Tag Archives: NSGT

Skills Gap, Ad Nauseam

Warriors Against CCSS/Fed Ed, how many times have we heard that the education reform we’re seeing (and have been seeing), will ‘close the skills gap’?! I do not know about you, but I’ve seen it and heard it so much in researching HOW CTE (Career Tech Education, an arm of Common Core) will be our ‘saving grace’, that I could throw up.

It doesn’t matter that CTE wasn’t included in the original ESEA (Elementary and Seconday Education Act of 1965), by the time ESSA was made into law (Every Student Succeeds Act), CTE had been thrown in.

Not only does CTE show up in ESSA, but, you can find it in the HEA (Higher Education Act) of 2008, WIOA (Workforce Innovation and Opportunity Act) of 2014, American Apprenticeship Initiative, the STEM Act of 2015, and a host of other initiatives, Acts, or proposed bills.

To date, countless proposed bills have been and are being considered to use CTE as the ‘savior’ for….the economy.

It’s pretty simple, Warriors, align the education to jobs, make more jobs available, and BINGO..the economy is stable.

However, reality shows that those who need jobs aren’t getting them. Aligned education, or not! So, where are all these ‘jobs’?

Why is the economy more precious than education?! Because the CTE is a global mindset, not an American one!

Think about it, Warriors, CTE was thrust upon us just as much as Common Core BECAUSE it IS Common Core! Where are the roots of Common Core? In Agenda 21 from the UN (United Nations). CTE breeds CBE (Competency Based Education). CBE is not new, nor is it American made.

If you missed my last article, then you didn’t see this graphic:

7cbes

The Millennial Report:

Released in 2015 was the ETS (Educational Testing Service) Report on “America’s Skills Challange: Milliennials and the Future”.

So why is a 2015 Report relevant in 2017? The DC legislative push to increase CTE for the 21st Century learner is why. Part of the ‘sales pitch’ from Congress is that CTE closes the ‘skills gap’ quite nicely.

If you do not know what ETS does, the company is in the assessment business. It’s also a CCSS Machine member organization. In one of my January 2017 articles, I tied ETS to the Education Commission of the States (ECS). ECS has ties to the Gates Foundation, National Association of Charter School Authorizers, College Board, and a host of others.

Other ETS articles I’ve written will show you plenty about their ties to:

A) DLC (Digital Learning Council) and the 10 Key education reform points woven into WIOA, ESSA, and, HEA.
B) The NSGT (National Society for the Gifted and Talented). Students who are gifted will also be aligned to the same type of education as everyone else, thanks to ESSA.
C) IMS Global (a consortium for digital learning). Thanks to ESSA, digital ‘upgrades’ and ‘implementation’ of technology, every student will be aligned 24/7, 365 days.
D) Lastly, the shift for lifelong learning to include adult charter schools.

With ties like these, you certainly cannot escape the agenda behind the CCSS Machine.

So, what does the 2015 ETS Report reveal?
1) It is the first in a series, so watch out for more.

2) An excerpt, “The subject of this report is our nation’s millennials, those young adults born after 1980 who were 16–34 years of age at the time of the assessment. The authors chose to center attention on this cohort for several key reasons. First, these young adults include the most recent products of our educational systems. Second, according to recent reports, they have attained the most years of schooling of any cohort in American history. And, finally, millennials will shape the economic and social landscape of our country for many years to come.”

3) Our American students are, one more time, being compared to their international peers. The Report is choosing to focus on our 16-34 year old young adults because they are still showing weak signs in literacy, numeracy, and problem solving. The goal of targeting this special group? They are the biggest part of the workforce.

etsccr

Warriors, let’s pause here for a minute and consider that not all the 16-34 year olds will have had a CCSS aligned education in their K-12th grades, BUT they will have had a CCSS/CTE aligned education when they attended post-secondary educational facilities. If any of these people had dual enrollment, they’ve had a CCSS/CTE aligned education. IF any of these people have taken hybrid or on-line classes, they’ve more than likely met the CCSS/CTE alignment without realizing it.

4) An excerpt from a cited source in the Report states, “That the twentieth century was both the American Century and the Human Capital Century is no historical accident. Economic growth in the more modern period requires educated workers, managers, entrepreneurs, and citizens. Modern technology must be invented, innovated, put in place, and maintained. They must have capable workers at the helm…”

5) Data used in the Report is from the PIACC (Program for the International Assessment of Adult Competencies). The roots of the PIACC are tied to the OECD, Organization for Economic Cooperation and Development (OECD). OECD is also where you’ll find the PISA (Programme for International Student Assessment). PISA is relied on by the CCSS Machine extensively.

Enter the U.S. Dept. of Education:

Here in the USA, the data mining arms of the U.S. Dept. of Education(NCES and IES) National Center for Educational Statistics and Institute of Education Sciences, began back in 2010 and will conduct a third round of data collection in 2017.

Here’s the excerpt,Data collection for the PIAAC Field Test was conducted in 2010, and the first round of international data collection, including the United States, began in August 2011 and finished in April 2012. NCES’s “First Look” report of the PIAAC data and the OECD’s international PIAAC reports were released in October 2013. The United States first round, officially known as the U.S. PIAAC Main Study, was supplemented by a second round of national data collection in 2013-14, officially known as the U.S. National Supplement. NCES will conduct a third round of national collection in 2017.

piaacusa

 

(If you’d like to learn about the American PIAAC  partner information from the NCES/IES website.) Be sure to look at the NCES/IES  PIAAC Sample assessment items. Then, consider the age group being tested. (*Note: Look on the left hand menu to find all the sample items.)

Other ‘tidbits’ of PIAAC information from the NCES/IES:
A) The next PIAAC Report is due Winter 2017. (*Note: ESSA will be in its first few months of complete implementation by then.)

B) The USA is locked into the data mining for PIAAC until 2021, per the NCES/IES website.

C) To access PIAAC directly: http://www.oecd.org/skills/piaac/
If you’d like to see the short OECD video as to WHY PIAAC is so ‘important’.

Also available from the PIAAC website, is a 2016 resource about “Why Skills Matter”.
It’s about an hour and a half, but is very much worth listening to. You’ll hear about what skills are measured/tracked, and so much more.  Skills Matter Video  .

Related Resources:
1) The CBE Network’s website: http://www.cbenetwork.org/resource-library/?category=141245
(*Note: Be sure to read the 8 elements of CBE)
2) U.S. Government Accountability Office’s website shares that closing the skills gap is a government-wide effort. In fact, it appears to be among the “High Risk” alert category the GAO has.
3) Congress even soliticed the help of a celebrity to pump up the volume on the ‘Skills Gap’ being solved by CTE.

rowecte

Closing:

Warriors, in case you need a visual to cement in your mind how Congress is approaching American education, let Rep. Foxx’s statement be clincher.

foxxed

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Speeding Through Education, Pts. 1/2

Warriors, my anti CCSS/ESSA Weekend News was such a revelation, wasn’t it? Thank you to all who have responded. As I promised in the ‘Closing’ of that article, I am using today’s “From the Files” post to look at the OTHER gifted/talented national organizations. Are they just as sold out and devoted to the CCSS Machine as the NAGC (National Assoc. of Gifted Children)? If you missed the NAGC article,
https://commoncorediva.wordpress.com/2016/07/17/the-gift-that-keeps-aligning/

If you would like to only see  the other national gifted groups, skip to Part Two. If you would like to see more on how gifted students and ESSA intersect, see Part One.

 

 

Part One: Speeding Up’s Agenda:

If you didn’t know it (or you missed the big bombshell news), the ESSA (Every Student Succeeds Act) has written in the ‘fine print’ how gifted and high-ability learners will be used as research subjects. We have seen how the U.S. Dept. of Ed and its partners have used other sub-groups of students for research purposes in the past. It is truly despicable! So why write into the ESSA measures to create a NEW gifted and talented research facility, a director to oversee this, AND the Sec. of Ed’s power used to control it all?! Based on research of my own into the CCSS Machine (including its agenda, legislation, etc.), I think it is a two-prong plan.

Prong #1: Separate the gifted/talented students from the students who are not. It fits right in with the leader/follower mentality we have seen surface in CCSS lessons, maneuvers for alignment to a workforce based education system, AND in the Career Clusters of the CCSS Machine. How? Look at the small number of Clustered Tracks for Career in Management/Leadership and compare it to the larger Clustered Tracks for workers.

What you see below is a map from the U.S. Dept. of Education for the Career Clusters (aka: Career Tracks):

edspeedmapI featured this image (map only) in a previous article. It is a great resource for a back ground information set of facts. See: https://commoncorediva.wordpress.com/2015/03/12/tech-thursday-difference-between-careers/

Prong #2: Control and greed. We know much of the rhetoric surrounding the ESSA is more about global workforce for a global economy than whether or not Johnny and Susie can read, write, or think for themselves. We’ve also heard enough junk about training for those mysterious 21st Century jobs with 21st Century Skills. To see my previous collection of alignment for workforce (encompasses local, state, federal, and points to global), see: https://commoncorediva.wordpress.com/2016/05/25/aligned-workforces/

So, take those 2 Prongs, apply them to the gifted learners and what do you get? Students speeding through education. This also fits the ‘cart before the horse’ tactics the CCSS/CCR/CTE (Common Core State Standards, College and Career Readiness, Career Tech Education) uses. Teachers are being forced to introduce lessons, resources, and other materials to students who are simply not mature enough (yes, this applies to our high-ability learners, too) to handle it all. Throw in the fact that written in the ESSA is the mandate that ALL students learn (and teachers teach) to ‘Challenging State Academic Standards’ which also align with credentialed industry parameters all geared for post-secondary readiness. (On pages 32 and 33 of the ESSA Final Conference Report, you can find how States(on their local levels) must use part of the federal funds for education which fits this mandate. States MUST tie this to the WIOA, Workforce Innovation and Opportunity Act of 2014)

Here’s the excerpt, “‘‘(c) LOCAL USE OF FUNDS.—A local educational  agency receiving an award under this section— ‘‘(1) may use not more than 1 percent of its award for outreach and communication to parents about available direct student services described in  paragraph (3) in the local educational agency and  State;  ‘‘(2) may use not more than 2 percent of its  award for administrative costs related to such direct student services;  ‘‘(3) shall use the remainder of the award to  pay the costs associated with one or more of the following direct student services—
‘‘(A) enrollment and participation in academic courses not otherwise available at a student’s school, including— ‘‘(i) advanced courses; and ‘‘(ii) career and technical education coursework that— ‘‘(I) is aligned with the challenging State academic standards; and ‘‘(II) leads to industry-recognized credentials that meet the quality criteria established by the State under  section 123(a) of the Workforce Innovation and Opportunity Act (2910 U.S.C. 3102); ‘‘(B) credit recovery and academic acceleration courses that lead to a regular high school diploma; ‘‘(C) activities that assist students in successfully completing post-secondary level instruction and examinations that are accepted for credit at institutions of higher education (including Advanced Placement and International Baccalaureate courses), which may include reimbursing low-income students to cover part or all of the costs of fees for such examinations; ‘‘(D) components of a personalized learning approach, which may include high-quality academic tutoring..”

studentdash
I do not support the over assessing of students and their teachers via the Common Core aligned tests; the Career Path assessments; or the data mining included. 

 

Part Two:  National Gifted Groups and the CCSS Machine/Global Education:

The Acceleration Institute:
Website: http://www.accelerationinstitute.org/Default.aspx
According to their website, each State has some level of policies already in place for those needing ‘accelerated’ education. So, who or what is the Accelerated Institute? “The Acceleration Institute was first established under the name, “Institute for Research and Policy on Acceleration” in 2006″. It is housed at the University of Iowa. From 2006-2012, the John Templeton Foundation was the financial supporter. While I have not been able to see what groups have supported the Institute since then, I can tell you there is much support for it via the University of Iowa’s College of Education, and partner programs like the one it has with Steston University. (see: http://www.stetson.edu/other/hats/).

Part of their work is to shape State policies in education. Here is a screen shot from their 2009 partnership created document expressly for the States to use as a checklist for the appropriate ways to create/implement gifted and talented programs.

accelleadTo access the either long or short 2009 Checklists:
http://www.accelerationinstitute.org/Resources/Policy_Guidelines/
*(Note: the access the other 2 partner groups: 
a) IRSP: 
http://www.ctd.northwestern.edu/institute-research-and-policy-acceleration-irpa
b) CSDPG: http://csdpg.weebly.com/ )

To see a more up-to-date resource for Accelerate Institute and your State:  http://www.accelerationinstitute.org/Resources/Policy/By_State/Default.aspx

What kinds of education are considered  for being ‘sped up and finished early’? Early entrance to preschool, early entrance to kindergarten, scoring well enough you can skip grades, early college programs (includes dual enrollment), and early graduation. Factor in that EVERY type of educational choice can utilize these programs and suddenly, EVERY student is capable of being sped up somehow. Warriors, why the rush for our young people? But wait, the Accelerate Inst. folks also have a STEM (Science, Technology, Engineering, and Math) ‘Speeding Course’. (Look at the Career Cluster map, above, again find the STEM jobs. They ARE part of the CCSS Machine. They are a big part of personalized learning, too.STEM is also embedded in the ESSA.)

Warriors, it is important to note that Act, Inc. is also based in Iowa. We know that the Gates Foundation has given many grants to the Act, Inc. folks. Coincidence in the locations of the Accelerated Institute AND Act, Inc.?

The U.S. State Department’s Gifted Program:
Website: http://www.state.gov/m/dghr/flo/c21956.htm
Here is an excerpt from their website, “Within the cross-section of learning styles are children who display an extraordinary intellect or passion for learning. Gifted children do have special educational and social/emotional characteristics, and the responsibility for educational planning falls upon the individual family. Parents need to become advocates for their gifted children by ensuring that each child’s particular needs are met throughout his or her educational career. The personality and interests of each child should be weighed along with the intellectual or artistic potential.” The State Dept. is addressing their employees in this. Not the general population. However, look at the State Dept’s allowance for Gifted Education participation. It includes public education, private schools, at home study. It encompasses the same College Board, AP, and IB courses
https://aoprals.state.gov/content.asp?content_id=249&menu_id=81
If you look at the main U.S. State Dept. website above, scroll down to near the bottom of the page to see the resources. The same CCSS Machine sources. Be sure to note the Youth and Education Programs the State Dept. has. Note how global some of them are. The U.S. State Dept. also has its hand in higher education from a global aspect. See: https://educationusa.state.gov/
Oh, and Warriors, one last fact: The U.S. State Dept. uses some of the same data mining education/workforce information as the U.S. Dept. of Ed and the U.S. Dept. of Labor. See:
http://www.state.gov/r/pa/map/index.htm

 
National Society for the Gifted and Talented (NSGT):
Website: http://www.nsgt.org/
For our final look at a national organization for  ‘high-ability learners’, the NSGT, is also sold out to the CCSS Machine. I will get to that in a moment. However, what does the organization do? “The National Society for the Gifted & Talented (NSGT) is a not-for-profit 501(c)(3) organization created to honor and nurture gifted and talented (G&T) children and youth. It is committed to acknowledging and supporting the needs of G&T children and youth by providing recognition of their significant academic and performance accomplishments and access to educational resources and advanced learning opportunities directly related to their interests and talent areas.” How do they do all this? P3s (public private partnerships)!NSGT collaborates closely with other G&T program providers, school districts, colleges and universities, community programs, and corporations, and we invite all stakeholders who are dedicated to fostering the development of these extraordinary young people..” What ages does the NSGT target? 5 years old to t 17 years old.

As far as how sold out  to the CCSS Machine NSGT is, consider a former sponsor is none other than ETS (Educational Testing Service) which has been aligning assessments to the CCSS/CCR/CTE education reform for awhile. Some States have even abandoned SBAC and PARCC assessments to use ETS’s assessments. It’s a lateral move, Warriors!

The NSGT also cites a global gifted education program housed in the University of Warwick (UK). One of the main benefits?! Global education/culture exchange. See below:

iggy
While this seems innocent enough, the University of Warwick is a UNESCO partner institution. See: http://www.unesco.org/most/partners.htm (look for ‘CRER’)

If you missed it a few days ago, I dug into global education with the CCSS Machine’s and UNESCO’s involvement via the upcoming Olympic Games. See: https://commoncorediva.wordpress.com/2016/07/13/going-for-the-golden-games/

Closing:

Again, Warriors, we are seeing the same pattern. US law (ESSA) used to support global goals. Consider, we started with gifted learners and have circled back to how it all connects to UNESCO. Between the two gifted articles, you see how in-depth the scourge is going. There is no quick read. We must get in the cracks and crevices of the CCSS Machine to know all we can to protect our nation. Thank you for bearing with me through the twists and turns of this information.