Tag Archives: Marzano

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’!

FTF: New CCSS “Unpacking” Guide

This is from 21012. Just published (2015), is a new 'unpacking guide' from another company.
This is from 21012. Just published (2015), is a new ‘unpacking guide’ from another company.

It seems fitting for my “From the Files” post, that we look at CCSS and it’s unpacking. After all, if we’re going to continue to see students fail, teachers frustrated to the point of resigning, and other staff members saught after for MORE CCSS alignment, we need to know the latest. The graphic you see above is from 2012, supposedly as the CCSS was just being rolled out.  Just by the sheer fact the Standards needing an ‘unpacking’ guide should tell you that even then, the Standards were convoluted, but I digress. I will add that according to most veteran teachers I have talked to during this War Against the Core, educational standards are to be SO clear and concise, a teacher automatically knows how to approach them on their own. However, as we’ve seen with the CCSS Initiative’s agenda, nothing (or no one) connected to education can accomplish much ‘on their own’, it has to be all one way…sadly, that’s the ‘Common Core Way’.

A Bit of History:

From 2012, (where you’ll find the graphic above) and the State of NY, watch this short video and note how ‘talked down to’ the teachers are. Before you scream at me over that statement, consider that teachers have graduated colleges and universities, obtained many degrees, thus, they shouldn’t need to be told how to draw a circle, find the nouns or verbs, BUT that’s just what this presenter is doing!



Did you notice the makeover of “Bloom’s Taxonomy” to fit the CCSS?! While “Bloom’s” is considered a great model for education, it is OUTCOME based education. As such, it makes sense CCSS folks in NY would use this. We anti CCSS Warriors know and have proven CCSS is all about ‘student outcomes’, ‘leveraging’, and on and on.

Not to pick on NY, I wanted to see what the CCSS official website had for ‘unpacking’. So, I found this You Tube video from THE CCSS official site. It’s from 2013. In the 2012 video, you saw the main point as how to ‘unpack’ or utilize the CCSS. This one instructs you on how to read and utilize CCSS!

Did you notice that not even 1 minute into this short video, you heard CCR (college and career readiness)?! Did you spot that the example was a K-5 page?! Did you hear that math isn’t supposed to be taught in an exact order, but rather clustered together? If you’re a parent who has wondered WHY your students struggle with math, this is key information! “No sequential order”, that is a disaster happening before our very eyes every single day throughout our nation when it comes to math. For math to make any sense, there MUST be a sequence. Is it any wonder we have students AND teachers giving up, burning out, and quitting?!

Fast Forward to 2015:

Just published by the Learning Sciences International (part of the Robert Marzano group) has a NEW CCSS ‘Unpacking’ guide. It’s by Toby J. Karten (a staff member of LSI) and is all about ‘inclusion’ for students and teachers using CCSS. Now, if you don’t know who Robert Marzano is or what Learning Sciences International does, I urge you to read my previously published articles, which I will include at the conclusion of this article. In short, LSI and Marzano are using CCSS for globalist mindsets and bending social and emotional learning (another huge part of CCSS indoctrination).

All that said, you’re probably wondering about the guide, after all this article is about ‘unpacking CCSS‘.
You can find the book on LSI’s website for sale in their ‘bookstore’ tab. Website: http://www.learningsciences.com/ When you visit the website (if you’ve not done so before) notice the names of the programs designed for students and educational staff. Just awful, in my researched opinion.
In order to promote Karten’s new book, LSI hosted a webinar (10/28/15). I’ve included in here for you. It’s just about 1 hour. Some of the key points are listed below for you. Please, don’t take my word for it, watch it, share the information with parents and others fighting this CCSS scourge.

Key points:
a) using CCSS for inclusive classrooms
b) affirming what you already know about CCSS
c) different strategies for using CCSS even better
d) at about 3:09, Karten points you to the crayon drawing beside her picture. It’s here she states the ultimate goal of CCSS is CCR (college and career readiness) {*personal note: please listen to how she describes the picture}
e) what will ‘trip the CCSS up?’ No support!!
f) special needs students, anyone who is ‘outside’ the ‘normal’ is used as an example in this presentation. You’ll see IDEA talked about, IEPs for IDEA students, etc. *7:08 in the video)
In case you’re not watching the video, here’s her slide for IEPs and CCSS:
iepskarten
g) CCSS is successful for ALL learners, differences or likenesses, aside.
h) collaboration is a non negotiable part of CCSS. This extends to not only teachers and other educational staff but the students families as well!
i) 19:10 different strategies for more CCSS modeling and monitoring of the students (which is to be an on-going process) are revealed (they are repeated at 26:30 as well in not only their ‘alphabet soup’ forms, but what each stands for)

Related resources:
Marzano, LSI:

https://commoncorediva.wordpress.com/2015/03/02/monday-musings-purposed-embedding-for-the-core/ (This one highlights the global aspect of the Marzano Institute before it became the LSI)
https://commoncorediva.wordpress.com/2015/08/03/monday-musings-rigor-walk/
(This article describes for you the ‘rigor’ LSI is after in our schools and how it grades both staff and students)
Project Based Learning:
https://commoncorediva.wordpress.com/2014/10/25/sic-em-saturday-ccss-progressives-and-pbls/
Special Needs, IEPs, IDEA:
https://commoncorediva.wordpress.com/2015/10/19/monday-musings-idea-when-good-goes-ccscte-bad/
https://commoncorediva.wordpress.com/2015/07/02/tech-thursday-cte-ccss-and-special-needs-in-post-secondary-education/


Closing:

Anti CCSS Warriors, please, read, review, and share all this information. From the pro side of CCSS, you heard it: with out support, CCSS will not succeed! That’s our intent..to NOT support it. However, many others must know this, too!

Monday Musings: “Rigor Walk”

Marzano strikes again!
Marzano strikes again!

Anti CC Warriors, have you heard of Dr. Marzano before? If you’ve been fighting Common Core long, his name, his institute should be very familiar. If not, here’s the link to my 3 previously published articles exposing his toxic grasp on education. See: https://commoncorediva.wordpress.com/?s=marzano

Walking with Rigor:

As we’ve learned in the War Against the Core, we’ve come to know the CCSS Machine loves the word ‘rigor’. We’ve seen the anti CC Warriors, who’ve pointed out the true definition of the word ‘rigor’. Rigor denotes death, a stiffness that will not be broken. Nowhere in education should we see this kind of attitude with our students OR teachers.
Yet, time and time again, institutes like the one Marzano is in charge of, do just that..dream up and create MORE rigor for our education system! (The name of the institute is “Learning Sciences International”)

According to Marzano’s new “RigorWalk” system, taken directly from their website page, here are the ‘pillars of rigor’:

  • “School climate and culture
  • School leadership practices
  • Cultivation of a growth mindset
  • Professional Learning Communities
  • Rigorous, standards-based instruction
  • Formative assessment implementation”

How does Marzano carry this out in a practical way? On-site interviews; walking the halls of your schools, and data collection! To access the website page, http://www.learningsciences.com/solutions/rigorwalk/

Developers who are credited with creating this system? Dr. Betsy Carter and Dr. Jennifer Reeves (also of the Learning Sciences Institute) To see their biographies featured from a past Marzano Education Conference, http://www.cvent.com/events/building-expertise-2015/speakers-3c184adf9bfd44ca928c4089d245e0b9.aspx (*Note: Dr. Carter’s prior educational system involvement was in Ohio; Dr. Reeves’ was in Florida)

LSI has even provided a YouTube video about “RigorWalk”. It’s almost 1 hour.

Here are the biggest points we, as anti CCSS Warriors need to know:
a) The webinar had a very large audience (which means lots of interest, areas for application of what was covered)
b) About 2 minutes into the webinar, you’ll hear the speakers (Drs. Carter/Reeves) give their educational backgrounds (both state that they’d like schools to be better)
c) In their words, “RigorWalk” is a diagnostic tool which measures the amount of ‘rigor health’ your school has (or doesn’t have, but needs). Once a baseline ‘rigor health’ number is established, it’ll be easier to check the progression to the ideal amount of ‘rigor health’ is met.
d) Near the 3:45 minute mark, listen for their answer to the question of “Why rigor?” (Hint: jobs not yet created)
e) Not long after the question is “d” is asked you’ll hear  that rigor means ‘not specific content’, but ‘how to think’.
f) From the 4:50 minute mark to the 5:42 minute mark listen for the Learning Sciences International approach to creating MORE ‘rigor’ in your schools is. Disguised and ‘sold’ as student autonomy and cognitive complexity. The end goal? “Ready for the work world.”
g) From the 6:49 minute mark until the 7:49 minute mark, the topic of ‘why creating more rigor in schools is so needed NOW.
h) The 7:18 minute mark will reveal what Standards LSI is using, “College and Career Ready Standards” Why, ‘because everyone needs to improve in our schools’. You’ll need to refer to the below screen shot.
resourceyouneedi) The white paper referenced in the picture above: Sustaining-TLCs-20140829

Closing:

There’s much more ‘rigor’ in the rest of the presentation, but I want you to experience the You Tube video for yourselves. The bottom line is quite simply this (and the most important action point for us, the anti CCSS Warrior, to take away from all this:

LSI, “RigorWalk”, and all that’s associated with it, will target school leaders FIRST, then the students. School superintendents, district leaders, principals, and teachers.

WYBI: The Elephant in the CCSS Room

Every noticed a subject so important yet so not discussed properly?
Every noticed a subject so important yet so not discussed properly?

You know me, if there’s a Common Core related topic not being exposed, I’m your gal. So, imagine my surprise at some of the rhetoric shared during the last NC Academic Standards Review Committee meeting. I truly hope the Committee can access the documented truth behind it before it’s too late.

The Announcement That Got Me So Excited:

A few weeks ago, a press release stating that Dr. Sandra Stotsky and Dr. James Milgram, along with WestEd’s Dr. Perks would be presenting information to the NC ASRC (Academic Standards Review Committee)was released. This is the group charged with seeing if CCSS is right for NC or not. If not, what course of action is needed? If CCSS IS right, I hope there’s a mass exodus out of the state. In case you didn’t see the announcement, here it is:
http://stopcommoncorenc.org/nc-asrc-press-release-for-march-16th-meeting-stotsky-milgram-to-attend/

The Previous Testimonies I’d Heard:

Like most other anti CCSS warriors, I’ve seen several of the YouTube video recordings of the, as I call them, Dynamic Duo taking on what’s wrong with CCSS. I’ve also read several of their published criticisms that have been shared among those against CCSS. Somewhere in my mind I envisioned a packed meeting room, a bank of reporters lining the walls, and succinct, compelling testimony from them. On the other hand, having researched WestEd so well and knowing how sold out to the CCSS the non-profit is, I knew the expectation bar would be set for extremely low come time for that presentation.

The Meeting:

So, imagine my surprise on meeting day when I make the trip to Raleigh, get up to the top floor of the State Board of Education building, and find that maybe 20 people are there! What?? Where are the angry parents? Who forgot to tell the TV Stations? How come more people from all sides of the education spectrum aren’t here? Now, true, my guest and I were about 20 minutes early, but THIS meeting was to be HISTORIC!

When, just one year ago (March 20, 2014), the public was invited, encouraged, and sought after to make an appearance to speak either for or against CCSS. Folks lined up (number was capped at 60). However, those speaking arrived earlier. They were waiting on the doors to be unlocked. THAT was historic!!

So, knowing so many across the state of NC have been fighting against CC for so long, I assumed the Milgram/Stotsky/Perks presentations would be even more attendance worthy. Yes, the ARSC does use 1 pm to 5 pm as their meeting time. Yet, there were those of us who did take the time to attend. I can tell you that by 2 pm, there were about 30 folks..so we did see a gain in attendance. As far as the bank of reporters? There were a few. I think I counted 2 video cameras. One was in the possession of a true American patriot who fights CCSS. The other one?? No clue.

Oh, one fun fact before I get into the elephant in the room, one of the members of the validation committee for CCSS (yes, THAT committee) was seated directly to my left. While she did approve the CCSS as worthy (meaning her name is there with the others who signed off), she was not asked to speak (at least yet) to the ASRC. I’m glad no one could hear her comments during the meeting..they weren’t very pleasant. I can happily tell you that every time she looked my way, my big anti CCSS lapel button was the first thing she spied. I’m also happy to report, no bloodshed was seen during the entire meeting.

The button that can stop a supporter dead in their tracks.
The button that can stop a supporter dead in their tracks.

The Presentations:

By and large, the Dr. Stotsky and Dr. Milgram presentations were full of very good information. Even Dr. Perks’ presentation was full of information. The difference was 2 were open about their feelings for Common Core, while one appeared content riding a fence. (Gee, I sure hope they have splinter removal kits at WestEd.)

Several of the comments spoken by the “Dynamic Duo” received rounds of applause. My patriot friend, Major Dave took the time to video their entire talks. I’ll include the links so you can hear all of them for yourselves.

Dr. Stotsky’s:

Dr. Milgram’s:

Dr. Perks’:

Those Damned Elephants of CCSS:

While what I’m about to share could be taken as I’m being critical of the meeting, that is NOT my purpose. My only purpose in sharing the following is to help shed light on how deceptive the education reform (largely in part due to CCSS) can be. It’s the biggest elephant in our students’ lives! If we don’t start talking about it, we’ll not have any room when the elephant sits on us and crushes us!

Elephant #1:
Beefing up professional development for teachers. (Dr. Stotsky)

Alone, that statement is accurate. However, knowing how many dollars, for profit, not-for-profit, and non-profit groups dedicated to this is staggering, especially when you consider that almost every single one of them has been or is being funded by pro CCSS supporters. (I just published an article about Duncan-led teacher alignment) We MUST be careful who’s in charge!!

Elephant #2:
Doing away with traditional high schools and their diplomas. (Dr. Stotsky)

The good doctor gave some examples of how successful these are from the New England states. However, again..CCSS research is showing that this type of education reform is not only embedded, it has been tied to Workforce, or Career Tech Education..ALL of which are CCSS aligned!!

Elephant #3:
NC currently isn’t using mathematical researchers to build standards. (Dr. Milgram)

Alone, this statement is not only honest, it’s crucial. However, If the researchers include anyone tied to CCSS (past, present, or future) in any way, shape, form, or fashion, we’ll be no better off than we are right now.

Elephant #4:
Research mathematicians are out there, just not in the USA. (Dr. Milgram)

Comparisons to several countries were made during the meeting by several people, not just Dr. Milgram. However, isn’t international benchmarking and the global competition crap helping feed the CCSS Machine??!! We cannot be a strong America if we don’t think American. We are losing so many bright students due to crappy education because we are trying to be un-American in how/what we teach. Remember, at one time in our nation’s history, our students (and other citizens) were at an almost 100% proficiency rate for important school subjects. We were great at one time in education. We can be great again. I think constantly looking overseas will not only strain our necks, it will cause us to lose focus on our nation. I don’t want my students to be like every other global student. I want my students to be the best students they can be!

Elephant #5:
The Standards Contiuum (Dr. Perks)

This visual (which wasn’t to plain to see from several feet away from the screen or the bad lighting in the room) was a real eye opener. My interpretation of the visual is below:

Dr. Perks also shared standards should be vertical.  A continuum is horizontal.
Dr. Perks also shared standards should be vertical. A continuum is horizontal.

Elephant #6:
Dr. Perks addressed Mr. Peek (ASRC co-chair) formally throughout the presentation, except once when he was sharing how to understand standards (CCSS or any other). He was stating that  you needed to look at the nouns used. Dr. Stotsky countered with verbs were worth considering as well. In fact if a standard is written correctly, no unpacking it is needed. It’s clear, concise, and easy to begin!

Now, this is an elephant (switch from formal to casual) only if you wonder (as I do) are these two really that familiar with each other? I certainly saw plenty of questioning faces when this slip happened. Have IBM and WestED conferred on CCSS’s behalf?? Who knows..it was awkward, however.

Several other elephants in the room by Dr. Perks were given. You can see them for yourselves in his clip above. However, be sure to count the educratic buzzwords throughout all the presentations. I was really surprised.  Be sure you listen for who among the doctors is for ‘radical education reform’.

What Was Downright Dangerous:

During the ASRC’s question/answer time for each of the experts presenting, one was asked by Katie Lemon (an NC Teacher of the Year) about ‘rigor’ in the classroom. Quite a spirited banter ensued. While the long/short of it is that you need to define what ‘rigor’ means and how much of it you want, it was the resources suggested that had me sit up in my seat and think (almost out loud), “NO!!”.

Dr. Perks was steering the ASRC to Dr. Marzano and the Fordham Institute for resources to help define rigor. Where’s the danger? Dr. Marzano is known for a socialist, emotional learning vent in education. Fordham flat out lies about education. Dr. Perks also stopped short of advertising for his company, but you certainly could tell he was heavily suggesting the need for more professional development and collaboration among teachers.

The Biggest Elephant of All:

The ASRC is being held up on funding yet again. It was shared in the meeting that the funds are somehow tied to the NC Coal Ash bill, Senate Bill 14 (see: http://www.ncleg.net/Sessions/2015/Bills/Senate/PDF/S14v3.pdf)

So knowing that the bill which created the NC ASRC included funding was to be used to get speakers like the 3 from the meeting AND knowing the funding is still tied up..how did NC pay for the guests? Why were they all rushed away before the public could speak directly to them after the meeting?

Final note: If you’d like to access any of the articles I’ve written about Dr. Marzano or his research institute, Fordham, WestEd, etc. Be sure to use the search bar on the blog.