented facts.)

KQED published a short article explaining Seymour’s beliefs about ‘child’s play’ earlier this year.

Warriors, the highlighted “Computer Science for All” link also will show you how Seymour’s ‘legacy’ is living on and will continue to be seen in the 2017-18 school year.

Closing:

Earlier this year, I shared with you how the global AI (Artificial Intelligence) was taking over American education. It certainly will render human teachers as ‘obsolete’, thanks to federal law.

So, how is it surviving beyond the law? Followers of the UNESCO global ed push, most certainly. Fans of Seymour and the others like him, will also carry technology on.

However, also look to groups like the CCSSO (Council of Chief State School Officers). They, my fellow Warriors, are a huge root into why our teachers are in the plight they’re in AND our students are learning less and less, every day in every State.

Lastly, ‘personalized learning’ is a huge educratic term for justifying the shift from teacher-central learning to ‘self-directed’. Every day, every State, my Warrior friends.

 

 

Update on “Of Late”

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

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

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

Where I Left Off:

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

Heading West:

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

burgum

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

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

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

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

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

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

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

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

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

Getting Back To The “Most Likely”:

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

Meanwhile In North Dakota:

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

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

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

ReTool Your School:

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

https://vimeo.com/album/3269852

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

retool1

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

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

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

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

Innovation Kills:

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

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

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

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

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

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

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

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

Last Stop, North Carolina:

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

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

horntech
Closing:

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

The Warrior’s Accoutrements

Today’s article will feature a variety of informational tools you can use (aka ‘accoutrements’) for our continued War vs. the Core.

Money Talks In This War:

1) ICYMI: My no-holes-barred look into President Trump’s Proposed Budget. The CCSS Machine’s education reform takes money to keep up its agenda. Our government has been a party to this for long enough. If we are to see the end of Common Core during Mr. Trump’s service, we MUST use truthful evidence to hold ALL of D.C. accountable, not just a select few.

2) My 7 page “Anti Fed Ed Common Core and all Its Related Activities” document. Within these 7 pages is a breakdown of priorities, we as Warriors must address surrounding the federal budget. See: AntiFedEdCommonCoreandallItsRelatedActivities

Within Mr. Trump’s plans, I found 85 ways his requests KEEP the CCSS Machine going. My priorities list gives you a mountain of accoutrements to use, just look for the highlighted words, you’ll be able to access years worth of researched evidence to support the priorities.
We have no time to waste in crunching numbers to wipe out nationally led education.
(*Note: Mr. Trump’s Proposal must be approved by Congress. We’ve also yet to see what Congress has laid out for education reform.)

As we learned before, all federal Cabinet Departments are in on the transforming education from academic based to workforce training.

Control From Above:

1) ‘New’ State Templates for Writing Your ‘Own’ ESSA Plans.
Yes, my Warrior friends, the U.S. Dept. of Ed recently released an updated version for how our States should formulate their educational plans. However, with the first ESSA deadline a few days away (April 3, 2018), how much difference is really in the new version? If a State is to be free enough to formulate its own education plan, is the Dept. of Ed still micromanaging?
ICYMI, the press release is embedded above. I include it so you can not only read the ‘feel good’ language  has chosen, but you can see embedded links to the Council of Chief State School Officers (CCSSO), Great Schools of America, etc.
(*Note: In the U.S. Dept. of Ed’s letter to the CCSSO, you’ll find how DeVos chose to promote a ‘concerted effort’ between States and the organization.)

Here’s your Warrior accoutrement! From Page 2 of the ‘canned’ U.S. Dept. of Ed’s ESSA State Plan.

accoutrementYou can find the new ESSA States guide, here.  States are not being given an option when it comes to working with the CCSSO.

Compare the above screen shot to the one below and see what changed from Dec. 2016 to March 2017:

ncessadraft

2) CCSSO, AdvancEd, and the Aspen Institute
Back in Sept. 2016, North Dakota Dept. of Public Instruction staff traveled to a CCSSO Meeting held in Atlanta, GA. As it happened, AdvancED was also holding a Symposium which fit right in with this meeting.  AdvancED even suggested you do some pre-Symposium reading. The goal of the Syposium? To supply State leaders with pre-formatted State Plans devoloped by AdvancED .
The topic of both the CCSSO’s and AdvancEd’s meetings? ESSA Implementation at the State level. While I’ve been unsuccessful in finding evidence of the CCSSO’s meeting held at the same time. I did find the ND notes about the meeting. See below:

ccssoatl

If you’d like more information on PTESS, click here.

Not long after the duo of CCSSO/AdvancEd influence over our State Education leaders, CCSSO teamed up with the Aspen Institute for another ESSA ‘guiding tool’.
Warriors, for us, it’s an accoutrement! How? It reveals how these pro CCSS groups are telling States how to act, what to do, what to say, and where to seek help.


What About Asssesments?
Warriors
, it’s no secret we’re in the ‘opt out’ season. We’ve seen the ESSA evidence about keeping the 95 percent assessment rate. States, via ESSA’s mandates, will include the participation rates.

Where? In the State’s accountability reports. States will have to turn these into the U.S. Dept. of Ed. Why? To keep receiving state-formulated grants.

1) An accoutrement we can use is the Fair Test’s latest on why and how to ‘opt out’. However, this comes with a warning. Fair Test is backed by the CCSS Machine and is tied to the New World Order Foundation. Much of the ideology held by NWOF is tied back to the global mindset found in the UN (United Nations). National Education Association (NEA) is also a key backer for Fair Test. Taking into consideration how sold out to the CCSS Machine and ESSA, the NEA is, don’t trust their advice!

2) What about the global push for assessing education?
Warriors, we know Programme for International Student Assessment (PISA) isn’t  going away. PISA is a tool of the OCED (Organisation for Co-operation and Economic Development). OCED loves to work with the UN.
Here’s an accoutrement you can use. The Center for Curriculum Redesign (CCR), has published a series of articles about the need for MORE skill based assessments. This is only one part of the puzzle the CCSS Machine uses for advancing CBE (Competency Based Education)

4d
I found out about this when a stranger posted to my Common Core Diva Facebook page with the message to help save future doctors, workers, etc. Since I’d never heard of this person before, I wanted to check it out. Here’s the article. Below, see the screen shot from the end of the competency based assessment article. I’ve underlined 4 easily identifiable CCSS Machine supporters.

assesssupport
The CCR has 2 ‘must have’ accoutrements. The first addresses the 21st Century need for more assessments. The second addresses the workforce/skill based ‘needs’.
Why these are such a prize set of accoutrements is they are designed leaders and the more corporate minded education reformer. These will tell us what is coming and how our students will be over-assessed to fit a job slot, not their minds.
(*Note, Warriors, take your time exploring the CCR’s website. You’ll find international education groups, participating countries (example: Finland, which may be why we’re constantly comparing America to them), corporate partners, philanthropic groups, and more.)

Closing:

Warriors, our fight is far from over. Grab your shields, gather your fellow Warriors, and let’s use these accoutrements with ‘gusto’!

Taking One for the Team

Teamwork is such an integral part of success. Anti CCSS Warriors, we have seen how our teamwork has helped us repeatedly strike a blow to the CCSS Machine. We have also seen how the CCSS Machine has used teamwork against our nation’s education, values, work ethic, and anything in between.

In the name of ‘student success’ we have seen ESSA (Every Student Succeeds Act) blatantly misguide our nation. No doubt we will continue to see more and more teamwork from the CCSS Machine from now until ESSA is fully entrenched.

So, what can, we, the Anti CCSS Warriors work on as a team?!

It is my researched opinion AND personal belief that we CONTINUE with truthful consistency in what we expose. While I have used the David/Goliath story as a comparison between ‘teams’ in this War Against the Core, I think we can also use the principles behind erosion.

Think about it, that one drop of water hitting the dirt will do little, but several drops at the same time create a puddle. Turn a hose full of water on the soil and you see the ground create a hole. The more water, the bigger the hole. What’s my point? With enough truthful evidence pointed in the most influencing direction, it  will create such a gap in the CCSS Machine, there is NO way it will be able to grind on.

carditch

So, what truth have I for you this weekend? The CCSS Machine is grinding out some teamwork of their own you can use against them.

 
Collective Resumes?

ASCD (formerly the Association for Supervision and Curriculum Development) uses social media quite a bit to spew CCSS Machine rhetoric. Below is a screen shot I think you will find interesting. As usual, the added emphasis you see is mine.

crawford

As you well know, several anti CCSS Warriors have connected the Gates Foundation to ASCD, so we won’t focus on that aspect. What we need to focus on is the “Faculty 
Team Resume”. However, before we do, I want you to see what I was able to find out about Patrick Crawford in a visual way.

 

Crawford and a MD School:

fountaindale

That MD School: 
As far as finding out any more about Fountaindale, there is almost no information on their website. I can tell you that they are associated with the Chesapeake Coalition of Essential Schools. Fountaindale is an elementary school aligned to CCSS and STEM. The school uses Teacher Incentive Funds and MAPS for assessing ‘rigor’. See: http://fountaindaleleadershipportfolio.weebly.com/index.html

I can also share with you that Fountaindale’s school has been key to a LA (Louisiana School District).

labelief
Anti CCSS Consistent Truths to Learn and Share:


As anti CCSS Warriors, you need to see this 73 page document. It refers to all kinds of CCSS Machine groups, efforts, practices, and more. For example, Project RED (a Pearson Publishing Data mining mammoth); Using only CCSS Machine member organizations for Professional Development; How the Essential School Networks/Corsortiums are needed; Laying out what whole school reform should look like; How Gulen type education is needed; Using the “Using Minds Well” products; and how students are to be the ‘workers’ while teachers are the ‘coaches’, especially when it comes to 21st Century Learning. See: baker—baker-middle-2015-sig-application

As anti CCSS Warriors, here is what I have found on the Chesapeake Coalition of Essential Schools,
a) their website address: http://chesapeakeces.org/
b) their trademark tagline uses ‘rigor’ and ‘caring’
c)  their mission statement, “is to support schools and the people and communities touched by them in shaping respectful, rigorous, and responsive places of learning.”
d) all other information was blocked when I clicked on the tabs.

As anti CCSS Warriors, here is the link to the entire (nationwide) CES (Coalition of Essential Schools) directory:
 http://archive.essentialschools.org/affiliates%3Fby=type&order=asc.html

As anti CCSS Warriors, you need to know that CES is big on ‘coaching’ not so much true teaching and that Dr.Linda Darling-Hammond is one of the Executive Leaders. See:
http://archive.essentialschools.org/items/7.html (*Note: you will want to the the CES Benchmarks for Education: http://archive.essentialschools.org/items/5.html)

Those ‘Faculty Team Resumes’:

According to ASCD’s article which  Patrick Crawford wrote, here are his reasons WHY we need to shift from individual resumes to team resumes.

1) As a source of pride for your school collectively
2) Using humans as ‘assets’ during perspective parents/student events
3) As a tool to build each other up in a public way
4) Showing a collective body of achievements earned
5) Here is a screen shot of what Crawford has created and is helping spread across the nation:

teamresume

Crawford even gives ASCD readers (and us as Warriors) tips on how to make your school’s faculty look like his. (As Warriors, of course we will use the information to preserve individualism in our schools.)
Here is the link to his article: http://www.ascd.org/publications/newsletters/education-update/aug16/vol58/num08/Showing-Off-with-a-Faculty-R%C3%A9sum%C3%A9.aspx

ASCD:  Churning Out 21st Century Professional Development:

Crawford’s work wasn’t the only recent news I thought we should learn about, there is
also the Professional Development model for 21st Century Learning. Here is a screen shot I thought you might find very revealing.

fetters

To explain what I mean by Fetters best advice above, here is his opinionated statement near the close of the article he wrote for ASCD. “Of course, in my opinion, the most powerful PD out there is your PLN (professional learning network) via Twitter & Voxer. It takes time to build and maintain an effective PLN but it’s so worth the investment. Feel free to check out my blog post from a few months back on this very topic if you’re not connected……yet.”

Fetters also says we must ‘think outside the box’ when it comes to Professional Development in a modern day setting. See what else he has to say about the great things about CCSS, 21st Century technology, and more: http://edge.ascd.org/blogpost/21st-century-professional-development

Fetters is in the IRT (Information and Resources and Technology) Department (a Support Staff position) at Wendell ES Magnet.  See: http://www.wcpss.net/Page/19898

As an Anti CCSS Warrior, you might find interesting the School Improvement Plan from Wendell ES Magnet. See: http://www.wcpss.net/Page/19099

Related:

ISTE (International Society for Technology in Education)  has quite a few ideas about 21st Century PD in team settings which resemble what Crawford and Fetters are harping on: on-line, collective, and aligned!

If you want a quick look at ISTE’s view, check out this blog (with a short video) detailing ISTE’s Professional Development. This work by a grad student.
http://annietremonte.com/iste-teaching-standard-5-leading-collaborative-pd-in-edtech/

Closing:

Press on, my Warriors, get this truth out as you need to and let’s continue to erode the CCSS Machine!

Hiding Behind the Tests

Warriors Against the Core, with school back in session (or just about to be back in session), we know assessments are on everyone’s minds.

Tests, assessments, check-ups, quizzes, and whatever else these measurement tools are being called have been the bane of our educational system since Outcome Based Education via the Common Core State Standards rolled out.

We’ve read countless headlines, participated in numerous opt-out movements, held our children as they cried about these ‘wicked weapons’ used against them, and cursed the CCSS Machine for being so cruel.

So, what more could I possible share with you that might help our efforts to END the mindful abuse?

In digging through some ESSA (Every Student Succeeds Act) resources, I found an organization which has been researching not only assessments, but education in America for the past 100 years. That’s right, since 1916, our education has been studied by an organization not too far removed from the federal government.

**What follows is an in-depth look at one mammoth organization.

Enter, American Educational Research Association (AERA):

Website: http://www.aera.net/
From their “About Us” page, this excerpt, “founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.”

Look at bit further into who is involved with AERA and you will find a mixed bag of public-private groups, testing companies, non-profits, federal and state agencies, as well as international organizations. (see the rest: http://www.aera.net/About-AERA/Who-We-Are) (If you would like to see some of the AERA members and their accomplishments, see:
http://www.aera.net/Membership-Achievements) *Note, you need to not only look at the names but what these folks are doing in education. For example, Linda Darling-Hammond was among 3 educational women to be named as one of the 2015 “18 Women Everyone Should Know in K-12 Education”.

As far as the leadership behind AERA? Currently, the ties extend to the NSF (National Science Foundation, a huge CCSS/STEM supporter); The American Bar Foundation (yes, I have found CCSS ties to the American Bar Association); the University of PA; and the University of Michigan. In the recent past, the leadership has been from the Ford Foundation ( a huge CCSS, CTE, STEM financer). Even further back in the leadership, you will find Linda Darling-Hammond (1995-96), Harvard University ties (2000-2001), and a host of other universities we now know which have been a part of the CCSS Machine. Oh, and AERA has lots of SIGs (Special Interest Groups).

The programs AERA has? Those include educational research communications, advocacy, making sure any government legislation impacting education has their input (especially to preserve the scientific parts), professional development for educators, AND social justice issues. See: http://www.aera.net/About-AERA/Key-Programs

As far as AERA and the future of educational research? Here is an excerpt I found on their 2017 Annual Conference theme page, “As we begin AERA’s second century, the theme of the 2017 Annual Meeting is a call to examine these critical dimensions of educational opportunity and rigor in research as they pertain to the diversity of issues, populations, and contexts served in and by educational inquiry. These range from young children to their parents and families, from PreK-12 to postsecondary education and adult learning, from affluent districts to financially struggling schools, and from immigrant to low-income communities within urban and rural settings alike. They are studied in large datasets and in field studies, and through multiple methods, including qualitative approaches, experimental designs, and discourse analyses. They are investigated in both vastly different and complementary theories of learning, human development, literacy, sociolinguistics, and culture, and within different contexts. They are connected to race, language, and gender, and are embedded in systemic inequalities. Finally, they exist alongside enormous technological innovation, new approaches to studying diverse and historically underserved populations, refinement of existing methodologies, recurrent policy revisions, and the wide reach of global exchanges.” To see the rest (and you really should):
http://www.aera.net/Events-Meetings/Annual-Meeting

Bring on the Assessments Research!

Among the SIGs (Special Interest Groups), you will find the following organizations:
a) SIG #18, Classroom Assessments, their website: http://www.aera.net/SIG018/Classroom-Assessment-SIG-18 (Key contact, University at Albany – SUNY)

b) SIG #167, Cognition and Assessment, their website:
http://www.aera.net/SIG167/Cognition-and-Assessment-SIG-167 (Key contact, University of Georgia)

c) SIG #22, Computer and Internet Applications in Education, their website:
http://www.aera.net/SIG022/-Computer-and-Internet-Applications-in-Educ-SIG-22
(Key contact, the University of South Florida)

d) SIG #179, Data-Driven Decision Making in Education, their website:
http://www.aera.net/SIG179/Data-Driven-Decision-Making-in-Education-SIG-179
(Key contact, WestEd)

e) SIG #56, The John Dewey Project, their website:
http://www.aera.net/SIG056/Dewey-Studies-SIG-56

f) SIG #96, Inclusion & Accommodation in Educational Assessment, their website:
http://www.aera.net/SIG096/IAEA-SIG-96
(Key contact, Anne Davidson)

g) SIG #141, Large Scale Assessment, no website or contact information. The purpose, however, ‘To provide a forum for discussion of the status, issues, and concerns related to large-scale assessment, including practices and innovations in state assessment programs.’

h) SIG #63, Longitudinal Studies, their website:
http://www.aera.net/SIG063/Longitudinal-Studies-SIG-63
(Key Contact, CA State University, Los Angeles at Long Beach)

i) SIG #64, Measurement and Assessment in Higher Education, their website:
http://www.aera.net/SIG064/Measurement-and-Assessment-in-Higher-Education-SIG-64
(Key contact, University of IL at Urbana-Champaign)

j) SIG #99, NAEP Studies, no website information. Key contact, the California Dept. of Education. However, the purpose is as follows, “To facilitate secondary analysis of the National Assessment of Educational Progress ongoing surveys regarding U.S. students knowledge, attitudes and experiences in diverse learning areas.”

k) SIG #83, Rasch Measurement, their website: http://www.raschsig.org/
(Key contact, University of Memphis)

l) SIG #90, Research on Evaluation, their website: http://www.aera.net/SIG090/Research-on-Evaluation-SIG-90
(Key contact, University of TX at El Paso)

m) SIG #151, Technology as an Agent of Change  in Teaching and Learning, their website:
http://www.aera.net/SIG151/SIG-By-Laws *Note: be sure to click on the “By-Laws” to see exactly what purpose this SIG is seeking to accomplish.
(Key contact, George Mason University)

n) SIG #72, Test Validity Research and Evaluation, their website:
http://www.aera.net/SIG072/Test-Validity-Research-and-Evaluation-SIG-72
(Key contact, University of Nebraska at Lincoln)

Warriors, I urge you to investigate AERA’s SIG list on your own. Why? Social emotional learning research, whole school reform research, workforce learning research, special needs education research, and so much more! See: http://www.aera.net/About-AERA/Member-Constituents/SIGs/SIG-Directory/First/A/Last/Z

So Are There CCSS Machine/ESSA Ties to AERA?

Absolutely! From an undated AERA Press Release, this excerpt, “Among the AERA members who contributed their research perspectives and expertise were Bridget Hamre, University of Virginia; Steve Hurlburt, American Institutes for Research; Steven Tozer, University of Illinois at Chicago; Mark Schneider, American Institutes for Research; Shaun Harper, University of Pennsylvania; Robert Balfanz, Johns Hopkins University; Gary Miron, Western Michigan University; Laura Perna, University of Pennsylvania; Michael Olivas, University of Houston Law Center; Yasmin Kafai, University of Pennsylvania Graduate School of Education; Richard Ingersoll, University of Pennsylvania; Deborah Loewenberg Ball, University of Michigan; Anthony Bryk, Carnegie Foundation for the Advancement of Teaching; and Bryan Hassel, Public Impact.”

What about all those universities? Aren’t they part of the CCSS Machine? Warriors, from my research I have been able to connect several colleges and universities across America as part of the CCSS Machine in one way or another.

I invite you to contribute any anti CCSS Warrior knowledge about ANY of the colleges/universities in this article. A simple way to see if an educational institution you suspect as tied to the CCSS Machine, is to get to their main website page (or, in the case of it being a university, go to their college of education’s main page). Type in ‘Common Core’ (or any of the code phrases you know are connected).

For example, my favorite college football team is from the University of GA (you saw them above in the SIG projects). In less than 1 minutes, I found almost 2,000 resources on GA’s main search page.

These public universities are perfect hiding places for the CCSS Machine to ‘improve’ the CCSS into the now famous CCR (College and Career Readiness); the “Next Generation”; the STEM to STEAM; the CTE (Career Tech Education), and on and on. Many privately funded educational post-secondary institutions are also in this mix. No educational offering should be considered safe anymore.

Remember, the public-private partnerships and their money grease the cogs in the CCSS Machine. It is our job to find as many wrenches to throw into those cogs!

To see what OTHER CCSS Machine member groups AERA works with, belongs to, contributes among: http://www.aera.net/Research-Policy-Advocacy/Coalition-Partners

To see AERA’s Position Paper on High Stakes Assessmentshttp://www.aera.net/About-AERA/AERA-Rules-Policies/Association-Policies/Position-Statement-on-High-Stakes-Testing
*Note, their position is based on a 2000 publication.

To see how AERA is supportive of the ESSA, AERA ESEA Rulemaking Comments
*Note: Much of AERA’s comments circle around the States and Title One. In the ESSA language, Title One is definitely tied to the assessments and these assessments are mandates from the Federal government.

Mentioned in the AERA comments is the “Common Rule”, to see what AERA is doing for the “Common Rule” for researching education (as well as their other research pet projects in the ESSA era), http://www.aera.net/Research-Policy-Advocacy/Issues-and-Initiatives

aeraessa

If you would like to see a recent AERA Research Report on how ‘great’ measuring non academic skills is and should be, see: http://www.aera.net/Newsroom/Recent-AERA-Research/Measurement-Matters-Assessing-Personal-Qualities-Other-Than-Cognitive-Ability-for-Educational-Purposes  *Note: be sure to delve into their OTHER recent research, you’ll need to see the alignment to the CCSS Machine.

Our last tie to the CCSS Machine? You had to know this Foundation would show up at some point:
The Gates Foundation, 2013, granted AERA $250,000.00. See the purpose of the grant: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2013/05/OPP1091034

Closing:

Anti CCSS/ESSA Warriors, there is plenty here to use as weapons of truth in our local fights. Use only what you need, share the other portions. It may seem a bit overwhelming, but when you divide a mammoth organization’s CCSS Machine ties among several like-minded Warriors, it makes light work.

We MUST use this information! Assessments, data mining, and using our educators and students as guinea pigs for research is unacceptable.

exittest

Affording CCSS Higher Ed Reform

NCSB873
For this Weekend News article, I want to help shine the light on the CCSS Machine in higher education..specifically in the name of college/post-secondary affordability. Who is involved? How does this connect to the CCSS Machine?

Above, you see a screen shot of the NC Senate Bill 873. Its short title is the ‘Access to Affordable College Ed Act’. Since you, my fellow  anti CCSS Warriors may NOT live in NC, what will your State have in the works for higher education reform where saving money is a selling point?

If you have heard any of my more recent interviews, you may recall I have shared that one of the ways in which we, the citizens of the USA, will be taken in by the CCSS Machine’s higher education grasp is through the affordable cost of post-secondary education. Look closely at the above screen shot and you will see the easily identifiable Common Core Machine ties. But trust me, there are MANY more not in black and white print.

However, before we get to a State level look, let’s review what the federal level of the CCSS Machine’s education overreach in the name of savings for post-secondary education.

The Feds in Post-Secondary Education:

In Feb. 2016, I shared with you the intent Dr. John King (U.S. Dept. of Ed’s Secretary) and the OPE (Office of Post-Secondary Education) in regards to CCSS/CTE/CCR (Common Core State Standards/Career Tech Education/College and Career Readiness). Here is a quote,
‘Once you are in the OPE website pages, you can find this declaration OPE works to strengthen the capacity of colleges and universities to promote reform, innovation and improvement in post-secondary education, promote and expand access to post-secondary education and increase college completion rates for America’s students, and broaden global competencies that drive the economic success and competitiveness of our Nation.” ‘

To see the rest of the article and how FASFA (the paperwork for federal student aid to go to post-secondary education) plays into all the education reform:
https://commoncorediva.wordpress.com/2016/01/12/ftf-a-dependent-truth/

Also in Feb. 2016, I dug into the 2017 Fed Ed Budget Requests and found how college and other post-secondary education is to seem more affordable. Early College programs; where funding for HBCUs (Historically Black Colleges and Universities) and MSIs (Minority Serving Institutions) were to be impacted as well.

Right slam in the midst of all this is the connection to the SREB (Southern Regional Education Board). How? In the name of ‘research’! If you go back and look at the NC legislation in the works, see how SREB’s research is being relied upon as well as written into the Bill.
(*Note: If you have followed my blog long, you know how deep into the pockets of the CCSS Machine, SREB is. More about SREB will be below.)

In the article I also gave you how the funding will impact TRIO programs, Job Development Grants, and more. The article also shows you how each one of these ties back to the ESSA (Every Student Succeeds Act), WIOA (Workforce Innovation and Opportunity Act), as well as HEA (Higher Education Act). 
See: https://commoncorediva.wordpress.com/2016/02/13/big-bucks-for-post-secondary-ed/

SREB, NC, and the Nation:

Past research has connected SREB to the CCSS Machine’s intent to use community colleges (post-secondary education) as a breeding grounds for CTE (Career Tech Education, the adult portion of CCSS) and more educational alignment to workforce based education. See below for what CCSS Machine organizations fund SREB:

SREBfund To find out more about how and what SREB is doing to education and those who are in education, as well as find out about the other regionally based education boards and their involvement, see: https://commoncorediva.wordpress.com/2015/04/25/sic-em-saturday-using-community-colleges-for-more-core/

So, the burning question is, why is NC using a known CCSS Machine organization like SREB to create legislation? Take a look at this 2014 screen shot. I believe we can glean from it WHY NC relies on CCSS Machine backed research:

NCSREBpeeps
Others NOT included in the screen shot include Dr. June Atkinson (head of the NC Dept. of Public Instruction, as well as the President of the CCSSO, Council of Chief State School Officers, which own half the copyright to CC Standards!) and Dr. Scott Ralls, the (at that time) head of NC Community Colleges. Ralls has moved on to become President of a Community College in VA since this report.

Now, I know some of my NC anti CCSS Warriors may be shocked to see some of the names they see. My concern is how many of these people have we heard publicly state they were/are against CCSS, but are participating in embedding it in various ways into the State Laws? Do they KNOW the connections already and just turn a blind eye, or has the truth been kept from them?!

For those of you NOT in NC, look at your regional boards to see who is in state government AND serves on these types of boards!

The Clearinghouse Featured in the NC Legislation:

If you refer back to the top of the article and see the National Student Clearinghouse Research Center, you may not know that this Center is ALSO a CCSS Machine member, but it is!! Furthermore, it is being used as MORE research and evidence to create legislation!

From the Clearinghouse’s ‘About Us’ portion of their website you can learn they have been data collecting/sharing since 1993, that they adhere to FERPA (remember it got overhauled to not be as protective as it once was?), and how they abide by the HEA (Higher Education Act). See:
https://nscresearchcenter.org/aboutus/

For an even more in-depth look at the Student Clearinghouse, see this article by Douglas Shapiro (Research Exec for the Student Clearinghouse)
http://www.nacacnet.org/research/PublicationsResources/bulletin/2015Bulletin/04-08-2015/Pages/A-Closer-Look-at-the-National-Student-Clearinghouse.aspx

The ties to the CCSS Machine the Clearinghouse has:

Clearinghouseties
See below for what CCSS Machine member is helping fund the Clearinghouse:

Clearinghousefund
To access the Gates Foundation page: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database#q/k=National%20Student%20Clearinghouse

If you would like to see the Clearinghouse’s 2015 Data ReportClearinghouse2015data
(*Note that the Report is about the Clearinghouse from another post-secondary group, IHEP, Institute for Higher Education Policy. As of this writing, I will look into IHEP in the future.)

So, How Does All of the Above Impact NC Legislation?

1) It further embeds the CCSS Machine, the federally led, privately funded education overreach into the State. Remember, since ALL the States are impacted by the U.S. Dept. of Education, WIOA, ESSA, and HEA, there is NO reason to think NC stands alone in this.

2) Another short answer is it is embedding education reform in the name of student debt reduction. Who will bear the brunt of the debt load? The taxpayers! Here in NC, a recent state-wide Bond was passed in the name of educational updates that will burden our taxpayers for at least 2 generations! (If you like, you can search my blog for the ‘NC Connect’ and learn how the CCSS Machine is involved.)

3) By overhauling how colleges, universities, and all other post-secondary educational institutions are to be held accountable and accredited, you will see a continued chipping away at local control and MORE federal overreach increase. (I have written about this issue as well and how the CCSS Machine is behind it. If you would like that research, let me know.)

4) In the body of the NC SB873 (Access to Affordable College Ed Act), you will see how by taking 4 year state-led colleges and turning them into community colleges it plays right into the hands of the SREB intent/CCSS Machine agenda to use community colleges as not so much educational facilities, but worker prep facilities.
See the NC Legislative Bill:
http://www.ncleg.net/Applications/BillLookUp/LoadBillDocument.aspx?SessionCode=2015&DocNum=7614&SeqNum=0

A Couple of Loose Ends Worth Noting:

In the NC Legislative Bill screen shot, you may notice I underlined the name of David Kirp.
Who is he? ‘Senior Fellow in Residence, is the James D. Marver Professor of Public Policy at the Goldman School of Public Policy, University of California at Berkeley.’

I found this excerpt about him on the Learning Policy Institute’s website (that is where the Sr. Fellowship comes in). The Learning Policy Institute is funded by some pretty big CCSS Machine members (Ford Foundation, the Hewlett Foundation, etc.). The President and CEO of the Learning Policy Institute is none other than  Linda Darling-Hammond (a notoriously known CCSS Machine disciple)!
To access the Learning Policy Institute’s website: https://learningpolicyinstitute.org/people/

AIR was also underlined in the screenshot. American Institutes  of Research are also notoriously tied to the CCSS Machine. Many anti CCSS Warriors have shared the ties, the deceptive moves for data mining carried out in the name of ‘research’. One anti CCSS Warrior in particular has mountains of documented evidence on AIR. Her name is Deb Herbage (FL).  She has recently begun her own blog, DezignzbyDeb (it is on WordPress, like mine). Contact her for any thing AIR related.

Closing:

As twisted as the CCSS paved road is in each of our States, I trust you can see why legislation, either State created or federally, is being used to continue the vicious cycle of grinding down our nation education-wise.
Please, look into your State’s governing bodies.
NC residents: PLEASE contact the leaders and DEMAND accountability while you share the truth.
Warriors, many of these leaders are seeking to be re-elected. Will we continue to put them in office?

 

Winter 2016: A Look Ahead, NC and the USA

Bond, bad bond

I call this picture above, “Bond, bad bond”. Why? As a dedicated education policy and law researcher who has uncovered many ties to Common Core and its related entities, I can smell a foul stench when I see something like this. The great news is, I am NOT alone! I will go back to the Bond later in this article, but first, these important pieces of the ‘picture’ NOT seen above:

A) With the recent news of the ESSA (Every Student Succeeds Act) and its purposed exclusion of the phrase “Common Core State Standards, or, CCSS”, we have all been told CCSS is dead, is no longer an issue.
Ha, ha, I am not laughing. Nor are many of the other anti CCSS Warriors I know. Why? We have discovered the ESSA replaced CCSS with the following (interchangeable phrases):

1) ‘College and career readiness’, ‘college and career readiness standards’ (in some instances ‘career pathways’ and ‘career technical education’  were also variations)
2) ‘Challenging state academic standards’
3) ‘Workforce’ (WIOA, Workforce Innovation and Opportunity Act) which was usually located in the direct vicinity of ‘education’.

If you missed my articles exposing these phrases and their locations in the ESSA, please see: https://commoncorediva.wordpress.com/?s=ESSA

B) So what does the ESSA have to do with ‘Bond, bad bond’?

In my opinion, it will have a  great impact. However, knowing that the workforce based education movement involves not only education, but labor and commerce, we need to know what those projects will be as well. And since we, across America, have seen how non-transparent a lot of the projects are, we must be ever watchful!

C) So, if you don’t live in NC, what can you glean from this type of bond activity?
1) As always, use it as an example of what is going on in your state!
Every state has departments for education, labor, commerce. Every state has bonds placed on their ballots.
2) In this day and age if one side says the bonds are imperative for education, find out how and WHY!
3) We can NO LONGER assume the supportive side in ANYTHING related to education is all that we are being told it is. NOR, can we always assume the non-supportive side in ANYTHING related to education is being up front.
4) With 2016 being SUCH an important election year, we CANNOT let any sneaky move by the CCSS Machine pass. Their omnibus bonds, bills, etc. CANNOT live on! Why? Not only does it grease the Machine’s gears, it lassos our future generations into MASSIVE debt.

 

Back to Bond, Part One:

Returning to the graphic you see and the statement I have about NC higher education being sold out, here is what I am referring to.
“Here’s the basic idea about state policies in education, at least in the CBP(Competency Based Pathway) Way:
a) ‘good’ policy moves include using students outcome to drive precedents.
b) ‘guarding’ those high quality academic standards
c) ‘create’ a community wide education effort (ie: must include ALL ‘stakeholders’)
d) offer incentives to help force certain outcomes and remove any rules or regulations not encouraging ‘more ways to learn/earn’.” (source: https://commoncorediva.wordpress.com/2015/08/06/tech-thursday-career-pathways-meet-competency-based-pathways/) In  this August 2015 article, you can not only see NC’s progress in CBP but how it encompasses CTE (Career Tech Education)! You can find the links and other resources for what to look for in your state, too!

The Connections:

So, what has the supportive side for this mega bond for NC stated? The Bond’s real name is Connect NC. According to the Raleigh News and Observer, the entire Bond will be for infrastructure projects. Here is an excerpt,
“The $2 billion worth of projects expected to be paid with bond dollars include university and community college infrastructure, parks and North Carolina Zoo improvements and N.C. National Guard and agricultural projects. On its website, NC Against the Bond points out that the funding wouldn’t pay for transportation projects or K-12 education programs.” (see the rest of the article: http://www.newsobserver.com/news/politics-government/politics-columns-blogs/under-the-dome/article53288900.html)

I would like to pause to remind you, my fellow anti CCSS Warriors, that this media source is very CCSS Machine friendly, and has slanted many articles concerning education in the past.

Another media source, from a smaller county in NC (Alamance) had this to report in support of Connect NC: “If voters do approve, Alamance Community College would get $6,100,339 out of $350 million earmarked for state community colleges. President Algie Gatewood said ACC’s Board of Trustees would need to talk about how best to spend the money, but much of it would probably go to nursing and other medical training programs.”, Wait, there is more you need to read! “BOND SUPPORTERS, and there are many, say the focus is on funding education in growing areas of employment like the medical professions, engineering and the sciences.“This allows the community college to train more nurses, medical assistants and nurses’ aides,” said Dan Ingle, ACC trustee and chair of the Alamance County Board of Commissioners. (see the rest of the article: http://www.thetimesnews.com/article/20160109/news/160109142)

I would like to point out that the ACC President is stumping this Bond. It is in the article.

Back to the Bond, Part Two:

Now, as far as the Connect NC Bond, it is part of a movement. It has the Governor’s blessing. If you missed my Weekend News article, it focused on the NC State Board of Education resolving to align education NOT to true academics, but to career tech education/college and career readiness/workforce related education for BUSINESSES and the ECONOMY in 100 % support of the Governor’s plans!(See:https://commoncorediva.wordpress.com/2016/01/08/weekend-news-tangled-webs-of-educratic-moves/)

When you take into consideration the Resolution in support of the gubernatorial office to the alignment to all things CCSS/CTE/CCR related it isn’t hard to see where the statement made in support of Connect NC is too far removed. Here is an excerpt, “The $2 billion bond will connect North Carolina to the 21st century through statewide investments in education, parks, safety, recreation, and water and sewer infrastructure.”

In the screen shot below, you can see the Connect NC projects are already in the works to some degree. In this PDF you can see Alamance County’s project specifically states ‘new construction, repairs, renovations’
With as crafty as the CCSS Machine is, you can see the education updates will most likely fall in the renovations portion of the funding. Very non- transparent, don’t  you think?! Get the pdf:
http://connect.nc.gov/Final%20Bond%20Project%20List_12.11.15.pdf

connectingnc

Oh, if you are wondering, there is NC State legislation for the Bond. See:
http://www.ncleg.net/gascripts/BillLookUp/BillLookUp.pl?BillID=H943&Session=2015

It is here in the language of the law you can find the loophole Alamance County appears to be taking advantage of with its plans to use the bulk of its Connect NC Bond money for educational courses. “It is the intent of the General Assembly by this act to provide, subject to a vote of the qualified voters of the State, for the issuance of two billion dollars ($2,000,000,000) general obligation bonds of the State for the purpose of providing funds, with any other available funds, to update the State’s public facilities for the 21st century, including, without limitation, construction, repair, renovation, and furnishing of new facilities in order to (i) enhance other economic development efforts of the State and (ii) attract new and assist existing industry, business, technology, and tourism for the benefit of the State and its citizenry.” (NOTE: you can access the rest of the ratified law by clicking on the embedded link to it from the website above.)

Again, if you don’t live in NC, how can you find similar activity in your state? Use the upcoming primaries to see what bonds, taxes, etc. are being added which are connected to education in ANY way. Then, see what connecting legislation (and/or policy) is being used as the justification!

More Connections:

Since STEM (Science, Technology, Engineering, and Math) are part of CCSS, CCR, and CTE; as well as being so specifically pointed to in the Bond and the Law providing for it, we need to see where NC has STEM (already in the works, too).

From the NC level:

https://commoncorediva.wordpress.com/2014/12/02/wybi-wednesday-rttt-stem-ed-waivers-and-more/ (This ties our Race to the Top funding to STEM as well as CCSS)
https://commoncorediva.wordpress.com/2015/11/09/monday-musings-global-readiness-and-ccss/ (Since Global economy and global competency were including in the NC SBE Resolution, this article will be important)
https://commoncorediva.wordpress.com/2016/01/07/the-great-education-experiment/ (This shows not only NC in the thick of STEM, but Workforce alignment to CCSS/CTE, too)From the federal level and to where to watch for in 2016:
https://commoncorediva.wordpress.com/2015/07/28/ftf-update-for-stem-workforce-and-the-hea-part-one/
https://commoncorediva.wordpress.com/2015/07/30/tech-thursday-part-two-of-the-hea-stem-the-workforce-and-america/
2) https://commoncorediva.wordpress.com/2015/06/17/wybi-nc-businesses-and-common-core/
3) https://commoncorediva.wordpress.com/2015/03/25/wybi-job-development-grants-and-ccss/Again, if I am not an NC resident, why should I read these?
Since all 50 states have state governments, are aligned to the CCSS Machine via federal funding in some fashion, have jobs and careers where those businesses are forming the educational plans, educational institutions which must carry out the P3 (public private partnerships), we can use each others PRO CCSS movements to see where in the other states similar activity may be.

Career Clusters, Part of the Whole Mess: 

Notice that Alamance County Community College wants to use the bulk of its money for updating courses. (see above) How does that factor into the CCSS Machine and Connect NC Bond? The short answer is they are part of the Career Technical Education arm of CCSS.These clusters usually begin in the K-12 area of education, but are also in post-secondary education. My article from 2015 about the Clusters and data mining may be of help in your state as well. Linda Darling-Hammond is connected. See: https://commoncorediva.wordpress.com/2015/01/20/ftf-tuesday-career-readiness-and-data/
Impacting all 50 states is the U. S. Dept. of Ed’s Career Clusters road map for education, see: https://commoncorediva.wordpress.com/2015/03/12/tech-thursday-difference-between-careers/
How special needs students and those deemed as ‘alternative’ will be sucked in: https://commoncorediva.wordpress.com/2014/12/03/tech-thursday-career-techcommon-core-and-alternative-education/

And the biggest way in which not only NC is tied to this, but your state as well: Perkins Funding! See: https://commoncorediva.wordpress.com/2014/11/20/tech-thursday-perkins-gets-the-common-core-squeeze/

Closing:

If you want to find out more about NC Against the Bond, you can find them on Facebook. Here is their link: https://www.facebook.com/AgainstTheBond/


If you wish to sign the petition against the Bond and pledge your vote to a ‘no’ on March 15, 2016, visit: http://againstthebond.com/petition/
(I will happily share that I am among those who are saying “No!”)

As far as a federal level of education bonds or legislation which would impact infrastructure in education’s name, that will be another article for another day.