Tag Archives: Pearson

Formerly…

Anti Fed Ed Warriors, in the last few days of July, I wrote and published a researched article centered on the former HR 2353, now Public Law 115-224, the “Strengthening CTE (Career Tech Education) for the 21st Century Act”. Warriors, the Bill became law when President Trump signed it on July 31, 2018. He was surrounding by lots of CTE ‘champion cheerleaders’.

07.31.2018_CTESigningOvalOffice
Interestingly enough, the PA Representative’s (Rep. Thompson, who was the chief sponsor of HR 2353) Press Release stated that this Bill (now Law) overhauls the former Perkins CTE Act of 2006. Speaking of THAT Act, I showed you back in 2014, how the Perkins Act re-branded ‘vocational technical’ to “Career and Technical”.
vocte

So, once again, the CCSS Machine has been playing agenda word games with the citizens ever since then. Trouble is, most Americans are still remember education is as it used to be and not fully grasping the toxic changes being sneaked in under some familiar phrasing. Still more troubling is that there is almost zero ‘education’ happening in CTE (Career Tech Ed). It’s roughly 98% workforce training.

voctegrave(Clipart by ClipArt Library, image is by @commoncorediva)

Warriors, links to my latest video about the new CTE (Career Tech Education) Law (formerly HR 2353, now Public Law 115-224). In the video, you’ll learn how the 2017 Executive Order 13801 plays into the Public Law 115-224 as well as connects directly to the new Executive Order 13845, signed July 19, 2018. (*Note, in the opening moments of my latest video, I mistaken identified HR 2353 as a resolution, it was a Bill.)

As I stated in the video, I’m providing much more information in this article.

Previous research into just what PL 115-224  (HR 2353) is going to set up for us across America:
1) From earlier this year, States are to take the CTE Pledge. After all, WIOA (Workforce Innovation and Opportunity Act), STEM Act (Science, Technology, Engineering, and Math), HEA (Higher Education Act), and ESSA (Every Student Succeeds Act) all have!
2) From 2017. How HR 2353 would ‘level’ all education into the same thing. As we know, that was ESSA’s  goal all along.


3) To give you an idea of how eerily close the National Workforce Council created by EO 13845 is to the one laid out in the LADDER Act (as well as how ANY national council will data rape the citizens), read this article of mine.

alledformer(Clipart by ClipArt Library, image is by @commoncorediva)

Warriors, you’ll also definitely want to look at the May 2018 Executive Order 13801’s Final Task Force Report. In it you’ll see that the 3Rs have been sacrificed for the global economy rhetoric. How will this economic portion play out in schools? Career Technical tracks and ‘post-secondary readiness’, as laid out by ESSA.

formerusa(Clipart by ClipArt Library, image is by @commoncorediva)

Task Force Report Notes Previously Not Shared:
1) The entire Report is 51 pages long. Within these pages, the over all policy agenda is 4-fold: Educate, Expand, Control, and Attract (you’ll find this in the U.S. Dept. of Commerce’s Secretary Ross’s introductory letter.)

2) The Task Force created by EO 13801 (Expanding Apprenticeships) was broken into 4 sub-groups. 1) Education and Credentials; 2) Attracting Businesses to Education; 3) Expanding Access, Equity, and Career Awareness; and, 4) Administrating Regulatory Strategies.

3) From the U.S. Dept. of Labor’s Secretary Acosta’s opening letter, his goal was filling ‘insufficient’ skill gap apprenticeships*. The 26 steps the Task Force created will unfold over the next 5 years. *As ‘reported’ by public service, education, trade associations, labor unions, and companies.

4) From the U.S. Dept. of Education’s Secretary DeVos’s opening letter, her input was centered on President Trump’s expansion of apprenticeships. She claims it’s a NATIONAL priority as well as a NATIONAL education one. Her comments target ‘active learners’. She goes on to say the actions will speed up unity between education and jobs. How will this happen? Using more ‘flexible’ industry created learning models. This will, in turn, breed qualified workforce for the 21st Century. This type of qualified workforce will be key for the 21st economy, security, and, prosperity. This learning model will engage learners and be cost-effective for employers. Workforce based learning will a great way to learn, work, and earn. (*Note, underlined below will be the evidence we need showing the continued federal overreach ‘commitment’.)

Devosletter
5) From the U.S. Dept. of Commerce’s Secretary Ross’s letter. These 26 steps will update an 80 year old American system. He goes on to stress that the historic gains the President has made will be a carrot to fill high-skilled jobs. Sec. Ross mentions Rep. Foxx’s misinformation about the unfilled 6 million jobs in America. (*Note: be sure to scroll down to the comments section of the embedded article directly above.)

6) From the Report’s Executive Summary, the tone suggests that the entire woe of America is higher education, as in, colleges and universities! “When implemented correctly, apprenticeships will provide a career path!” (See Page 10)

7) From the 1st sub-group: Expand industry recognized apprenticeship programs, especially the ‘learn-to-earn’ ones; include CBE (competency based education) assessments; P3s (public private partnerships) clarify national portable credentials (national ID card for working); federal government identifies available resources to carry these activities out (industry sector led financing).

8) From the 2nd sub-group: use and streamline various funding streams in simple ways for attracting businesses to education (State incentives); study skill gap shortages (data rape/manipulation); U.S. Dept. of Labor centralizes all data between all participants.

9) From the 3rd sub-group: Federal government funds an all out advertising blitz (propaganda) to raise awareness for workforce based apprenticeships/aligned education; incentives by federal government to businesses for more ‘learn-to-earn’ programs; U.S. Dept. of Labor leads funding campaigns to create more community based efforts for aligned apprenticeships; improve the existing data base for the Registered Apprenticeship System.

10) From the 4th sub-group: Begin with pilot project for expanding CTE apprenticeships via a selected industry from the existing Registered Apprenticeship System. In that selected pilot: focus on mastery based learning and competency; cannot include the construction industry per the Davis-Bacon Act; base apprenticeship paychecks on a scale system to reflect competency; reform the existing Registered Apprenticeship System.

11) From the Introduction to the Report: Task Force actions began July 2017. Other meetings were held August 2017, November 2017, February 2018, March, April, and May 2018; the 4 sub-groups ‘cross pollinated’ their 26 steps to expanding CTE apprenticeships.

12) Also from the Introduction: Higher education (college) is letting Americans down; apprenticeships have a proven track record for affordability and relevancy in America; the U.S. Dept. of Labor has 4 pillars for all programs (apprenticeships included): provide your needs, manages your direction, earn money while you learn, and, rewards you with credentials. Total typical process time these programs take: 1-6 years.

13) Introduction continues with:
a) old apprenticeships were focused on construction and manufacturing. New ones will focus on healthcare, IT, transportation,energy, and logistics.
b) old pattern (in place since the 1930s) is the base for now; the U.S. Dept of Labor and States partner to ‘upskill and reskill’ citizens. Updates will remove all barriers for disabled, elderly to be included; create stable families (especially for low-income ones); improve economics and social community situations (cites a WA State example on Page 15); apprenticeships praised by bipartisan elected leaders, current and previous White House Administrations, and State Governors.
c) Page 16 will show you the huge ‘put down’ aimed at America’s colleges and universities.
d) Page 16 also shows the blatant lie that “Apprenticeships can offer a key component to the solution to the skills gap.” (Based off a Harvard University Business School Study. The irony is that Harvard partnered with Pearson to help create the myth of the ‘skills gap’ and helped create the Career Pathways as a solution. Career Pathways are a embedded part of CTE!)
e) Warriors, to me, this is the BIGGEST clue to just how globally minded D.C. has become while sacrificing our nation on the altar of our freedoms. The Task Force actually has the audaciousness to bring in how much American apprenticeships should copy the German and Swiss apprenticeships! (*Note: the European Union’s targeted youth ages are 16-24 years of age. That’s 8 years.)
See middle paragraphs on Page 17 for Germany and Switzerland). Be sure to look at the associated footnotes and see the CCSS Machine member groups/resources cited.

14) From the Section “Implementation Challenges”:
a) there are several complex and inter-related ones. Setting a tone of ‘us vs them’, here are what are considered to be challenges for the government:
i) student interest and engagement in ‘worker supply’
ii) parents lack ‘career awareness’
iii) youth do not grasp ‘viable’ tracks for prosperous futures
iv) businesses need better ‘career profiles’
v) communication needs include apprenticeship ‘design signals’ for skills needed
vi) more early career counseling especially for ‘middle skills’ to elevate the dignity of workforce apprenticeships
vii) increase ‘stackable credentials’, increase transportation for participants; increase P3s especially for flexibility in alignment.

eo13801cycle

15) Warriors, of the 26 action steps (which I gave in my latest video), will begin on Page 21 of the Report. Six steps will involve education/credentialing; Four will expand access, equity and career awareness. Three steps will go toward attracting businesses. The largest group belongs to the administration and regulations for apprenticeships and their implementation (which will be no doubt carried by Executive Order 13845’s created National Workforce Council) at 13 steps.

16) The Conclusion of the Report begins on Page 39. The most important information from this section is that businesses, labor unions, non-profits, trade and industry groups, education, and public officials are pleased to answer President Trump’s call to increase this type of programming in America. As Warriors, notice the ‘lifelong learning’ educratic phrase and how education/workforce aligned apprenticeships will break down American silos.

ctefail

Related Resources:

1) From 2017, an open letter to anyone who teaches CTE. From my heart, hard questions about why anyone would NOT fight what their job is being turned into.

2) From early July 2018, all the reasons WHY we should exercise our American citizenship responsibilities to HALT our government in its tracks.

3) From 2016, the Heads Up and Made in America White House created initiatives helped ramp up the marriage between U.S. Dept. of Education and U.S. Dept. of Labor.
(*Note: look at the recent White House events centered around “Made In America”. Consider these events were right around the time the new CTE Law was signed.)

4) From 2017, I invite you to go back and watch the 4 embedded videos to contrast the continued workforce shift unfolding right before our eyes. See how relevant this information STILL is!

5) From 2015, this pair of articles show you the “Upskilling” going on in America at that time and how it fit into the CCSS Machine’s agenda.

6) From a few days ago, the Women on the Wall conference call where Alice Linahan, Mary Black, and I tie CTE to the CBE (Competency Based Education) which is used by the SEL (Social Emotional Learning) to shift our kids values, attitudes, and beliefs.

Driving this all? The United Nations and its SDGs (Sustainable Development Goals) use of STEM (Science, Technology, Engineering, and, Math) for the global/national economics.

formerdream

(Clipart by ClipArt Library, image is by @commoncorediva)

Closing:

Warriors, this doesn’t have to be our nation’s epitaph! This doesn’t have to be the future our children face, either. We must, I repeat, MUST, protect our families. How? Listen to the closing moments of the Women on the Wall call.

If you’re like me, you recognize the federal government’s propaganda is about to step up to never before seen proportions. CTE, apprenticeships, and all that goes with them are NOT America’s savior. They are NOT your family’s savior in any way, shape, form, or fashion.

There’s only one Savior in our lives, and it ISN’T aligned workforce based education!

Our Savior IS Jesus Christ.
God save us all as we go on from here. Pick up your swords, my Warriors.

mylipstick

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Anybody Got a Fan?!

My fellow anti CCSS/Fed Ed/ESSA Warriors. I’ve recently finished combing through the NC Draft ESSA (Every Student Succeeds Act) Plan. I’m not a fan of what I read. If your State has released a draft, please get your hands on the information! NC’s is a whopping 145 pages of anything and everything connected to education…and the workforce. I looked up our neighboring State (SC). Theirs is 84 Pages.

I did try to find some other neighboring State’s ESSA Plans as well. Why? I was curious to see just how unique each Plan is shaping up to be. After all, we’ve been told time and time again, ESSA returns control of education back to the States. (*Note: if you’ve followed my blog for a long time, you know how full of BS what we’ve been told is.)

I did see some of the same things in SC’s Plan that I saw in NC’s. Coincedence, no!
Both contain the federal level requirements each State must adhere to.

For example, what type of graduates each State will have. Below is SC’s:

scessaplan
You can find the legislation which made this Profile a SC State Law:

To see and study SC’s ESSA Planhttp://ed.sc.gov/newsroom/every-student-succeeds-act-essa/draft-consolidated-state-plan/

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By contrast, here is NC’s Graphic:

ncessaplan

If you have wondered why BOTH NC and SC have the 4Cs (Critical Thinking, Collaboration, Creativity, and Communication), it’s because the P21 (“Partnership for 21st Century Learning Skills”) has both NC/SC  as ‘member States'(along with several other States). *Noteworthy: The “Partnership” has been a CCSS Machine member group for quite a while.   On the http://www.P21.org website, you can find 50 College/Career Readiness resources. CCR (College and Career Readiness) is also another name for Common Core State Standards. CCR is embedded in ESSA (Every Student Succeeds Act) ) Find the resources here  **Be sure to look for the ‘grit’, ‘workforce readiness in middle school’, and, more.

From Page 25 of NC’s ESSA Draft Plan:

ncessaplan1By July of 2015, NC had a “The Constitutional Mandate to Provide an Opportunity to a Sound Basic Education: An Update and a Recommendation”. Oddly enough, this 2015 Mandate is NOT all that different from the current NC ESSA Plan which will be submitted to the U.S. Dept. of Education later in 2017. To see the mandate, click here. If you’d like to see NC S561, click here.  To see NC’s ESSA Plan
*********************************************************

What We Can Learn From Both NC And SC To Apply Elsewhere:

1) Both had the 5 or 6 federal mandates of ESSA laid out in their Plans.
{These will all be consistent with the Secretary of Education’s authority}:
a) Long-Term Education Goals
b) Consultation/Performance Management toward Long-Term Goals
c) Academic Assessments
d)  Accountability and Support for School Improvement
e) Supporting Excellent Educators
f) Supporting All Students

2) Both will continue education which aligns to College/Career Readiness (aka Common Core, Career Tech Education, etc.).

3) Both will continue to update OR create State-level laws to support the educational shift FROM academics to skill based workforce.

4) Both appear to have no plans to cut the ties with the CCSS Machine member organizations we find so entrenched in our lives. (Example: Pearson, P21, Council of Chief State School Officers (CCSSO), etc.)

5) Both will continue to include non-educators in the education process.

6) Both will continue to see Workforce Education efforts and legislation.

7) Both will more than likely continue their membership statuses in P21, CCSSO, and the other CCSS Machine member groups steering the shift in education.

8) Both will continue to workforce skill based assesssments like ACT Aspire, WorkKeys, etc.

**BOTTOM LINE: None of the State ESSA Draft Plans will differ MUCH from what is in place now. What’s in place now IS CCSS/CCR/CTE aligned. It will stay that way, but be called “Challenging State Academic Standards”.
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Other Things Of Note From NC’s Plan:
 I wanted to leave you with some other key items of interest.

1) U.S. Dept. of Education’s Date Stamp: 12/22/16 (NC’s ESSA Draft Plan expires 11/30/19).

2) From Page 2, ESEA’s (Elementary and Secondary Education Act of 1965) Section 8302 sets out in that the U.S. Secretary of Education is permitted to establish procedures/criteria after consulting with the State officials. Our State Education Agency then submits the Plan. The Secretary must establish every program in Section 8302 including the State’s materials and resources for education. (*Note: ESEA’s Section 8302 is Optional Consolidated State Plans or Applications. ESSA’s Section 1005 is simply titled “State Plans”. Do not be fooled by the simple title.)

2a) Also on Page 2, every State’s Consolidated Education ESSA Plan must create 1 comprehensive way to improve ‘outomes’ for students.

2b) Included in Page 2’s language is that all State Plans must meet the requirements of Section 427 of the General Education Provisions Act. (See a screen shot below)

section427
3) From Page 3 of NC’s ESSA Plan, Only after the U.S. Dept. of Education approves a State Plan, will these Plans be made public. The preferred method for publicity is to be in a published form.

4) Page 4 reveals our State’s Director of Data, Research, and Federal Policy.

5) Page 17 shows the Federal Program for Monitoring and Support Division of the U.S. Dept. of Ed. From this Division, $463,000,000.00 in federal funds for annual grants are available to school districts. (Watch for an increase in data collection). Here in NC, a Senior Leader Council is used to determine which districts/schools receive our portion of these grants. Based on 3 prongs: i) our Comprehensive Continuous Improvement Plan; ii) to be used by LEAs, charter schools, and non-government organizations to receive competitive federal funds, and iii) the NC Equity Plan (from the NC Dept. of Public Instruction) for data collection.

6) Page 25 tells what is considered as ‘academic indicators’. These are also known as ‘measures’. In order: Academic Achievement, Academic Progress, Graduation Rates, English Language Proficiency, School Quality, and Student Success. Page 28 will show you how the ‘meaningful differentation’ used in these indicators simply means ‘distinct and discrete levels of school performance’. (*Note: the shift from student to the entire school being measured.)

7) Page 29, points you to the School Quality or Student Success indicators. They are, in order: chronic absences, attendance, student engagement, student’s participation in co-curricular activities, physical activity, student participation in the arts, suspensions, teacher engagement, parent involvement, End of Grade exams (or End of Course exams) only in science, the CCR Index (College and Career Readiness Index includes AP Courses, IB Courses, WorkKeys Assessments, ACT, and (here in NC) 5 Diploma Endorsements (these are Career and College, UNC College, NC Academic Scholar, and Global Language). From the bottom of Page 29 to the top of Page 30, this “all schools must be included in the accountability system.” What NC hasn’t figured out yet is HOW to update the indicators above for every school type. How well each State does with this determines the weight of the Success Indicator. Federal education code lays this out, NOT a State’s law!

8) Page 30 goes into the 95 % assessment participation rates as mandated in ESSA. How will the States factor this? What data mining/gathering procedures will be used? How will all the schools without sufficient data gathering, or alternative schools (K-12th) be accountable?

9) Page 33 uses a word we’ve all come to loathe: “rigor”. Yes, we’ll see more of it! However, it’s interesting that once again, it’s the ESEA cited here, NOT the ESSA. Related is Page 38 with its mention of NC’s love for UDL (Universal Design for Learning). According to NC, UDL helps ensure all students will be College and Career Ready.

10) Skipping ahead to Page 97 are the “Challenging State Academic Standards for Math” in NC. They will be the EXACT ones used in the 2016-17 academic year!! “Challenging State Academic Standards for English Language Arts”? They haven’t been released yet, as they are still being ‘written’.

A Bonus Item!! Way back in the pages of the NC ESSA Draft Plan is the gold mine of all those CCSS Machine friendly ‘stakeholders’ in education we have wondered about. Pages 137-140 reveal the ESSA external stakeholders in education. Some we know about (example: Teach for America). Some are a bit surprising to see (example: Americans for Prosperity, NC Branch).

Closing:

Warriors, I’ve laid large chunks of evidence before you to illustrate how much of a farce it seems to be that our States will get to control education in the manner in which it has been explained since ESSA was signed into federal law December 2015.

Please take what you see here, start looking at what your State is doing. How similar is it to what you see here? What has remained the same in your State’s education sytem, what has been updated? What groups are involved?

 

Get Your Free Money Here!

Warriors Against Fed Led Ed, when you hear me mention the CCSS Machine, you know I am referring to the P3 (Public Private Partnerships) controlling EVERYTHING connected to education in America. Everything from the laws to the curriculum is included.

When I say “Fed Ed”,though, are you thinking only CCSS (Common Core State Standards)?

Fed Ed means SO much more! Here are the top examples: Common Core, Career Tech Ed, Career Tracks/Pathways, Career Clusters, Next Gen, STEM, College/Career Readiness, Challenging State Academic Standards, Future Ready, 21st Century Skills Ready, AP, IB, Dual Enrollment, Early College, Community Colleges, Public Universities, some Private Colleges, Learn to Earn schools, and all the other connecting entities/programs in PreK to Grad School.

Because there is SO much ‘fed ed’, that means there’s LOTS of federal money (aka: your taxpayer burden) to be had.

What’s more, is the CCSS Machine is just itching to help you not only SPEND that money in your schools, but can show you how to get it!

 
The Money Train Stops Here:

Recently, I saw an article (link is below) about groups sold out to Fed Ed. These groups want to be the ONES to guide you to get the most E-Rate funding for your school possible.

Knowing I’ve written at least 2 articles about how the federal government has used this seemingly innocent fee on your phone bill (or your internet bill) to ram CCSS Machine reform down our throats, I knew I had to find out more. Especially knowing how full of digital upgrades and technology purchases ESSA (Every Student Succeeds Act)  has written in as requirements.

ESSA has also tagged roughly $850 million just for these activities alone.That’s a hefty taxpayer burden, don’t you think? What happens when all that ‘free to your schools’ money runs short? Who picks up the tab? The citizens! Either through an increased tax burden OR a bond (taxes paid later over  a long period of time). Trouble is, either way, those paying taxes now will be impacted as well as those who will be paying taxes in the future!

Think of it this way, our money used against us in the name of progress/success/readiness.

Group #1:   “Funds for Learning (FFL)” (website: https://www.fundsforlearning.com/)
fflessa

How I found “FFL” was through this article:
https://www.cdw.com/content/cdw/en/resources/maximizing-e-rate-updated-program-is-custom-built-for-connectivity-in-schools.html (*Note: in the screen shot above, you’ll see the main point I focused on, the ConnectEd Initiative. ESSA has portions of ConnectEd embedded: Digital Promise, Computer Science for All, and more.)

Here’s an excerpt from the article, where I learned more about E-Rate/ConnectEd:
Most critically, the agency shifted its funding focus to meet the digital goals outlined in President Obama’s ConnectED initiative: Now, instead of helping schools subsidize their telephone bills and basic internet connectivity as it has done since 1997, the E-Rate program is focused on helping schools obtain affordable high-speed broadband connections to campus (known as Category 1 funding) and Wi-Fi equipment and services (known as Category 2 funding) so they can enable high-capacity digital classroom instruction.The change couldn’t have come at a better time, according to John Harrington, CEO of Funds for Learning, an E-Rate consulting firm. “The need is so great for connectivity inside of schools, and the E-Rate program as it’s designed now is custom-built for this,” he says. “It’s a real game changer.””
(*Note: In ESSA, Title One funding has been shifted, too. In that shift are the ‘capital purchases’ schools must make. A capital purchase example is buying computer equipment. Where you’ll find this shift ‘hiding’ is in the update from ‘targeted student support’ to ‘whole school support’.)

Other, need-to-know, highlights of the article include:
1) The author, He
ather B. Hayes, goes on to share top tips for schools to get all the access to the ‘free’ E-Rate funding. That is, after she laments that many K-12 schools aren’t lining up in droves to get this ‘free money’.

2) Mentioned in Hayes’ article are (Group #2) CoSN (Consortium of School Networking), (Group #3) Universal Service Administrative Company (USAC), and, The e2e Exchange (Group #4).
(*Notes: A) CoSN is a sold out CCSS Machine member and is actively helping redefine what student readiness should be! See: https://commoncorediva.wordpress.com/2016/07/09/ready-or-not/
B) USAC is also sold out to the CCSS Machine.
See how: https://commoncorediva.wordpress.com/2016/09/06/your-home-or-bust/  )

3) It appears school leaders are having trouble applying for the E-rate funding due to the EPCs (E-Rate Productivity Centers). When I looked these Centers up, it lead me right back to USAC (see #1). Below is a screen shot of the 4 step process. The Centers help you
gain discounts when purchasing digital services for your schools/libraries.

erateproccess
To see the entire illustrated process:
 http://usac.org/_res/documents/sl/pdf/handouts/application-process-flow-chart.pdf

4) E-rate Funds will be spread out over the next 5 years.

5) The Funds are not meant only to be used for digital technology, but curriculum and other school wide accessed programs/services/resources.

6) Lots of ‘help’ is available to those school leaders applying..non-profits with CCSS Machine agenda are only happy to offer guidance through the mandatory 28 day bidding competitions.

7) If you’d like to see the FCC (Federal Communications Commission) document about E-rate funds in schools/libraries:
http://transition.fcc.gov/Daily_Releases/Daily_Business/2016/db0912/DA-16-1023A1.pdf
(*Note: the federal law this activity is protected under is the Communications Act of 1934 (and all its amendments.)

 


Related Resources:
1) My article about the ESSA and digital ”updates”: https://commoncorediva.wordpress.com/2016/02/08/state-digital-education/
(*Note: has ESSA digital/technology page numbers, links to the other ESSA articles directly tied to E-Rate and/or the digital push in education, and more you can use to find the CCSS Machine’s overreach in your State.)

2) The USAC’s Schools and Libraries Committee leaders and their duties:
http://www.usac.org/about/about/leadership/sl-committee.aspx

3) The Funds for Learning Partners:
https://www.fundsforlearning.com/FFLServices/affiliations.php (*Note: SETDA (State Education Technology Directors Association is among them. You can find out more about them in my article above in #1.)

4) e2e Exchange is the nation’s leading entity when it comes to E-Rate consulting. Below is their “Connectivity Gap” illustration:

e2eex
To see the leaders of e2e Exchange: http://www.erateexchange.com/about.htm (*Note: be sure to watch the almost 2 minute video from the President.)

5) The Gates Foundation funds awarded to CoSN:
 http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database#q/k=CoSN

6) The OLC (Online Learning Consortium’s Feb. 2015) pdf on ‘Tracking Education’:
http://www.onlinelearningsurvey.com/reports/gradelevel.pdf (*Note: Pearson is a partner!)

7) The OLC received over $2 million for digital/technology educational alignment from the Gates Foundation in 2015: http://onlinelearningconsortium.org/news_item/online-learning-consortium-expands-digital-learning-initiative-gates-funding/

Closing:

Warriors, no matter who is elected, ESSA and all its mandates, requirements, and related CCSS Machine member groups are going to keep going on with their agenda.
We must use information like this to help expose this agenda.

Envisioning You

A few days ago, I shared with you all kinds of ‘ACTions’ being taken in regards to shifting American education to national credentials with international data collection. At the close of that article, I also shared we would take a closer look at the Envision entity (that is the international data collector).

If you are a bit confused, do not fret. Quite simply, Act, Inc. has several workforce/competency education based assessments that are becoming increasingly prevalent in not only education (some states as young as 3rd grade), but employment centers as well. The goal? Aligning your skills with a path of work. Where Envision comes in is helping match people with jobs all the while collecting, sorting, and sharing their data across the globe. Why? Global workforce. Remember, the Envision portion is supposedly so you can become a better you.

In case you missed the article where I laid out how Act, Inc. and Envision are joined at the hip in educational reform for workforce purposes, see: https://commoncorediva.wordpress.com/2016/06/20/skill-building-the-ccss-way/
(*Note: be sure you access the joint study on 21st Century job readiness by Act/Envision.)

If you missed the follow-up article about how the education reform business (yes, it appears to be a business, or at least conducted like one) is using the workforce based education in each State for job development and how global companies are jumping on board to make it all happen, see:
https://commoncorediva.wordpress.com/2016/06/21/shrills-call/
(*Note: this one was so truthful, it got me blocked on Facebook!)

 


Enter Envision:

The website: https://www.envisionexperience.com/
The mission: ‘POP (Power of Potential)’ is their short answer. Looking a bit deeper, however, you will find the same old pro CCSS/CBE (Common Core State Standards/Competency Based Education) rhetoric: digital learning which is personalized, gives the best critical thinking, promotes collaboration, AND helps Johnny and/or Suzy change the world! Sign up and your student can have all this learning wrapped up in FUN, too!
See the entire ‘mission’: https://www.envisionexperience.com/our-story/our-education-philosophy

How does a student get selected to become an Envision participant? Grade point averages, assessments scores, and career interests. Since the Envision programs begin early and go all the way to Grad School, thousands of students are involved. See: https://www.envisionexperience.com/our-story

For the record, Envision is known as Envision EMI and is a LLC which is privately held AND for profit. This is according to the Better Business Bureau. I am including the link to show you the other names Envision has gone by. See if you recognize any of them.
See: http://www.bbb.org/washington-dc-eastern-pa/business-reviews/lecture-and-seminar-bureaus/envision-emi-in-vienna-va-7001305/

So, who owns Envision EMI? Gryphon Investments. Why would we need to know about Gryphon Investments? The CCSS Machine is BIG, and is loaded with money. Follow the money, find the agenda, and locate the participants. Gryphon is a private equity company. Many private equity companies, as well as, venture capitalism companies are already hard at work helping the CCSS Machine with education reform, right under our noses. They also know data collection/sharing/selling is a hot commodity.

To see Gryphon’s portfolio list of companies: http://www.gryphon-inv.com/portfolio/
(*Note: related is the shift in management of Envision, which pointed me to Gryphon: 
http://www.businesswire.com/news/home/20120605006213/en/Envision-EMI-Names-John-B.-Richards-CEO)

Also for the record, Envision has a troubled past when it comes to education and politics. What do I mean? Their involvement in a lawsuit surrounding one of their programs, a Presidential election, and promises made which were broken. Notice the range of ages involved, notice the events. Consider the impressions these young minds were receiving. See:  http://www.dc2009-settlement.com/

envisionlaw

Now that you have a good idea of the KIND of entity Envision is, let’s see how they are shaping our students. Remember, according to the website, the ‘fun learning’ begins in 3rd grade. Through programs with the NYLF alphabet soup-like title in front of the descriptions.

NYLF stands for ‘National Youth Leadership Forum’. See the screen shot below and notice the NYLF topic for STEM, (Science, Technology, Engineering, and Math).
(*Note: If you haven’t heard me before state how STEM is the motivation behind Common Core, consider this, STEM jobs are being touted as a huge economic factor in America AND across the globe! If you haven’t seen the evidence of how I came to this conclusion, ask me. I would love to place the evidence in your hands.)

NYLFele

The NYLF topics in Middle School add to the STEM and include politics. Dig deeper, and you will find CCSS Machine members/groups guiding the discussions surrounding politics, as well as providing the classroom resources.

As an example, check out the NYLF Middle School Presidential Inauguration topic. Discovery Channel is the guiding entity. How is Discovery Channel a CCSS Machine Member? I featured their education arm (Discovery Education, aka Discovery Learning) in my previous published article about Skill Based Learning and the companies behind it. See: https://commoncorediva.wordpress.com/2015/05/07/tech-thursday-upskilling-america-part-2/
(*Note: legislation is backing up the shift in education from academics to workforce, as seen in Part 2, as well as Part 1. Also, be sure to access the CCSS link of Discovery Learning’s search results.)

Envision in High School NYLF topics? STEM, politics, business, leadership (global, of course), and more. See: https://www.envisionexperience.com/explore-our-programs/high-school
Since all this effort is being put into global workforce, global education, and global citizens, let’s see what CCSS Machine member organizations are behind the NYLF Global Leaders topic, shall we?

Oh my, Warriors, one of them is Harvard University! How have I proven Harvard is in bed with the educational reform and the CCSS Machine? In one word: Pearson. In a few more words, their joint project called Pathways to Prosperity, which helped birth the global career pathways and tracks we now have.

If you haven’t seen the evidence, see my article:
https://commoncorediva.wordpress.com/2015/01/08/tech-thursday-national-career-pathways-network/ (*Note: this article embeds several other ones with even more evidence. My original Harvard, Pearson expose can be found there. It was from Nov. 2014.)

Harvard is hardly the only culprit in helping Envision with its NYLF Global track. There are other universities as well. There is also the Leadership Initiative. Before we look into them, look at the screen shot. What do you notice? (hint: date!)

leadglobal

The Leadership Initiative:

The website: http://www.lichange.org/
Among Board members are representatives from Exxon-Mobile and Harvard University (two well known CCSS Machine member organizations). See: http://www.lichange.org/board/
Among the Advisory Board, you can find Siemens and CitiBank, two more well known CCSS Machine member organizations. See: http://www.lichange.org/advisory-board/

Here is a screen shot of the press release linking Envision, Leadership, and Harvard.
envisionlead
To see the entire release (as well as others): http://www.lichange.org/press-releases/

Warriors, do not get me wrong, there is nothing wrong with addressing human needs. We have been doing so since time began.

However, as I have stated before, when EVERYTHING is run through the CCSS Machine of ‘global this’, ‘global that’ and for the ‘collective good’, it is enough to make you scream!

Why? Collective thinking kills individualism. Global everything keeps the focus away from your immediate environment and forces you to not only look outward, but take it all in as acceptable. Consider how the brain develops. Not everyone can understand ‘collective globalism’ at an early age OR if their development inhibits their understanding. As the brain develops we DO understand immediate environment, we are geared to create close relationships.

Common Core, College/Career Readiness, Career Pathways, STEM, STEM Pathways don’t work because they go against the natural flow of not only our thinking, but our way of living. As a result ANYTHING connected will alter our lives as well.
The Bottom Lines:

1) The CCSS Machine agenda ruins not only education, but quality of life.
2) When your national and local levels of government knowingly (or unknowingly) endorse, support, or instigate the efforts of the CCSS Machine, they might as well as find themselves sitting in a corner of their offices!
3) Instead of each person being the best they can be, the true CCSS Machine vision is for collective good where personal best cannot exist.

Warrior Mindsets:
3) Think ‘Martin Luther’ and grasp his ire at the church which inspired him to find 95 truthful facts and nail them to the door.
4) Think the ‘Apostle Paul’ and his thorn in his side. He didn’t let the pain it caused stop him. Embrace that spirit of ‘never quit’.
5) Think ‘Joan of Arc’ and her willingness to die for what was true, good, and right. Re-enact her fierce stare, her defiant stance, and her strong voice.

So, which Warrior will you become? What mindset will you adopt? What bottom line will you erase as a result? We, those opposed to the CCSS Machine, are their thorns; their truthful witnesses; their worst nightmare. We, those opposed, will NOT give up, never surrender our freedoms. We, those opposed, outnumber them. Coincidence? Hardly.

Ed For Sale

Greetings Anti CCSS/Fed Ed Warriors! The Weekend News is here! What can we learn from the CCSS Machine? In a short sentence: how the global education business market is growing.

A Recent Webinar:

Just a few days ago, I was among many who joined in a pro CCSS backed group’s webinar for how educational business/services can a) capitalize on the recent passage of (Every Student Succeeds Act, ESSA); b) go global with education; c) make big sales for their companies; and d) drive education as we know it straight down the tubes.

Which group was hosting? The Gates Foundation funded EdWeek, of course! What global educational consulting firm also joined the frey? The ISC (International School Consultancy). If you haven’t heard of ISC, they are based in the United Kingdom and are the oldest global education consulting group of their kind. Because of this, it was shared in the webinar, the ISC has the historical educational data to back why going global is a great thing for all of us. Among the nations attending this webinar, the most were from the U.S.A., while the next 2 biggest attendees were the U.K. and the United Arab Empire.

About 2 months ago, EdWeek launched its Marketplace, where educational business, services, and those seeking such, can get information. I was invited to join the Marketplace, so I could get all kinds of research. However, at $750.00, I decided to pass. Besides, why in the world would I support the Gates Foundation’s backed group by purchasing their research?

It was the Marketplace portion of EdWeek presenting in this webinar. According to Kevin (from Marketplace), the virtual store is where gaps of what K-12th education needs meet business providers. Thus a harmonious bridge is created. Aren’t we so lucky….Among some of the provisions are Next Generation Science Standards/Assessments, Data Mining tools, etc. Kevin also stated the ESSA is for business ‘a canary in a coal mine’ opportunity. WiseGeek.org says that for governments and businesses the phrase means a ‘harbinger of the future’. (See: http://www.wisegeek.org/what-does-it-mean-to-be-a-canary-in-a-coal-mine.htm)

According to one of the slides from the Webinar, Bill Gates has predicted the education businesses (especially digital) will increase by 50% or $1.1 billion dollars. Driving the sales? Ed Tech (supposedly higher quality education/more personalized learning/evidence based results based on proven technology)

What I Have Seen/Heard:

As one who has researched the stuffing out of the ESSA, I can tell you, the increased amount of P3s (public private partnerships), businesses/educational services will increase dramatically. LEAs (local education agencies) and SEAs (State Education Agencies) will be able to open their federally provided funds up to anyone offering any type of business/service which can be related to student success (aka: student outcomes, competency based mastery, college and career readiness, post-secondary readiness, and student achievement).

Warriors, we should NOT be the last to know this information! Why do I say this?
a) The EdWeek Research arm recently partnered with the National School Superintendent’s Association to conduct a study on ESSA friendly PD (Professional Development).  I have shared with you in the past how aligned to CCSS, the School Supers Association is.
b) a recent meeting I attended hosted by the North Carolina Dept. of Public Instruction was full of folks from P3s either imploring the DPI for ESSA federal funds or employing more people from those P3s (and new ones) for educational purposes! Among the most sought after? SEL (social emotional learning) My point? The pro side is wasting NO time in getting the message out. Since the state I live is in already hopping on the bandwagon, yours probably is too!

More We Need to Know From Both Hosts:

The CCSS/ESSA slanted Webinar also shared the following information:

1) Educational business and services are golden opportunities for America.
2) School leaders WANT more personalized learning (as based off Digital Promise research). (*Note from my research: Digital Promise is a huge portion of ESSA.)
3) With more personalized learning comes better data tracking via student CBE (competency based education) progress.
4) SC, MS, ND, KY, and KS lead the nation in ELL (English Language Learning) digital education content.
5) Professional Development for teachers is slowly embracing the digital shift.
6) OERs (Open Educational Resources) are popular with teachers now and are better aligned to the CCSS than previous resources. OERs also are a great business profit maker because your company can help purchasers save school funding.
7) The ESSA will give educational businesses not only more money, but give schools better accountability, too. (*Note from my research: ESSA’s main damaging points are the national assessments, the accountability of the States to the U.S. Dept. of Ed and the funding which unites all this.)
8) Non-academic education businesses/services will also have opportunities to cash in.
9) Consider all of the above as opportunities for experimentation in education, especially how our students/teachers are measured.
10) EdWeek is helping the gradual building of international education marketing and trends. In 2015, around $15.2 billion was made by those participating. ISC shared that the tuition market for profits is about $39 billion and will increase to near $90 billion by 2026. Fee based education is a huge portion of the global education aspect. All this means the global economy is very healthy and that enrollment population is increasing.
11) English is being considered the language of business, therefore the need for ELL alignment is paramount for globally recognized credentials. In the screen shot below, notice the EMEM (Engish-Medium Education Market). This is something we will see increase via ESSA and other moves.

iscglobal

12) Global education has 4 benefits, the top 2: labor/quality learning
13) Inclusion is a top need for those being globally educated. Globally educated students are best fed by curriculum which supports inclusion.
14) There are over 200 International School Associations.
15) UAE (United Arab Empire) leads the world in the most international schools.
16) Curriculum trends find that UK based resources and IB (International Baccalaureate) are among the most used. (*Note from my research: IB Curriculum is not only UN/UNESCO based, it’s main contributor is a noted leftist.)
17) ISC noted that the most measured global assessments they track are the IGCSE*, the IB Diploma Program, the PSAT and SAT, and the GCEA*. (*IGCSE stands for “International General Certificate of Secondary Education”.) The University of Cambridge developed this over 25 years ago. To learn more:
 http://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary-2/cambridge-igcse/
(*GCE stands for General Certificate of Education; the GCEA, from what I can find refers to only one level of GCEs. There are GCE-As, GCE-A2 levels. Combined, the 2 levels have 31 career based tracks you can earn your Certificate in. There is also a GCSE (General Certificate of Secondary Education). There are 41 career based tracks available at the secondary level.)

Warriors, does this sound familiar?! Career Pathways, Career Clusters, Career Technical Education….all part of the CCSS Machine!! To see more about GCEs:
http://ccea.org.uk/qualifications/gce; to learn more about GCSEshttp://ccea.org.uk/qualifications/gcse

Closing:

I will be taking a more in-depth look at the ISC and reporting what I find in the upcoming week. In the meantime, here are some resources you can access:
The EdWeek/ISC Webinar slides: ISCed
How GCEs are tied to PearsonNEA1516 (*Note: NEA stands for ‘Non-examination assessments’)

Up to Speed

stopfeded
Now, more than ever!

Greetings, Anti  CCSS Warriors! Anti Fed Led Ed Warriors! As we saw and heard yesterday, we have much work to do. While the CCSS Machine continues its course on grinding down our nation, we know the ESSA (Every Student Succeeds Act) will indeed play a massive part in the process. We know that the upcoming re-authorization of the HEA (Higher Education Act) will also play an equally massive part.

While the U.S. Senate listened to the citizens (or didn’t listen), our first action is to ensure their return to the Senate after the November 2016 races DOES NOT happen. Why? Look at those who voted to usher Dr. King in as the next Secretary of Education. Most are career politicians! If they aren’t career members, they are folks who have sold out to the Status Quo for education. Let us join together to make sure their Status Quo stance is no longer acceptable! To see just who voted for Dr. King, who didn’t, and who skipped the opportunity to vote, see:  https://pbs.twimg.com/media/Cdi1wmJVIAAcr8V.jpg
A bit hat tip to Michelle Malkin for this.

kingcon

A huge thanks to every Warrior who voiced their dissent publicly via the #StopJohnKing Action Page. We have a big hat tip for the U.S. PIE (United States Parents Involved in Education) and the PJNET (Patriot Journalists Network). Both these groups joined forces to create the campaign. Thousands of messages were sent to the U.S. Senate! We were successful in this campaign on several levels. 1) We influenced 6 members of the U.S. HELP Committee to change their first vote of confidence for Dr. King to a ‘no’ vote at the second meeting. 2) Several Senators have voiced big concerns and think Dr. King is the wrong man for job. This means they are listening! 3) Public records will now reflect our voices and will be superior evidence. When Senators seek our votes, we can use our evidence to hold them accountable!!

A big thanks, to you my blog followers for being patient with me as I put aside the blog long enough to help lead the #StopJohnKing efforts. Trust me, as big, deep, and wide as the CCSS Machine is, there will still be plenty to research and write about.

In the meantime, I am embedding the last two articles I wrote before the Twitter campaign. They were ‘hot’ enough to get me blocked on Facebook both days. The articles will discuss the movements of the CCSS Machine in aligned education in ways you wouldn’t think matter.
The Pearson article: Gender Intelligence and Career Tech Education, CCSS alignment.
It is a 2-in-1 article.
See: https://commoncorediva.wordpress.com/2016/03/07/pearsons-gi-more-alignment-in-the-workplace/
Then, the connections between voting for education bonds in your state (using NC as the example) and the CCSS Machine. It includes a video presentation which is great on information and definitely not a slick production. My goal was to get it out there before the NC Primary (3/15/16), but as important as voting is, we need to know what our local governments are trying to pass over us as if we couldn’t see the connections.
See: https://commoncorediva.wordpress.com/2016/03/10/update-ccss-cte-stem-and-connect-nc-bond/

Thank you for your continued trust in my research. Thank you for your teamwork.eddesserts

Weekend News: Training for Assessments, Pearson Style

We've seen it thousands of times in CCSS, CTE, CCR...assessment-mania!
We’ve seen it thousands of times in CCSS, CTE, CCR…assessment-mania!

Yes, anti CCSS Warriors, we know how toxic the CCSS aligned assessments are. We also know how life altering those CTE/CCR assessments are when it comes to laying out a career track our students our students are locked into. We also know how much Pearson Publishing is making off these assessments, which by the way are all the way from PreK to graduate school!

BUT, did you know there’s a training facility, led by Pearson, to groom educational leaders in all the latest FORMATIVE assessment moves? That, my fellow warriors, is the focus of the news for this weekend. The previously published articles I’ve written about the formative and summative assessments will be included (for background or review) at the end of this article.

The Assessment Training Institute:

As I’ve shared with you before, I get all kinds of invitations for educational webinars, conferences, and other related events. So, finding out about this upcoming formative assessment on-line leadership meeting (is to happen 11/17/15), is an example. I don’t buy into the hype, but what I look for is the group or groups hosting such pro CCSS rhetoric. So, when I searched the internet for the Assessment Training Institute, I wasn’t surprised to see “Pearson”, but would there be any other surprises I’d find? Let’s see….

The website: http://ati.pearson.com/
The target audience: teachers and school districts
The products/systems ‘chatted up’? MAP and Skills Navigator
The host expert: Richard J. Stiggins

How long has the Assessment Training Institute been around? Since 1992, according to the website. It was founded by Stiggins. The goal? “to help classroom teachers develop skills needed to gather accurate information about student achievement and to use the assessment process and its results effectively to improve achievement.”  They also spread their assessment knowledge…ATI consultants are practitioners with extensive experience implementing the principles of high-quality classroom assessment at the classroom, school, district, and university levels.”
If you’d like to learn the whom the other experts are and the goals related to student assessments ATI has, visit: http://ati.pearson.com/about-ati/

Before we move on to the assessments themselves, you will definitely want the posters ATI offers teachers and others who are using assessments on our students. The first one contains the 7 reasons using assessments for students is a good thing: ATI_poster_7SAL  The second one is all about the qualities of formative assessments: ATI_poster_KeysQCA

Be sure you look at the ATI’s professional papers, especially this one which ties the assessments to the CASL (Classroom Assessment for Student Learning) to the JCSEE (Joint Committee on Standards for Educational Evalutation). Why would I point you to this particular paper? I’ve shared with you previously just how toxically aligned JCSEE is to the CCSS Machine! (see: https://commoncorediva.wordpress.com/2014/12/02/ftf-create-they-know-your-school-do-you-know-them/)
To access the CASL/JCSEE paper: JCSEE Student Eval Practices Symp Paper 2009


So, What’s a MAP? What’s the Skills Navigator?

MAP stands for ‘Measure of Academic Progress’. I found a great FAQ MAP pdf from a school district in Maryland which spells out what MAPs do, what students receive the assessment, and more. See: mapfaq

This school district didn’t create the MAP, nor did ATI, just what group did? The NWEA. The NWEA stands for “North West Evaluation Association”. What’s interesting is that the intended purpose of using MAP was to REDUCE the amount of assessments. I was able to track down a pdf from a Connecticut school district where they revealed MAPs have been used for a number of years. Here’s an excerpt from that pdf: “A main motivation in adopting MAP is actually to reduce the amount of testing. There is no reason to gather the same student performance information from multiple sources—we don’t need three or four reading comprehension measures if one provides enough actionable and reliable information.” You might be interested in what else this CT school district’s document shares. See: CTMAP

So, on to NWEA, we go! Their website: https://www.nwea.org/
Here’s a screen shot you need to see:

Creators of not only, MAP, but Skills Navigator and CPAA (Children's Progress Academic Assessment)
Creators of not only, MAP, but Skills Navigator and CPAA (Children’s Progress Academic Assessment).

You should check out their business partners: https://www.nwea.org/business-alliances/
NWEA is a global, not for profit organization. From the NWEA’s “About Us” page, you can see USA school leaders extol the virtues of the MAP. Visit: https://www.nwea.org/about/, then scroll down until you see the embedded video (it is 2:50 minutes). To see the group’s history and learn who the founders are: https://www.nwea.org/about/history/
If you are like me, you may want to know who funds the NWEA. I was able to find the Gates Foundation’s recent grant to NWEA for the Next Generation System Initiative.
To see the grant: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2015/09/OPP1135897
To see what the Next Generation System Initiative is, first see the screen shot below, then access the entire press release by using the website address provided:

http://www.gatesfoundation.org/Media-Center/Press-Releases/2011/01/Next-Generation-Learning-Challenges-Seeks-Promising-Tools-That-Can-Help-Students-Get-Ready-For-College
http://www.gatesfoundation.org/Media-Center/Press-Releases/2011/01/Next-Generation-Learning-Challenges-Seeks-Promising-Tools-That-Can-Help-Students-Get-Ready-For-College

To see NWEA’s information on the Skills Navigatorhttps://www.nwea.org/assessments/skills-navigator/
To see NWEA’s alignment to the CCSS and other ‘state led’ standards: https://www.nwea.org/assessments/standards-alignment/

Did you know the NWEA has a Growth Research Database? Yes, according to a 2009 NWEA press release celebrating the state of South Carolina’s alignment of MAP to state standards, NWEA does indeed have one. Here is an excerpt:NWEA delivers computerized assessment services to more than 3,400 education agencies and approximately 4 million students. Additionally, its Growth Research Database, the most extensive collection of student growth data in the country, provides a rich source for the study of academic achievement.’ Below is a Growth Data infograph chart. In my research, and from other’s against CCSS, we know this infograph is misleading, and on purpose!

https://www.nwea.org/resources/growth-assessment-data-infographic/
https://www.nwea.org/resources/growth-assessment-data-infographic/

While the NWEA has recently updated their website and the Growth Research Database isn’t as easy to find as it once was, I did find a 2006 NWEA report geared toward the use of the GRD to show the skills and achievement gaps in education. Here’s a quote you might find revealing,Northwest Evaluation Association’s (NWEA) Growth Research Database (GRD) one of the most expansive repositories of longitudinal data on student growth in the country. The database comprises data of interest to education researchers, including assessment data gathered from NWEA member districts. These data provide a detailed look at academic growth, and aggregated proficiency levels. In addition, the tests from which the data are derived are more sensitive for low-and high-performing students, giving a more accurate picture of achievement.’ To see the entire report: https://www.nwea.org/content/uploads/2009/08/409_AchivGapStudyFinallowres_111006a.pdf

To see the other NWEA research (which details many subjects about CCSS) resources: https://www.nwea.org/resource/type/research-report/
(*Note: if you look all over the NWEA site, you can find the MAP ties to SBAC and PARCC!)

Now, knowing  all this, combine it with the data mining Pearson has going on not only our students, but our teachers as well. It doesn’t take much to see how Pearson’s ATI and NWEA are working together. However, is there proof? Let’s see.

On page 10 of the NWEA’s 2015 publication, Assessment Integrity E-book, you can find  Pearson’s ATI, not by name, but by the founder’s name (Stiggins) of ATI and other ATI associates!  This E-book is slam full of all kinds of CCSS aligned programs, measurements, and ‘supportive research’. You will want to pour over this document with a fine tooth comb. Get it: NWEA-Assessment-Integrity-eBook

Another place you can find both Pearson and NWEA working together: The CCSSO (Council of Chief State School Officers)

Related articles:

https://commoncorediva.wordpress.com/2015/02/03/ftf-tuesday-comprehending-assessments/

https://commoncorediva.wordpress.com/2014/11/15/sic-em-saturday-when-your-faith-based-school-uses-ccss-assessments/

https://commoncorediva.wordpress.com/2015/03/02/monday-musings-purposed-embedding-for-the-core/

https://commoncorediva.wordpress.com/2014/10/22/wybi-wednesday-assess-obsess-then-assess-again/

Weekend News: CCSS School Officials Alignment

The CCSS Machine is turning our school officials into puppets. Are we really OK with this?
The CCSS Machine is turning our school officials into puppets. Are we really OK with this?

While our attention is focused on the re-authorization efforts of the CCSS/CTE, data mining, high stakes assessments laden HR5, S1177 and the HEA, we need to stop and consider that also included in these bills are the teachers, the principals, the superintendents, and all the other school officials in between. I’ve brought you news in the past about the national groups for these leaders and their CCSS/CTE activities. It’s time to see if anything new is in the works. This article will be quite in-depth, but if you know a school official, or are one who is fighting CCSS, please use the below information to help STOP Common Core!

NAESP (National Association of Elementary School Principals):

Before we look at the most recent alignment activities, I’d like to remind you of what I’d previously shared with you. It was back in April 2015 that I uncovered the NAESP’s webinar geared to instilling ‘grit’ into our elementary schools. Here’s a brief excerpt, “…presentation on ‘Grit’ to the NAESP (National Association of Elementary School Principals), April 9th, 2014. It was titled “Grit, Mindset, and Determination: The Key to Leading by Influence, Grades 1-8”To read the rest of the article, as well as being able to access the highlighted webinar, see: https://commoncorediva.wordpress.com/2015/04/01/wybi-crystal-clear-common-core/

So, what’s the latest for NAESP’s involvement with CCSS/CTE? Plenty. On their website you can see their supportive positions on the re-authorization of the ESEA (Elementary and Secondary Education Act) via the HR5 and S1177.) You can see how they believe that by making sure a child is on point by the end of 3rd grade their ability to graduate with readiness for college, career, and life. Below you’ll be able to see a screen shot of the CCSS guide for NAESP members to use. You can read the entire guide: common core checklist_2_22_2013as

This guide from 2013 is still in use by Elementary School principals who belong to the NAESP.
This guide from 2013 is still in use by Elementary School principals who belong to the NAESP.

If you’ve not seen it, the NAESP has a 12 step guide for elementary principals for CCSS, too. This guide is also part of  a partnership between NAESP, Achieve, Inc., the NASSP (National Association of Secondary School Principals), College Summit, and MetLife Insurance. If you didn’t know it, several insurance companies are backing CCSS/CTE. (See my article on “Prevent Common Core” website:
http://preventcommoncore.com/?p=1154) To get the 12 step guide: http://achieve.org/publications/implementing-common-core-state-standards-role-elementary-school-leader-action-brief
Before we move away from the elementary principals, be sure you go to their website to get the other pro CCSS materials they have. You’ll find a dialogue guide for coaching conversations, CCSS and technology, CCSS and PARCC assessments, and a ‘synthesizing’ tool. Visit: http://www.naesp.org/common-core-state-standards-resources


NASSP (National Association of Secondary School Principals):

Their website: http://www.nassp.org/ Back in February 2015, I delivered this article to you for your use as a tool to fight CCSS/CTEhttps://commoncorediva.wordpress.com/2015/02/13/fom-friday-ccss-cant-be-wrong/ In this article, you found the Gates Foundation funded ASCD (Association for Supervision and Curriculum Development), the Hunt Institute, Colleagues on Call, TIMSS (Trends in International Mathematics and Science Study), the Carnegie Foundation, IDEA Partnership, Council of Great City Schools, and the CCSSO (Council of Chief State School Officers) are connected to the secondary principals.

So, is there anything new going on in the secondary principals’ lives that continues to connect them to CCSS/CTE? Let’s find out! Top on their “Action List” is the re-authorization of the ESEA. They are in full support of the moves to see either HR5 or S1177 turned into law. See: https://www.votervoice.net/NASSP/Campaigns/42272/Respond

From earlier this year, a webinar devoted to the ties between NASSP, Common Core, and Literacy:

Then, there’s also a video from earlier this year concerning the College/Career Readiness Math Standards for NASSP members:

You also may find the level of community partnerships, politics, and their “Breaking Ranks” program of interest in your War Against the Core. For “Breaking Ranks”, see: http://www.nassp.org/Content/158/BRFrameworkExecSummary.pdf
To see their Community Partnership motives: http://www.nassp.org/Knowledge-Center/Topics-of-Interest/Community-Partnerships
To see how the NASSP encourages principals to use politics to their advantage: NASSPpolitics

The School Superintendent Association, (AASA):

This association has been written about 5 times on my blog. The first one was back in Sept. of 2014. Since then, I’ve given you much more information about them. One of the articles they are featured in is found above (look in the NASSP’s section and find “Can’t Be Wrong”) In the other 4 articles you can find:
how AASA has been key to the past EdSurge conferences where much alignment to not only CCSS, but CTE as well. See:
(https://commoncorediva.wordpress.com/2015/06/08/monday-musings-ccss-tech-schedule/)
*Note: This article will also link to another one of my articles where AASA is exposed (look for “UpSkilling Part 2)
In this article from April 2015, you can read about one of AASA‘s leading members who’s knee deep in CCSS/CTEhttps://commoncorediva.wordpress.com/2015/04/23/tech-thursday-caps-via-career-pathways-is-still-ccss/

Upcoming for the secondary principals is their 2016 Conference, in the promotion of this conference,you can find the #1 theme of the 7 major topics is CCSS. You can also see that how secondary principals and school board members are a big topic. I have to wonder if the NAESP‘s coaching conversations guide will be used. See the other main themes: http://nce.aasa.org/attend/ You may also want to know that of the 3 key note speakers, one will be addressing ‘disruptive innovation’ for your school’s improvement. You can find out by clicking on ‘general sessions’ under the “ATTEND” tab.

There will also be ‘thought leaders’ at this conference. Among those leading you to more CCSS/CTE will be a NC resident. His name? Dr. Mark Edwards. To learn just how tied to Pearson, digital alignment, and more he is, see my fellow anti Warrior, LadyLiberty1885′s blog for her research into his educational foray. She has 3 articles on him. See: http://ladyliberty1885.com/?s=Mark+Edwards 

AASPA (American Association of School Personnel Administrators):

From their ‘About Us’ section, AASPA is the only organization that specifically targets and represents school personnel professionals.  If you are a personnel/human resource administrator, personnel support staff, superintendent, principal, or graduate student interested in this field, you will benefit from AASPA membership.” The section also shares how this group has grown to include other nations as well.

While I’ve not previously written about this particular association, I have written about their product, TrueNorth Logic. See: https://commoncorediva.wordpress.com/2015/02/04/wybi-the-gtn-of-north-carolina/ In  this article, you can find out what the AASPA would prefer you didn’t know about their data mining activities, how NC and other states have signed onto this system, and how TrueNorth Logic is tied to the CCSSO (Council of Chief State School Officers). To see what the AASPA tells you about TrueNorth Logic, see: http://www.truenorthlogic.com/cp/AASPA/

AASPA just wrapped up their 2015 Conference (Oct. 13-16, 2015). Was CCSS/CTE there? Let’s see. Geared for those in the HR (Human Relations) departments of schools, this conference covered data mining.management, state, local, and regional initiatives to positively impact those in the education workforce, lots of compliance issues from the U.S. Dept. of Labor, quality teacher prep for Americans to be ‘classroom ready’, performance measurements and organizational alignments combined with cultural shifts in communities and how they can be used in your school districts, an example from an SC school district where state and local standards, enrollment data concerning students and how school officials can use both for success, how the ESEA‘s updates will impact school officials, and more. See: http://media.wix.com/ugd/14e560_f68c4e0461034eeeae13248bed06b3bf.pdf

In their upcoming December 2015 Conference, you’ll find Human Capital as the theme. See the screen shot:
AASPAhumancapital
What’s a bit disturbing about this upcoming event, is that while it’s aimed at school leaders, it still uses ‘human capital’ in referring to employees. It also states that it’s okay to have ‘Principals as human capital managers’. My question to this is, since we know that the CCSS Machine forces alignment of not only students, teachers, principals, and others, just how much of the HR5/S1177 will this type of conference include? We already know that school counselors are being pursued diligently to align their guidance to CCSS/CTE (see my previous article, https://commoncorediva.wordpress.com/2014/10/10/fridays-post-breaking-news-you-need-to-know/)

When I searched the AASPA‘s site for “Common Core” I didn’t find anything with that name. However, if you consider their bylaws, the association is in full support of upholding whatever’s going on in public education. See their bylaws, http://aaspa.org/wp-content/uploads/2015/07/AASPA-Operational-Handbook-June-2015.pdf (*Note: the page with the most telling information is page 6)


Closing:

Are there other efforts to align our school officials to all things CCSS/CTE? Sure there are. Just a couple of weeks ago, I shared with you how AIR, Inc. is doing so.
See: https://commoncorediva.wordpress.com/2015/10/03/weekend-news-college-career-readiness-updates/ (*Note: look at point #3) 

FTF: “Human Capital”: The ‘New’ Name for Citizens

How the Initiative behind all that Common Core encompasses SEES your students like this.
How the Initiative behind all that Common Core encompasses classifies your students. 

Well, Anti CCSS Warriors, Labor Day Weekend 2015 is behind us. Yet the Common Core State Standards and its Initiative (which includes CCSS, Career Technical Education, College and Career Readiness, Aligned Apprenticeships, STEM, and SO much more) continues to grind away at our students…of ALL ages. How does an upcoming UN General Assembly play into all this? Let’s find out today! Then, catch me tomorrow morning on my weekly guest radio appearance as we discuss this and more about ‘human capital’!

First, the Upcoming Assembly:

The United Nations (UN) is getting set in to have its General Assembly. When is it? September 15, 2015. Where will it be held? In New York City, New York. How will education, especially geared to become ‘human capital’, be involved? Read on, my fellow Warriors!

Secondly, the “Human Capital” Agenda:

What is the definition of ‘human capital’? Well, that depends on which resource you use. For example, I’m using the “World Economic Forum” descriptions as evidence. Why the WEF? I chose this one as it uses the UNESCO/WHO/ILO (United Nations Educational Scientific and Cultural Organization/World Health Organization/International Labor Organization) and other international groups’ pillars for ‘human capital’! While I’ll share the entire report’s link with you, here’s an excerpt which will explain the pillars of being ‘human capital’.

“The Four Pillars are:  The Index a) The Education pillar contains indicators relating to quantitative and qualitative aspects of education across primary, secondary and tertiary levels and contains information on both the present workforce as well as the future workforce.  b) The Health and Wellness pillar contains indicators relating to a population’s physical and mental well– being, from childhood to adulthood. c) The Workforce and Employment pillar is designed to quantify the experience, talent, knowledge and training in a country’s working–age population. d) The Enabling Environment pillar captures the legal framework, infrastructure and other factors that enable returns on human capital.”

The Report will go on to share with you that in all, there are 51 indicators of measuring humans as ‘capital’. In Pillar A, there are 12; in Pillar B, there are 14; in Pillar C, you’ll find 16; and in the last Pillar, D, there are 9. Below is a screen shot of Pillar A (they refer to it as “Pillar One”).
pillarhumaned

Also featured in this report are all the ‘sub-categories’ used to measure citizens. Among them: their private data, their talents, and, their well-being. Get the entire report:
WEF_HumanCapitalReport_2013 (Please note, this report is from 2013, but the information is still very important to those of us in the War Against the Core. It is also over 500 pages.)

Human Capital via OCED (Organization for Economic Co-Operation and Development) and the UN:

Back in 2009, there are was a meeting hosted by OCED. A big topic, which was receiving much attention, was ‘human capital’. The entire pdf presentation is included in this article for you, but, I’ve got a screen shot you need to see.
2009humancapital

One of the ways to measure ‘human capital’ revealed in this pdf presentation was the PISA assessments. (PISA stands for Program for International Student Assessment). The Warriors at “What Is Common Core” have an article which I’m including the link to. Questions 33 are 34 concern the PISA and CCSS. See: https://whatiscommoncore.wordpress.com/tag/pisa/  Then contrast that with the OCED’s CCSS and PISA report. See: http://www.oecd.org/pisa/keyfindings/PISA2012-US-CHAP4.pdf
Once you read their ‘rhetoric’, be sure to balance it with the real truth about PISA and CCSS! See my fellow anti CCSS Warrior, LadyLiberty1885’s scorcher about Pearson Publishing’s ties to the PISA. Access: http://ladyliberty1885.com/2015/03/04/pearson-is-everywhere-pisa-2018/

Get the 2009 OCED pdf presentation: OECD2009

Back to the Upcoming UN General Assembly:

So, my fellow Anti CCSS Warriors, what will the 2015 UN General Assembly hold for education? Well, aside from the above, the Assembly will consider 2 resolutions which will definitely have MORE aligned education/human capital components! One resolution contains the MDGs from the UN (Millennium Development Goals). Of those goals, at least 2 will further the UN’s push for ‘global education’. One goal will target the youngest learners; another goal will use educational lessons to further the social justice surrounding gender issues. To see all the MDGs: http://www.un.org/millenniumgoals/
To see the Resolutions for adopting more MDG/educational/human capital programs, visit:
http://www.un.org/en/ga/search/view_doc.asp?symbol=A/res/69/244
http://www.un.org/en/ga/search/view_doc.asp?symbol=A/res/65/1

To see the entire UN General Assembly schedule: http://www.un.org/en/ga/info/meetings/69schedule.shtml

To join the radio broadcast in the morning (Wednesday, 9:30 am), call the BlogTalk Radio Network’s “Negdog Radio” at 347-843-4165. Questions are welcome! Please remember, due to the appearances on both the morning radio show and my usual participation in the Women on the Wall conference call, I will not be posting a Wednesday article. Be sure that on Thursday, you’ll get a new article of anti CCSS information! (Women on the Wall’s free phone number is 302-202-1110, conference code: 702165.

RMT: Don’t Look Now, NC! CCSS/CTE Overload!

The CCSS Machine's rolling over every state in its path to do WHATEVER it can to align our students!
The CCSS Machine’s rolling over every state in its path to do WHATEVER it can to align our students!

While all our heads were turned toward D.C. this past week, our states kept rolling on in their CCSS/CTE ways. The ‘riddle’ today (since it is “Riddle Me This” Sunday) is “What did NC get while while ESEA re-vamping was happening in Washington, D.C.?” In short, the answer is ‘CCSS/CTE Overload’! As always, if it’s going on in one state, it’s going on in the rest of them.

NC DPI’s Announcement:

First, on 7/9/15, how NC’s proficiency rate is one of the best in the USA. Here’s an excerpt from Dr. Atkinson, NC’s State Education Superintendent (AND the president of the Chief Council of State School Officers; 1/2 owner of the CCSS copyright), ““North Carolina has set high expectations for our students,” said State Superintendent June Atkinson. “We know that today’s competitive economy requires more in order for our students to be well-prepared for success. The challenge before us is to ensure that our schools are equipped and staffed to help students reach these goals.””

To see the entire press release which reveals NAEP’s (National Assessment of Education Progress) figures for NC: http://www.ncpublicschools.org/newsroom/news/2015-16/20150709-02
To have the NAEP’s graphic for NC: mapping-factsheets

 

Then, a Newsletter Highlight:

As we’ve noticed in all things CCSS related, the timing is precise. While one CCSS related activity is going on, others to support it are either in the works or just appearing. Case in point, NC’s ‘new’ Academic and Digital Learning upgrade. An avid reader of my blog and fellow anti CC warrior sent me a tip and requested I look into this. Here’s the tip, “I get the various DPI updates , this was in the July Web highlights.” Then, my contact shared what you see below:

4. Academic and Digital Learning Launches New Website Academic and Digital Learning recently launched a new website that provides easy access to its divisions that include: Career and Technical Education, Digital Teaching and Learning, Exceptional Children, Home Base, K-12 Standards, Curriculum and Instruction, and the NC Virtual Public School. To learn more about Academic and Digital Learning and how it prepares students beyond graduation for work, further education and citizenship, please visit  http://www.ncpublicschools.org/academic-digital-learning/.​” (*NOTE: NC’s Virtual Schools are accessible by all educational choices, including homeschool students)

 
So, How “Recent” is Recent, NC DPI?

In trying to access the rest of the July 2015 news items from NC DPI, I stumbled upon a January 2015 newsletter where some of the ground work for this appears to have been announced. What do I mean? Here’s a ‘sample’,

Coming in July 2015!  Logging into Home Base with the IAM Service The IAM Service will be replacing the “PowerSchool Login” after the 2014/­2015 End­ of­ Year processing, July 6. With this change, all North Carolina K­12 students and employees will login to Home Base applications using their NCEdCloud username and password. The accounts are currently available and LEAs and Charter Schools can begin providing students and employees their accounts at any time. Employees can follow the “Claim Account” process described in For Teachers and Staff on the NCEdCloud IAM Website (ncedcloud.mcnc.org). Students’ accounts will be issued by their teachers, who have access to their students’ usernames and initial passwords. Parents will continue to use the PowerSchool Parent Portal for access to their student’s information. Identity and Access Management (IAM) is one of the NCEdCloud initiatives for the K­12 community of North Carolina and provides LEAs and Charter Schools a tool to help manage the authentication and authorization needs of students, employees and guests (and eventually parents) in accessing cloud­based resources. It provides self­ service capabilities to all end users, and delegated administrator capabilities to LEA and Charter School technology leadership. The actual service is being provided by Identity Automation and the IAM infrastructure is hosted in Amazon’s AWS, a robust environment providing expandable capacity as well as increased stability. “

What’s more is that in the same Jan. 2015 newsletter, an effective digital teaching course was being offered (course began in Feb. 2015). Here’s the screen shot, the website to access the Jan. 2015 entire newsletter is included.

http://www.ncpublicschools.org/docs/homebase/updates/biweekly/2015/20150108.pdf
http://www.ncpublicschools.org/docs/homebase/updates/biweekly/2015/20150108.pdf

 

From That July 2015 Website Address:

From the website provided in the tip my anti CCSS buddy sent, I was able to find all kinds of information about Career Tech Education, Common Core, and more.
First, the website address: http://www.ncpublicschools.org/academic-digital-learning/

On the website’s main page, you’ll read this ‘lovely’ information, “This area of the agency encompasses Standards, Curriculum and Instruction, Digital Teaching and Learning, Career and Technical Education, Exceptional Children and the NC Virtual Public School. Area functions address all State Board goals but focus primarily on preparing students beyond graduation for work, further education and citizenship” Among the major tools to cause the preparation> NC’s Standard Course of Study (code name for CCSS) and Home Base (data mining). Assessments will be in BOTH Standard Study/Home Base.

If you’d like to see the 2009 NC, Career and Technical Education’s Strategy and thus, makeover to align to CCSS, strategic-plan

If you’ve followed my blog very long, you know I’ve provided scores of facts, documents, and other related information into NC’s total CCSS Machine alignment. My warriors, NC is far from the lone participant in this, as you can well attest to. I know it’s in every one of our states of residence. It has to be. The workforce/economy components of the reshaping of America are to encompass ALL 50 states, territories, and military posts.

Supporting all this alignment? “Programs that support digital teaching and learning are reinforced by legislation and policies for implementation of legislation.” Source: NC DPI’s Digital Teaching and Learning Policy page. (http://www.ncpublicschools.org/dtl/policy/ )

One of the main laws requiring adherence? The ESEA (Elementary and Secondary Education Act of 1965), which is currently in a state of re-vamping. Which leads us back to the current events in D.C. ESEA is ‘boss’ in every state of the United States.! What other laws support the alignment of America? NC’s Digital Teaching and Learning page, offers links to all the federal agencies involved: http://www.ncpublicschools.org/dtl/policy/regulations/ (*Note: NC’s DPI didn’t provide the state legislation, only the federal level)


One last note, the funding to help support the digital teaching and learning? E-rate! (see: http://www.ncpublicschools.org/dtl/resources/funding/) Related resource you can use, my previously published look into what some of those ‘pesky fees’ on your phone bill actually do in regards to all the digital education: http://preventcommoncore.com/?p=1223

The path that leads in a circle soon gets you nowhere.
The path that leads in a circle soon gets you nowhere.