Tag Archives: post secondary education

FTF: Education Degradation

boyernation2
For those of us finding ourselves fighting against the modern education reform (Common Core, Next Generation, College/Career Readiness, Career Tech Education, etc.), it is increasingly alarming when the degradation of our nation is turning up in textbooks. The textbook above, is one geared for high schoolers, but there is also a post-secondary companion book. Both are FULL of not only CCSS, but a degraded view of America.

For today’s ‘From the Files’, we will look at how this ties to the global agenda which is part and parcel of the CCSSI (Common Core State Standards Initiative). This Initiative is alive and preserved in educational laws of the ESSA (Every Student Succeeds Act) and the HEA (Higher Education Act). The Initiative is also embedded in the labor law, WIOA (Workforce Innovation and Opportunity Act).

Where You Can Find the CCSSI in the ESSA:

As I have previously researched, written, and shared, the CCSSI is in 4 distinct locations of the ESSA, both in the Final Conference Report (the over 1,000 page document) as well as the Final Law Version (391 pages).

Back in January 2016, I wrote a series of articles designed for those running in elections so the candidates would be as armed as possible with HOW the ESSA would impact their districts, states, and our nation. It was in the second article of this series where I explained WHAT the CCSSI is. See this excerpt, “What do I mean by the CCSS Initiative? Simply put it refers to the entire scope of not only the CCS Standards, but the agenda which accompanies it; the resources (including curriculum and assessments); and ANYTHING else connected to the Common Core.” (*Note: if you missed that article OR simply wish to see what other evidence I presented, https://commoncorediva.wordpress.com/2016/01/25/school-board-special-part-two/)

Since College/Career Readiness, Career Tech Education, etc. ARE parts of the Initiative, as well as connected to Common Core, the Initiative can be found in the HEA, too! See: https://commoncorediva.wordpress.com/2015/12/05/weekend-news-essas-untold-ties-to-hea/ (*Note: this article also shows you exactly HOW the WIOA is part of the Initiative as well!)

 

The Global Aspect of the Initiative:

This previously published article of mine, from 2015, will use the global ties to CCSS (and all its other names) as an example of where those in other States can find their global ties! See: https://commoncorediva.wordpress.com/2015/11/09/monday-musings-global-readiness-and-ccss/

This article about the UNESCO/CCSS Ideology exposed a K-12 textbook in use in the classrooms. See: https://commoncorediva.wordpress.com/2016/01/21/ccssunesco-ideology-anyone/ (*Note: It also points you to the 21st Century UNESCO living goals. America has its version of these, too!)

 

The “American Nation” Book From Above:

According to Amazon, the secondary textbook was published by Harcourt (a well known member of the CCSS Machine) back in 1994.  However,  if you look closely at the screen shot above, you see Holt, Rinehart, and Winston (HRW). HRW is part of the Houghton Mifflin Harcourt Publishing Company. Hougthton Mifflin Harcourt is most definitely part of the degradation in education!

Notice in the screen shot above the author was Paul S. Boyer. If you do not know much about Boyer, that is about to change. Let’s start with the biography of his from the American Historical Association (https://www.historians.org/publications-and-directories/perspectives-on-history/may-2012/in-memoriam-paul-boyer) Below is a screen shot of it. Be sure to click on the image to enlarge it in another tab on your computer. It is there you can see his ties to not only the UN (UNESCO), but Harvard (another well known member of the CCSS Machine).


boyerbio
Be sure to listen to his interview where he discussed both books, the American Nation and the Enduring Vision. Notice how he is referred to as the ‘driver of a bus’. This means he is steering students to what to read, learn, and buy into! It is important to point out, as well, that much of the interview is geared for religion being included in history. The interview is in two parts: Part One is directly below.

See: 

Part Two: 

Did you notice how the author shared that the books were (in 2009) on their 7th edition and how the constraints of the publisher dictated how many pages had to be excluded or shortened? This means not near as much content can be included in what students, high school or in post-secondary, learn!

The visual evidence of the American Nation textbook can be seen below. These are the pictures shared this past weekend on Twitter, both to my @commoncorediva feed and elsewhere by at least 6  dedicated anti CCSS/Fed Ed Warriors!

Source of this photo: http://www.evilworldnews.press/2015/10/18/new-world-order-in-school-book/
Source of this photo:
http://www.evilworldnews.press/2015/10/18/new-world-order-in-school-book/

Here is another look at the same high school textbook:

Amazon has this textbook ranked as one of its best selling textbooks.
Amazon has this textbook ranked as one of its best selling textbooks.

As far as the post-secondary Enduring Vision? It is part of Cengage Learning. I first wrote about the ties to CCSS/CTE and Cengage back in 2015 in a two part article set about ‘Upskilling our Nation’. See Part 2, where you can see HOW Cengage is tied to the degradation in education: https://commoncorediva.wordpress.com/2015/05/07/tech-thursday-upskilling-america-part-2/

Below is a screen shot of how I was able to tie Enduring Vision to Cengage:

http://college.cengage.com/history/us/boyer/enduring_vision/5e/instructors/themes.html
http://college.cengage.com/history/us/boyer/enduring_vision/5e/instructors/themes.html

You can find the Enduring Vision on Amazon, too. Here is a screen shot of what I found when I chose the ‘Look Inside’ feature.

cengagevision

Boyer and the UN/UNESCO:

As far as I can tell Paul S. Boyer can be found among the documents of the UN (United Nations). You need to know there is also a Paul D. Boyer with the UN. Paul S. is recognized as a historian, Paul D.  is recognized as a scientist. You can access this brief UN file of noted people/books where you will find Paul S. Boyer. Note the other topics and read their brief descriptions as well. I have not been able to find out WHY these people/books are grouped this way. That is certainly a question which needs answering.
Access the file: Veryshortintro

UN/UNESCO and the Global Education Movement:

Related to the topic of today’s article is this 1996 UN Report on Global Education. Why this one? Boyer’s first publication date of the textbooks featured above has been reported as 1994. This 1996 Report is just two years after that. You can find, on page 81, the heading Education Reform for Change. America is specifically mentioned here. Get the entire ReportUN1996

From my previously published work, this excerpt, “This article details the plan for global Common Core (or Common Core-like) education through the year 2030.
It ties the UN, UNESCO, the Gates Foundation, and others together. Not too surprising if you’ve fought the CCSS Machine for awhile, but if you’re new to the battle, this is a vital piece.” See the article I am referring to:
https://commoncorediva.wordpress.com/2015/05/20/wybi-global-ed-for-all-through-2030/

Closing:

I thank those Warriors who have shared their findings with me and who have asked for my help in finding out more. Knowledge is power, so keep the information coming. I will continue to do my best to research any leads. As far as exactly WHEN and HOW Boyer shifted from the interviews above to the pictures you see has yet to be uncovered. What is clear is that the words spoken and the words printed do NOT reflect the same message.

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Tech Thursday: Lifelong Skills or Lifelong Sentence?

Think this is alignment? Wait until you read the fine print in their publications.

Anti CCSS Warriors, the above picture is one I featured in a previous article, but serves my topic for today very well.

Since the ESSA (Every Student Succeeds Act) is now law,  CCSS (Common Core State Standards) will NOT be a phrase you see. BUT it will be there all the same. The name has changed, but the agenda is STILL the SAME!

We know the new law uses ‘college and career readiness’, “challenging state academic standards”, STEM, and “Career Tech Education”.

Since the CCSS Machine (which includes all the OTHER names of CCSS, as well as the government involvement and the private businesses in bed with them) is so great at the ‘confuse them with a name change’ tactic, it will not surprise me to see even more new phrases being used as code for Common Core State Standards!

One example that you may, or may not, of seen/heard:   “Lifelong Learning Skills”

Before we move into where I found this ‘new’ phrase, look at a dictionary’s entry for the word “lifelong”:  lasting or remaining in a particular state throughout a person’s life

Anti CCSS Warriors, did you catch that? “Remaining in a PARTICULAR state “. When applying this definition to ‘learning’, I do not think it means what the CCSS Machine wishes you to believe it says!

Think about it, if we are to be educated and truly learning something, it will be impossible to remain in the same state of learning throughout one’s life.  As we grow and mature, so does our learning capacity, as intended. However, we have seen enough evidence which is credible to know ANYTHING connected to the CCSS Machine’s educational reform of America will NOT give our students the foundation necessary for natural brain development or learning which will help them mature naturally.

So just where did I find this “Lifelong Learning Skills” used in relation to the ‘Common Core State Standards’ alter personality “College and Career Readiness”? The College and Career Readiness and Success Center (CCCRS) housed in AIR (American Institutes of Research)!

In preparing for one of my latest radio interviews, I found this 2015 Report from the College and Career Readiness driven entity.  AIR is funded by many pro CCSS/CCR/CTE groups. At the top: the U.S. Dept. of Education!

You might like to know that the CCRS also has an overview guide for each of the states which had defined what ‘college and career readiness’ meant back in 2014. We know CCSS is NOT preparing our students for colleges and it is creating paths etched in confinement for careers.

Much like anything else the CCSS Machine has ground out in propaganda, the phrase ‘college and career readiness’ is hot air. So, how dumb does the CCSS Machine think Americans are? Dumb enough to think a name change will be enough to pacify us!

To see the College and Career Readiness and Success Overview Guide (2014) of what college and career readiness is defined by state by state:
CCRS Defintions Brief_REV_1

What you will find in this Report are the 6 reoccurring themes which include MORE exaggerated language. You find ‘grit and perseverance’ among the six themes.
It is important to note that there are many other themes, but this 6 are repeated state-by-state more than the others. Where have we heard the ‘grit’ phrase before? It was included in the U.S. Government Report titled “Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century”.

Also of note, not every state had a college and career readiness definition in this Overview. For example, the state I live in, NC, was not included. So I searched for what the definition is and found that it is almost  the same as another state not included in the 2014 Overview either! To see the almost word for word copies, I give you the two states I compared, NC and FL.

Here is FL’s definition from their State Dept. of Education, Students are considered college and career ready when they have the knowledge, skills, and academic preparation*  needed to enroll and succeed in introductory college credit-bearing courses within an associate or baccalaureate degree program without the need for remediation. These same attributes and levels of achievement are needed for entry into and success in post-secondary workforce education or directly into a job that offers gainful employment and career advancement.” (the star denotes that you will need to follow another link to see what parameters ‘knowledge, skills, and academic preparation’ are to the FL DofEd) See the rest:
http://www.fldoe.org/schools/higher-ed/fl-college-system/college-career-readiness.stml

Here in NC’s definition as featured on the Hunt Institute’s website. Set in motion since 2014, “In North Carolina, students are considered career and college ready when they have the knowledge and academic preparation needed to enroll and succeed, without the need for remediation, in introductory college credit-bearing courses in English language arts and mathematics within an associate or baccalaureate degree program. These same attributes and levels of achievement are needed for entry into and success in post-secondary workforce education, the military, or directly into a job that offers gainful employment and career advancement.” To see what else the Hunt Institute supplies you as far as the way NC game to this definition, see:
http://www.hunt-institute.org/wp-content/uploads/2015/05/Did_You_Know_CareerCollegeReadinessDefinition_20150430.pdf

Anti CCSS Warriors, consider this:
If the states are using canned versions of the definition, how easy do you think it will be for each state to truly have a choice when it comes to NOT having Common Core (which hides behind the name ‘College and Career Ready Standards’)??

So when do the ‘Lifelong Skills’ come into play? Read on!

LLSbyAIR

From the introduction of the Lifelong Skills Report, this excerpt,Lifelong Learning Skills (LLS) provide the foundation for learning and working. They broadly support student thinking, self-management, and social interaction, enabling the pursuit of education and career goals. Collectively, LLS are the means by which students master academic content and translate knowledge into action. There is a growing consensus among researchers that LLS are discretely identifiable and actionable levers of support for meeting college and career readiness(CCR) objectives. Below you will see just one  of the evidence based research tables which are offered up as ‘credible sources’ for LLS and CCR.
LLSCCR
This is just the first table (critical thinking)! There are 2 more, one for self-regulation (image a pre-K,  K, or a special needs student being 100% successful at this expected behavior) Following this  is the SEL (social and emotional learning) table. Remember, anti CCSS Warriors, plenty of behavior intervention is planned for America, which will most definitely include social and emotional manipulation!

What follows these tables of How LLS will be interwoven into CCR, are the ASSESSMENTS!
See below:
assessLLS
Directly preceding the above graphic in the official report will be a note about an annotated bibliography. The Bibliography has this in the description, “…what lifelong learning skills are, how they impact and relate to college and career readiness and success outcomes, and how they can be taught and measured in the classroom, across the pre-kindergarten to workforce (PK-20W) spectrum.”

To get the AIR ‘Lifelong Learning Skills Report’ (2015): CCRS Lifelong Learning Skills Policy Considerations_0

To get the Bibliography (2014); The assessments to be used in measuring college/career readiness or have been used as reference will begin on page 26 and include The SBAC, PARCC, and many others, yet the top of the page tells you few very assessments can truly be used or trusted: CCRS LifelongLearning Bibligraphy
(If you are new to fighting against the Common Core, College and Career Readiness, the SBAC and PARCC are the high stakes assessments the U.S. Dept. of Education gave millions  to create. See:
http://www2.ed.gov/programs/racetothetop-assessment/awards.html
 
Those awarded the millions were all pro CCSS, and guess, what, they are pro CCR, too!)

Closing:

In the title of this article, I asked a question. Do we have an answer yet? I believe we do. While those within the CCSS Machine would like us to believe the Lifelong Skills will enforce College and Career Readiness on a path to success, the evidence (from before the passage of the ESSA was passed  to now) points to a lifelong sentence of going nowhere; of staying stuck; of failing to become what those students wish to become, but becoming exactly what the CCSS Machine determines them to become! Remember, the goal is pre-Kindergarten to career, which means the upcoming HEA re-authorization will be slam full of MORE Lifelong Learning Skills, social and emotional learning, and much more for EVERYONE in post-secondary education!

To see my previous article on the AIR CCRS Center:
https://commoncorediva.wordpress.com/2014/11/13/tech-thursday-collegecareer-readiness-success-and-common-core/

HMH Exposed, Post Your Complaint!!

Just released this morning by Project Veritas, this undercover video is key to the War Against the Core!

I have written about Houghton Mifflin Harcourt (HMH) several times. They publish books for every aspect of education. This includes textbooks, teacher development, and more. They host on-line classes for every aspect of education, too. Every type of school choice is also included in the reach of HMH. In the above video, there is language. There is also a political jab. There is negative talk about home education and charter schools. But most importantly, there is TRUTH we can use.

While helping Project Veritas share this bombshell (as we are asked to do once we watch this), I received a comment from a parent I wish to share. She has mixed feelings about the breaking news.
Her words are paraphrased to protect her identity. “I am happy the news has been broken, but what good will it do? It won’t change anything.”

My fellow anti CCSS warriors, we MUST make sure to use this breaking news as a tool to create enough outrage that things DO change!

We have known,for quite a while, the CCSS Machine’s greed was the driving force. Now we have proof.


ICYM Them, Or Wish to Review:

My articles on just how deep into CCSS and CTE (Career Tech Education) HMH is:
https://commoncorediva.wordpress.com/?s=Houghton+Mifflin+Harcourt

Each will show you alignment for educational leaders, assessments, data mining, religious schools, homeschools, and private schools. You can see partner connections to other CCSS Machine members, see which federal departments are connected, and much more. Information is power, and, my Warriors, we have it!

If You Wish to Voice Your Outrage to HMH:

Hit them up on Twitter (where they have tweeted nothing but more pro CCSS hype) by using @HMHCo
Call the U.S. A. Home office (after all they are a global education company) 1 (800) 323-9239 (Tech Support number) 1-617-351-5000 (Customer Care)
Use the following link for contact information, notice the different areas of education are broken into categories. https://customercare.hmhco.com/contactus/contact_us.html
Better yet, visit the following Customer Care link. Then look at the bottom right hand corner where you will see a flashing gold box “Post Your Complaint” (see below)
You get 3,000 character spaces to voice your views.
http://allcustomercarenumbers.net/Customer-Service-Number-Houghton-Mifflin-Harcourt-013493

HMHcomplain

As you might expect, HMH is feeling the backlash already (see below):
hmhstock

 

The Great Education Experiment

Nothing beats a trained mind, right?

Nothing beats a trained mind, right?

For those of us who are opposed to the illegally based education reform tactics we are seeing sweep our nation, I have some new news for you. We, the anti CCSS/CCRS (Common Core State Standards/College and Career Readiness Standards), know quite a bit about what is happening in education. But did you know the U.S. Dept. of Education is in the midst of conducting an educational experiment on your secondary and post-secondary students?! Read on, my Warriors!

 

The Announcement:

As seen on a website called the National Alliance of Concurrent Enrollment Partnerships (NACEP):

To see the entire picture, visit: http://www.nacep.org/calendar/
To see the entire picture, visit: http://www.nacep.org/calendar/

What Does This Mean?

First, let us see where ‘dual enrollment’ or ‘concurrent enrollment’ phrases are written into the ESSA (Every Student Succeeds Act).
Pages 121, 137, 167 (3 times), 173, 186, 303, 306, 323, 343, 395, 427, 460, 464, 476, 780, 917 (‘concurrent’ is used here in reference to a particular Senate committee and is asking that a posthumous honor be granted),  and 991.

Page 121 applies dual/concurrent enrollment to IB and AP courses (International Baccalaureate and Advanced Placement). Page 137 applies dual/concurrent enrollment to identifying student interests/skills. Page 167 find the dual/concurrent enrollment phrase used 3 times as follows, a) in the title at the top of the page; b) in reference to low achieving students not meeting those ‘challenging  academic state standards’; c) in reference to funding schools receive. Page 173 uses the phrase for secondary school funding. Page 186 finds the phrase used in relation to private schools (see page 185 where the paragraph begins). Page 303 uses the phrase for teachers and their training/licensing. Page 306 uses dual/concurrent enrollment in reference to teacher interns. Page 323 finds the phrase used for school leaders (including teachers). Page 343 shows the phrase used for gifted students. Page 395, more school leadership via the LEAs (Local Education Agency). Page 427 is for the English language learners (ELLs). Page 460, finds dual/concurrent enrollment for underrepresented students (and includes improving student engagement. You will need to read from mid page 459 for context purposes). On page 464, on-line courses, especially those for CTE (Career Technical Education). Page 476 uses the phrase to define STEM curriculum, classes, courses, and exams (aka: assessments). Page 780 will use the phrase for defining the partnerships which must be in place to satisfy the dual or concurrent enrollment. Lastly, on page 991, you will find the phrase is used for spelling out credit bearing courses (will need to begin on page 990 for the entire passage).

 

So What is the Experiment?

From my research, the short answer would be: baiting students, regardless of age, to go through the college and career pathway. However, let us look at what evidence there is.

Before we get to the U.S. Dept. of Ed’s “experiment”, note that the NACEP is promoting the Pell Grants first (Jan.11, 2016) before the Jan. 13th’s webinar for the “experiment”. {see the above screen shot}
According to the NACEP, the 11th’s broadcast will explore the opportunities to ‘leverage’ federal programs (such as the Pell Grants used in post-secondary education) for states and LEAs (local education agencies) to use are much increased, thanks to the ESSA’s passage into law. New funds will be available for the states to use to prioritize dual enrollment.
Then, on the 13th, they will join with the U.S. Dept. of Education to delve into the ‘experiment’.  Sounds so mysterious, doesn’t it?

Well, here is what NACEP wrote about it in a bit more detail, “The experiment will enable high school students enrolled in dual enrollment programs to access federal Pell Grants at participating institutions. Students who have attended a dual enrollment program are more likely to apply to, enroll in, and succeed at college. These students not only benefit from the academic experience of learning at a college level, but often are also better able to picture themselves in college, pursuing a postsecondary degree. To help students succeed in these programs, the Department of Education are seeking institutions offering structured programs that support students throughout the program.”

So the long answer is that the Experiment is looking for educational institutions to continue the CCR (college/career readiness) pathway for our students. States will get more money, students will be more aligned than ever and those profiting will just keep getting richer while our students continue their assigned tracks.

 

What the Fed Said:

https://studentaid.ed.gov/sa/
https://studentaid.ed.gov/sa/

According to the Federal Aid website, here is what I found out. There is a 28 page College Prep checklist for elementary on up to adult students to guide them in 3 areas: a) finding money, b) taking the right classes, and c) choosing the right career. You can access the checklist, https://studentaid.ed.gov/sa/sites/default/files/college-prep-checklist.pdf
According to the checklist, the U.S. Dept. of Education is the MAIN source of funding for students seeking higher education! The checklist also steers you to the U.S. Dept. of Labor’s website, ‘What’s My Next Move?’. See the screen shot below:

See the rest of the pdf: http://www.careeronestop.org/TridionMultimedia/WMNM%20FINAL%20JAN%2007%202013_tcm24-13704.pdf
See the rest of the pdf:
http://www.careeronestop.org/TridionMultimedia/WMNM%20FINAL%20JAN%2007%202013_tcm24-13704.pdf

One direct quote from the pdf document you see pictured above is “What’s My Next Move? is a career planning document designed to assist high school students in managing their education and career plans.”


Immediately following this is an on-line assessment the students should take, then record their scores in the provided blanks.

 

 

The CCSS/CTE/CCR Evidence Hidden in Plain Sight:

Now, where the CCSS/CCR/CTE (Common Core State Standards/College and Career Readiness/Career Technical Education) evidence shows up is all throughout this education/career guide.
1) You can see it refers to on-line assessing, to tailoring your education to that of a career, then you can see where the post-secondary tracks are pointed out via the technical training courses, the community college courses.
2) Then there is the O*NET (Occupational Information Network). This is a huge database of information which not only is accessible to our high school students, but any one seeking a job! It is also housed here in NC!! See this direct quote from the ‘about us’ section of the website, “The Occupational Information Network (O*NET) is being developed under the sponsorship of the US Department of Labor/Employment and Training Administration (USDOL/ETA) through a grant to the North Carolina Department of Commerce which operates the National Center for O*NET Development.”

This entire project is a P3 (public-private partnership). “The  Research Triangle Institute (RTI), the Human Resources Research Organization (HumRRO), North Carolina State University (NCSU), MCNC, and Maher & Maher” are all in tandem with this Network of information. To see what each of the above P3 members do, see:
http://www.onetcenter.org/about.html
Funding the O*Net is the U.S. Dept. of Labor.

3)Notice that both the What’s My Next Move? and the O*Net are partners with the American Job Center Network. Who runs the AJCN (American Job Center Network)? The U.S. Dept. of Labor!  “The American Job Center Network is a unifying name and brand that identifies online and in-person workforce development services as part of a single network.” This quote is from the AJC’s website.
When you visit it to see for yourselves what else is there, be sure to notice the section of the website which points you from the federal level to the state level for Workforce Development. An example from NC (as of 2010) is featured below for Workforce Development. This particular image is what funding NC received from the 2009 American Recovery and Reinvestment Act.

Source: https://www.nccommerce.com/workforce/about-us/plans-policies-reports-initiatives/arra-projects
Source: https://www.nccommerce.com/workforce/about-us/plans-policies-reports-initiatives/arra-projects

4) As you have learned from my research, the Workforce Development aspect of CCSS/CCR is well documented. Part of NC’s efforts in regards to WD (Workforce Development) has resulted in NCWorks. I have exposed just how CCSS(Common Core)/CTE (Career Tech)/CCR (College and Career Ready) aligned NCWorks is. See my article from: https://commoncorediva.wordpress.com/2015/10/10/weekend-news-collective-workforce/
Remember, anti CCSS Warriors, I use NC as example. Your state will also have this kind of one-stop-workforce-education model. Use the American Job Center’s website information to point you in the direction you can find the information in your state.

 

Before I Go:

I wanted to back track to NACEP (National Alliance of Concurrent Enrollment Partnerships) briefly. We know from the above information they fully supported the ESSA passage. But what more can I tell you that points to the CCSS Machine? From their last conference in 2015, the sponsors of the Conference are a Who’s Who Among CCSS Machine members. For instance, McGraw-Hill, ACT, Inc., and Syracuse University.
Many community colleges were involved as well.

If you aren’t convinced community colleges are Common Core/Career Tech aligned, please refer to my following articles:
From 2014, where you can find some of the early roots for alignment: https://commoncorediva.wordpress.com/2014/09/18/tech-thursday-common-core-community-college/
From 2015, where you can read about NC (as an example) for dual enrollment and global ready workers: https://commoncorediva.wordpress.com/2015/11/09/monday-musings-global-readiness-and-ccss/
From 2015, where you can see community colleges and Workforce: https://commoncorediva.wordpress.com/2015/08/01/fyi-post-secondary-common-core-intel/

If you would like to see how Syracuse University is in the CCSS Machine via dual enrollment, be sure to visit the following link. Be sure you note how the pro CCSS Carnegie Foundation is in full support of the SU’s “Project Advance”.
http://www.msche.org/documents/EnhancingAcademicOversight.pdf
googledocPA
This is from the Google Books ‘Intelligent Infrastructure’.


Closing:

One last note of interest, notice that the U.S. Dept. of Education announced this ‘Experiment’ back in October 2015. This was still while Arne Duncan was in charge. Carrying on his work is now, John King. I don’t know about you, but I am beyond flummoxed at the use of our students for educational experiments!

 

 

Weekend News: ESSA’s ‘Untold’ Ties to HEA

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

Warriors Against the Common Core, as you know I’ve devoted much of my research to finding where the CCSS Machine (my name for the all encompassing agenda and parts of the Common Core State Standards Initiative) is lurking in post-secondary education, as well as the other non traditional educational choices of public K-12 schools. In my last article I promised you I would reveal MORE ties between the ESSA (Every Student Succeeds Act, formerly Every Child Achieves Act or S1177) and the HEA (Higher Education Act). The biggest connection which I shared with you in that article was WIOA (Workforce Innovation and Opportunity Act of 2014).

WHY this matters: As I have stated in previously posts and publicly, NO educational choice will escape the alignment embedded in WIOA, ESSA, or HEA! ANY student seeking a post-secondary education (regardless of public colleges, universities, community colleges, for-profit (proprietary) schools, on-line courses, some Christian colleges, or some private colleges/universities) the CCSS (Common Core State Standards), CTE (Career Tech Education), CP (Career Pathways), STEM (Science, Technology, Engineering, and, Math), STEM to STEAM (Science, Technology, Engineering, the Arts, and, Math), CC (Career Clusters), and, AAI, (American Apprenticeship Initiative) will be there! These programs will not respect your natural talents or intelligences; they will not respect those with special needs. Too much misuse of Title 1, 4, and 9 funds; Perkins Funding; and other state funding formulas has already been committed to the joint union of the U.S. Departments of Education, Labor, and Health/Human Services to ignore the purposed alignment, yet, many have…especially the legislators (both on federal and state levels).  We need to also consider that since the labor aspect in woven in to include anyone seeking a job, those looking for employment will also be impacted!!

If you wonder how I’ve been able to connect the CCSS Machine to higher education, please refer to my previously published articles (please note, these are just 3 of the many like them; if you would like more proof, do not hesitate to let me know, I will be happy to provide you with as much evidence as you need):

1) This one gives you a detailed history of how the U.S. Dept. of Education AND the U.S. Dept. of Labor joined forces to align a workforce based education long ago and how the CCSS Machine fits into it:
https://commoncorediva.wordpress.com/2014/10/23/tech-thursday-blast-from-our-workforce-past/
2) This one is a detailed look from this past summer (complete with page numbers and groups helping align our schools for workforce, post-secondary CCSS/CTE):
https://commoncorediva.wordpress.com/2015/09/21/monday-musings-the-boys-are-back-in-town/
3) How the HEA fits right into the UNESCO global agenda of aligned citizens/workers. This one also shows you how the ESSA will do the same:
https://commoncorediva.wordpress.com/2015/09/08/ftf-human-capital-the-new-name-for-citizens/

So, Where’s the HEA in the ESSA?

For a short answer, ties to WIOA and the HEA appear at least 168 times! How did I get this number? Since the ESSA is well over 1,000 pages, I used a keyword search of the document. I used the educractic buzzwords I’ve come to learn from the documents are the key words for CCSS/CTE, Workforce alignment. Below are my results:

Keywords of ‘Perkins Funding’ (for CTE): a total of 8 references to page numbers 38, 123, 132, 516, 677, 939, 993, and 1026.
Keywords of ‘Higher Education’: a total of 64 references to page numbers 33, 35, 137, 167, 208, 302, 304, 315, 318, 338, 372, 387, 393, 397, 402, 431, 437, 439, 460, 470, 473, 478, 594, 598, 599, 608, 611, 625, 628, 637, 639, 685, 687, 692, 694, 728, 730, 731, 780, 781, 802, 847, 848, 898, 952, 971, 972, 991, 1018, and 1043.
Keyword of ‘Career’: a total of 63 references to page numbers 33, 38, 48, 123, 132, 137, 138, 163, 165, 167, 171, 264, 265, 266, 268, 271, 273, 274, 275, 297, 318, 320, 324, 337, 338, 344, 358, 425, 428, 474, 490, 503, 516, 545, 575, 579, 600, 601, 615, 677, 684, 685, 695, 716, 726, 728, 870, 880, 892, 903, 939, and 993.
Keyword of ‘Workforce’: a total of 33 references to page numbers 33, 39, 128, 132, 165, 266, 273, 293, 325, 344, 464, 497, 509, 516, 601, 611, 659, 695, 708, 734, 813, 913, 945, 949, 1049, and 1057.

While I’m slowing working my way through each of these pages, I want you to know that I’ve been able to find out how (pages 32- 36) LEAs (local education agencies) and funding states receive will be used. Note how the funding is used, what groups are to receive it, which groups are targeted.

“(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 (29
 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 postsecondary 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; and
(E) in the case of a local educational  agency that does not reserve funds under
section 1111(d)(1)(D)(v), transportation to allow a student enrolled in a school identified for comprehensive support and improvement under section 1111(c)(4)(D)(i) to transfer to another  public school (which may include a charter  school) that has not been identified by the State  under such section; and
 in paying the costs associated with the direct student services described in paragraph,
 shall—
(A) first, pay such costs for students who are enrolled in schools identified by the State
 for comprehensive support and improvement under section 1111(c)(4)(D)(i);
(B) second, pay such costs for low-achieving students who are enrolled in schools
implementing targeted support and improvement  plans under section 1111(d)(2); and
(C) with any remaining funds, pay such  costs for other low-achieving students served by
the local educational agency.
(d) APPLICATION.—A local educational agency desiring to receive an award under subsection (b) shall submit an application to the State educational agency at such
 time and in such manner as the State educational agency  shall require. At a minimum, each application shall describe how the local educational agency will—
 provide adequate outreach to ensure parents can exercise a meaningful choice of direct student services for their child’s education;
 ensure parents have adequate time and information to make a meaningful choice prior to enrolling their child in a direct student service;
 in the case of a local educational agency  offering public school choice under this section, ensure sufficient availability of seats in the public schools the local educational agency will make available for public school choice options;
 prioritize services to students who are lowest-achieving;
 select providers of direct student services,
 which may include one or more of—
(A) the local educational agency or other  local educational agencies;
(B) community colleges or other institutions of higher education;
(C) non-public entities;
(D) community-based organizations; or
(E) in the case of high-quality academic tutoring, a variety of providers of such tutoring
that are selected and approved by the State and  appear on the State’s list of such providers required under subsection (e)(2);
 monitor the provision of direct student  services; and
 publicly report the results of direct student  service providers in improving relevant student out comes in a manner that is accessible to parents.”

Warriors, if ever there is a time to let D.C. know THIS kind of alignment, abuse of our tax dollars is NOT the best for education or America, it is NOW! The Senate has yet to vote on the ESSA!! Use this kind of proof to alert them we WILL not be conformed to the CCSS Machine’s Workforce agenda!

Remember, there will be more information, proof I will share with you from the pages of the ESSA (which I have renamed for our purposes to mean “Erroneous Socialist Streamlined Agenda”) in the coming days! Remember as well that Sen. Alexander and Sen. Murray (as well as other Congress members in D.C.) have made it clear that what was laid out in the ESSA would be completed in the HEA re-authorization!

Weekend News: CCSS/CTE Catch Up Edition

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For this edition of my “Weekend News”, here’s a takeaway ‘spoiler’: No matter where you are in the War Against the Core, there’s something for everyone in this edition. Regardless of educational choice, CCSS is set to control education.

If you are involved in traditional public education, the CCSS Machine is the most well known. But what about those NOT in traditional public education? It’s solidly there as well. When you look at the agenda behind the illegally based education reform, the goal is total alignment, not just for education, but for our entire nation. Why? Workforce, the economy, and global citizenry.

Common Core and the Special Needs Students:

Here’s the latest information I found from the Learning Sciences International (which is tied to Robert Marzano). You can find out how this social emotional, pro CCSS push is targeting special needs students, their families, their teachers, and other educational staff.
https://commoncorediva.wordpress.com/2015/11/03/ftf-new-ccss-unpacking-guide/

This article, which was published near the end of October 2015, is one you’ll want to read due to its increased push for data mining; parent alignment from the U.S. Dept. of Education, and much more. It also ties to the re-authorization of the ESEA.
https://commoncorediva.wordpress.com/2015/10/26/monday-musings-the-ccss-are-you-kidding-me-files/

This article, from mid October 2015, reveals how IDEA funding and more, are being abused for the post-secondary alignment to all things CCSS, CTE for students with any sort of special needs, or ‘at risk’ students. Even if you do not have a student in either of these populations, it is OUR tax money which funds IDEA
https://commoncorediva.wordpress.com/2015/10/19/monday-musings-idea-when-good-goes-ccscte-bad/

Common  Core, Career Tech Education, Career Pathways, STEM, and the ESEA Re-authorization:

Congress is poised to be voting anytime now on the combination bill where the HR5 and S1177 (Student Success Act and the Every Child Achieves Act, respectively)  This article gives you a review for those who’ve been fighting CCSS for awhile, and for those who are new to the fight, this article can give you a quick look at why we MUST call our Senators and Representatives as soon as possible to HALT the re-authorization!
https://commoncorediva.wordpress.com/2015/11/05/tech-thursday-ccsscte-low-down/

This key article is certainly one anyone needs to read or re-read! If you think the STEM Act of 2015 is a ‘good thing’ for education, I urge you to reconsider!
https://commoncorediva.wordpress.com/2015/10/21/wybi-tying-stem-to-ccss-again/

Common Core, Career Pathways, and STEM for the Babies:

While we’ve heard and read many articles about the mental damage the CCSS brings students; the Universal PreK push, this article gives you a NC based pro CCSS initiative geared for those with children who are newborns all the way to age 5! While this is NC based, it reaches untold numbers outside NC. You can also find another financial institution meddling in education. To date, I’ve been able to find 3 different such cases: one for post-secondary CCSS, CTE alignment; one for the youngest of USA citizens, and one for promoting anything the CCSS Machine grinds out!
https://commoncorediva.wordpress.com/2015/11/02/monday-musings-alignment-for-wee-ones/

Common Core Entities Aligning School Personnel and Others:

This article was geared for a “Halloween” theme, but regardless, it is still vital ‘need to know’ information. During all the research I’ve conducted, I’ve shared many groups seeking to align our school counselors, principals, school board members, and, school superintendents, across the USA. Especially readable for those who are new to battling against the CCSS Machine.
https://commoncorediva.wordpress.com/2015/10/31/weekend-news-those-ghouls-in-our-schools/

Here’s another article where I reveal yet financial institution meddling in USA education for purposed endorsement of all things related to Common Core! This article shows exactly how P3s (public private partnerships) ruin education in support of anything Common Core related.
https://commoncorediva.wordpress.com/2015/10/27/ftf-measure-twice-cut-once/

This article is very detailed in its look at several national groups committed to targeting school personnel. From teachers, on up the ‘ladder’, if you weren’t aware these groups existed, this information is key to your state’s battle.
https://commoncorediva.wordpress.com/2015/10/18/weekend-news-ccss-school-officials-alignment/


Common Core, STEM for Schools via the Export-Import Bank Re-authorization:

If you’ve followed my writing long, you know I’ve shown you how CCSS, CTE, STEM is embedded in legislation that supposedly has nothing to do with education at all, yet, we find pro CCSS programs somehow embedded in them. We saw it in the WIOA of 2014 (Workforce Innovation and Opportunity Act of 2014), and it’s there in the current E-IB (Export-Import Bank) re-authorization! If you missed this one, this is an important article!
https://commoncorediva.wordpress.com/2015/10/29/tech-thursday-stemccss-push-making-it-american/

The Common Core’s “Career Tech Pledge”:

If you are new to fighting Common Core, you may not know that the Career Tech Education is an ‘adult version’ of the CC Standards. I’ve been able to provide evidence to support this since I first began blogging. However, this article is some of the latest information. It encompasses several states, including those states which chose to NOT adopt the CCSS (example: Texas). You’ll see many other states involvement in the “Pledge”, see what catchy names are being used to ‘hide in plain sight’ the CCSS/CTE alignment, and see how ‘action plans’ for special needs students, homeschool students play into the “Pledge”….and all in the name of ‘college career readiness’!
https://commoncorediva.wordpress.com/2015/10/15/tech-thursday-career-readiness-pledge/

Closing:

As you can see, no educational choice is safe from the CCSS Machine, the more we can help others realize this, the more we can stand together AGAINST the Common Core State Standards Initiative (CCSSI)!

CCSS Follow Up System: More than Money Will Follow Your Students

While it's yet to be determined if money follows your students, CCSS certainly is already following your students.
While it’s yet to be determined if money follows your students, CCSS certainly is already following your students.

In fighting the War Against the Core, we’ve all met those warriors who are great at sending tips to areas of the “Common Core” overreach into our lives. From an educational standpoint, we’ve seen the CCSS Machine usurp our schools; from a privacy standpoint, we seen the CCSS Machine ruin it. The damage is far from new NOR is it over.

Here in NC, the “Common Follow Up System” has been in place since 1992! How is this part of the agenda that comes with “Common Core”? Keep reading, my followers and anti CCSS Warriors..

What is a “CFS”?

The purpose of a “Common Follow Up System” is: “The purpose of the Common Follow-up System (CFS) is to provide information on the educational and employment outcomes of participants in publicly supported educational, employment and training programs for use in planning, policy-making, program evaluation, resource allocation and career planning.”

Do you see the CCSS/CTE footprints? I do. If you don’t, look at the emphasized words. Publicly supported education means schools or programs connected to them. That’s the CCSS portion. The employment and training is the Career Technical Education (CTE). The two are one in the same in that the CTE portion of the Common Core begins well before high school graduation.

Let’s dig deeper, shall we? The CFS (Common Follow Up System) was designed to be a unified effort to collect massive amounts of data. The data was supposedly to help all the agencies involved to plan better as well as to have better resource management capabilities. Yes, that’s right. Those are the supposed reasons. However, consider the original agencies involved:
University of North Carolina, General Administration (UNC)
  North Carolina Community College System (NCCCS)
 North Carolina Department of Public Instruction (DPI), Workforce Development Education
 Employment Security Commission (ESC) of North Carolina 
  Division of Employment and Training (DET)
  North Carolina Department of Human Resources, Division of Vocational Rehabilitation Services (DVR)
 North Carolina Department of Labor (DOL)

Overseeing this CFS? Is the North Carolina State Occupational Information Coordinating Committee (NCSOICC).

In the earliest years of the CFS, a longitudinal data base system was formed. The system tracked each person’s progression through the state’s workforce; to study their paths of progress to see what education or other factors were involved. In 1995, the NC General Assembly helped the data collection efforts. (See Chapter 96 of the NC General Statutes). Since 1996, interest in all this data collection has increased quite a bit. Here’s an excerpt,Several groups turned to the CFS as a valuable source of quality outcome information for education, employment and training programs. The increased interest was due to initiatives at both the state and national levels regarding the collection, calculation and reporting of performance information throughout the education, employment and training system. These initiatives included the development of reports for the Commission on Workforce Development(and others).

My Files:

Now, as I’ve uncovered in the past, the CCSS Machine grinds on via the Career Pathways, Career Clusters, the Career Technical Education. I’ve shown you how each is a ‘marriage’ of education and workforce. So have others who’ve been fighting this War for our students. We’ve shown how the dots connect FROM education TO the Workforce AS WELL AS how legislation (state and federal) have PROTECTED this union. “The Workforce Quality Data Initiative” is a program I’ve reported on that has the main purpose of data mining our post secondary students from the labor aspect of their lives. Embedded in this program is language which plainly states it will join the data mining efforts from the Student Longitudinal Data System from the education aspect of the K-12 students. (see my article: https://commoncorediva.wordpress.com/2014/10/23/tech-thursday-blast-from-our-workforce-past/) You’ll find that back in June 2015 I shared this article with you: https://commoncorediva.wordpress.com/2015/06/07/rmt-halting-a-ccsscte-aligned-workforce/

Back to the CFS:

In 2012, the North Carolina Department of Public Instruction was awarded a grant from the U.S. Department of Education to build a State Longitudinal Data System (SLDS). While NCDPI is the lead on the SLDS grant, the project is a collaborative effort of several entities including: the NCDPI, the North Carolina Community College System (NCCCS), the University of North Carolina General Administration (UNC GA), the North Carolina Independent Colleges and Universities (NCICU), and the North Carolina Department of Commerce (NCDOC).”  This direct quote is from the May 2015 Report I’ve been sharing excerpts from thus far. It’s the tip my fellow warrior shared.

Added to the grant given by the U.S. Dept. of Ed, the NC General Assembly boosted the data mining once again. State law 2012-131 gave the NC Dept. of Commerce the green light to ramp up data collection AND storage projects. See this, “As part of its efforts to improve the CFS, the Department of Commerce applied for a competitive grant with the U.S. Department of Labor’s Employment and Training Administration through their Workforce Data Quality Initiative (WDQI). The Department received notification in June of 2013 that North Carolina had been awarded a WDQI grant. The grant covers a three year period ending in June 2016. Grant funds are being utilized to further strengthen and enhance the CFS.”

*Note: In my June 2015 “Halting CCSS/CTE Aligned Workforce” I shared that NC had been awarded big bucks. Now I know where those big bucks specifically went. Thus, the last remaining dots of the agenda are exposed. Boom!

One of the programs the WQDI money gave NC is known as the “NC Tower”. The “Tower” stands for “Tool for Online Workforce and Education Reporting”.  Every one of the 16 University of North Carolina’s campuses, the 58 statewide Community Colleges has your post-secondary students data (and lots of it)! To see just which groups GET that data, see page 7 of the report. Page 8 of the report will tell you how the NGA (National Governors Association) is NOW involved. Here’s a small ‘tip’ for you to consider, “In July 2014, North Carolina submitted an application to the National Governor’s Association (NGA) Policy Academy for Aligning the Education and Training Pipeline to the Needs of the Economy. The state received notification in August 2014 that its application was successful. This initiative is a collaboration of the Office of the Governor, the Department of Commerce, the North Carolina Community College System, the Department of Public Instruction and the NCWorks Commission. This effort will assist the state in aligning its education and workforce resources, strengthening its services to citizens and businesses, connecting talent to jobs and growing North Carolina’s economy.”
Also involved is a group identified in the report as “Lead Staff”. “Lead” stands for “Labor and Economic Analysis Division”. See below for just how many NC students have been data mined since the CFS’s inception.

ncaligndata

Page 13 of the Report shows how many NC organizations are NOW part of the CFS. To access the entire report:
CFS-Operational Report-May 2015
To access the NC Tower, so you can see just how much of the NC grant money from the WQDI  was used, visit:
http://nctower.com/
To see a related article about the data mining in NC concerning the NC General Assembly, see my fellow warrior, Lady Liberty 1885’s article: http://ladyliberty1885.com/2015/04/20/parents-are-you-watching-data-collection-expansion-bills-hb401-and-hb767/
To see what the ‘education-to-work’ plans for those who are considered ‘at risk’ looks like, how the money will flow, the data mined, and more, see: Made in Durham PRINT 11 13 12-FINAL_0 (*Note: the CTE, Career Technical Education, shows up on page 16. Durham County, NC is also where SAS, IBM, and others like them in the CCSS Machine call home office. SAS, IBM, and the others are all in the same business: computers and data. Why did I include this report? Look at the amount of ‘national research’ involved for education/workforce.

Closing:

The title of today’s “Tech Thursday” article is about money following our students. This is in reference not only to the current proposals of legislation about federal and state dollars being used as student savings accounts which would follow our students from education to workforce, it’s also in reference to the vast amounts of money which have already created a system that tracks our students. The difference is what may be yet to come will most definitely continue the CCSS Machine’s agenda via more initiatives to align, while what has happened, paved the way for the CCSS Machine’s agenda to succeed so far.

So, does your state have a CFS? If they have a state wide Dept of Commerce, have received federal grants for data, education, and/or workforce, have applied to the NGA for grants, AND had a cooperative state level Congress, it’s more than likely already well entrenched.
Here’s a report from 2013 out of Utah titled “Report of Select State Practices for Aligning Educational Supply with Occupational Demand”asa_2013-05-23_alignment_report (page 7 shows all the states contacted as resources)
One of the nationally based initiatives cited in the 2013 Utah document is the U.S. Chamber of Commerce’s “Leaders and Laggards”. See their website: http://www.uschamberfoundation.org/reportcard/


*Note, my coverage of the “Leaders/Laggards” is in the Jan. 2015 article: https://commoncorediva.wordpress.com/2015/01/15/tech-thursday-update/

Sic’ ‘Em Saturday: Post Secondary Makeover

skeletons_in_your_closet_md_wm

Anti CCSS/CTE warriors, if you’re like me, you’ve noticed a distinct makeover of post secondary education and/or the education paths leading up to it, which are willing and able to align themselves to the Common Core Machine.

The question is, will we, the  OPPOSED to Common Core, speak up enough to raise awareness about the alignment of educating American students at the college level and beyond, as we’ve made in pre-kindergarten to 12th grade?

Speaking for myself, I’m going to make all the noise I possibly can! Why? No matter how old our students are, they shouldn’t be aligned to anything Common Core related.

Why This Matters:

For months now, I’ve given you, the anti CCSS warrior, tons of information that’s credible HOW our post secondary education is being remade to fit right along side the movement to transform our PreK to 12th grade education systems. I am far from alone in the warning about this. Yet, we still find the most ardent anti CCSS warriors remaining pretty quiet about what lies beyond high school for our students.  We must realize with the upcoming HEA (Higher Education Act) re-authorization, we can not afford to be quiet!

One of the most used  reasons I hear from anti CCSS Warriors, is that ‘the kids who’ve graduated can speak for themselves.’ While this is true,  an attitude like this in light of  the context of a realignment of American education is 100% dangerous. Yes, our older students CAN speak up for themselves. Yet, if they don’t KNOW about the Common Core movements to usurp American education as we know it, how can they speak up against it?! They CAN’T! More to the point, neither can we.

If we, as anti CCSS/CTE warriors don’t step up our conversations to include (not just  the little ones in our lives, but )the older ones being impact by Common Core or Career Tech Education, then we are doing a vast disservice to every student across our nation.

Imagine it as if you’re telling one child they are less important than another one. Bottom line: you won’t dream of saying it. However, every time we embrace a post secondary, Common Core alternative in the post secondary world, that’s exactly what we are stating! We must help ALL Americans learn where Common Core is lurking in every educational choices, so they can help others know what to look for AND stay clear of!

As our Action step for today, let’s commit to saving every citizen in America from a Common Core, Career Tech, Career Pathway, Career Cluster, or other named CCSS titled education. It’s the least we can do to preserve our children. 

If you’ve like to learn more about where the post secondary dangers of Common Core lie, please contact me ASAP. We’ve no time to loose.

Here’s the link to my 12 pages of post secondary Common Core alignment research and published articles. Almost every one of them points to not only, the public school students, but the special needs students, the homeschooled, the privately educated, the faith based students, those returning to the classroom students, and every one else.
See: https://commoncorediva.wordpress.com/page/12/?s=post+secondary

FTF: What More Do We Need, Anti CCSS Warriors?

Senators, like the Representatives have shown little care about the dire messages we've been sending.
Senators, like the Representatives, have shown little care about the dire messages we’ve been sending.

Anti CCSS Warriors, if you listened to the ‘debate’ in the Senate yesterday, 7/13/15, you, like myself, got a belly full of lies. If you didn’t listen in, I hope to shed at least a little light on what some the fodder was. Why? There will be even more today. Sen. Alexander pulled a surprise move just before the close of the day by asking for ‘closure’. It was so surprising, even Sen. Harry Reid fussed about it.

What does the move mean? Sen. Alexander was basically saying there had been enough debate and that it is now time to move on. So, today’s hearing should be not only interesting, but dangerous.

However, let me summarize from the beginning of the meeting:
1) I watched the entire session on: http://www.senate.gov/floor/  CSpan2 will also carry it, but you must have a cable provider.
2) Three p.m. open the Senators day with “Morning Business”
3) There were some amendments offered up, ones for post secondary data mining, anti gender discrimination (ie: LGBT), student data privacy, and career readiness.

I’m not going too much into detail for any of these because I’m sure we’ll hear more about them in today’s session. I also know, several news sources have already shared information. My goal is, as always, to give you what the mainstream media won’t.

What’s dangerous about those amendments? As usual, on the surface, it would appear not much. However, the 2 amendments concerning post secondary education (data mining and career readiness) are full of not only CCSS, CTE alignment, but they help tighten up the noose the Workforce Innovation and Opportunity Act of 2014, laid out for education. Let me stress, this will not only impact those in post-secondary classes, courses, or grade levels, the career readiness is embedded in grade levels well BEFORE the post-secondary attendance! Workforce also impacts every adult who’s headed back to work. Again, using education as the blow that stuns.
As far as the student privacy committee who’ll be studying data harvesting, know this is again monkeying with FERPA, the original law set up to protect such data. When FERPA was changed, is when we began to see the private data go viral and become one of the hottest ‘items’ available on the open business market. Anita Hoge has shared several documents about the where the data comes from, where it’s headed, and everything in between. Let me stress, it is not as worthy an amendment as it was sold.
One such document: http://www2.ed.gov/about/bdscomm/list/eec/equity-excellence-commission-report.pdf Then, there’s this one:
https://www2.ed.gov/about/bdscomm/list/eec/equity-excellence-commission-report-compendium.pdf
As far as the discrimination amendment, the basic intent is worthy of an out and out bill of its own, not an amendment to a bad bill. What will be a major concern with this amendment is how the Title 9 funding, and law’s language are treated. As we’ve seen before with CCSS, by altering how laws like Title 9 are structured, produces nothing truly good.

Will any of these amendments survive to actually become a viable part of ECAA? Will they be further misused to advance the CCSS Machine’s agenda? 

As of the close of ‘business’ last night, the Senate voted unanimously to attach Sen. Hatch’s student data privacy study committee (the groups Sen. Hatch praised as helping give him insight towards creating this amendment were all well known, pro CCSS groups).

During my weekly guest spot on 7/15/15 on the  Negdog Radio Show, our topic is a more in-depth discussion of the Senate’s moves for ECAA. Tune in from 9:30 am to 11:30 am, each Wednesday, where the ‘war against the core’ hits the radio. Link: http://www.blogtalkradio.com/negdog-radio

Lastly, I will openly confess I was so angry by the end of the Session, that I came up with a new name for ECAA (Every Child Achieves Act), for me, it’s the EPDEA (Every Politician Deceives for Education Act)

FOM: CCSS/CTE “Hype”, D.C. Style

Much of the information coming out of D.C. surrounding HR5 and the HEA is pure hype, don't 'buy' it.
Much of the information coming out of D.C. surrounding HR5 and the HEA is pure hype, don’t ‘buy’ it.

In the scheme of things lately, we anti CCSS (and CTE) warriors shouldn’t be surprised at the amount of hype being used to drown out the truth about the presence (or from the hypester’s perspective the non-presence of) Common Core Standards and it’s adult version, Career and Technical Education.

However, it’s a “Total Truth” that not only is much hype being created, but the bulk is from Congress itself. Oh, you can be sure the more private part of the CCSS Machine is busy churning out a lot of hype too.

 

Let’s get the Fib-o-Meter going, shall we?….

It's Friday, you know what that means! Time to measure what's truth, what's fallacy/fib or what's in between.
It’s Friday, you know what that means! Time to measure what’s truth, what’s fallacy/fib or what’s in between.

The Education and Workforce Committee:

The Ed/Workforce Committee  concerns itself with higher education, or as it’s also known, ‘post secondary’ education. The re-authorization of the HEA is supposed to be voted upon soon. It’s also related to the K-12 re-authorization known as HR5. Let’s see how the Ed/Workforce has taken hype and placed it into overdrive to try and divert us from what’s really embedded in that bill.

In one of my previously published Higher Ed articles, I shared with you some of the documents being produced to sell us on the supposed advantages of the HEA re-authorization. In particular, the U.S. House of Representative’s priority list for the Higher Ed Act. (see: https://commoncorediva.wordpress.com/2015/06/11/tech-thursday-more-alexander-hea-and-the-next-america/) *Note: the document I refer to is in the “Related Resources” paragraph, item #4.

A related article to our topic today:
https://commoncorediva.wordpress.com/2015/03/19/tech-thursday-ccss-workforce-pushing-labor-reform/

The Ed/Workforce Latest Hype:

Pushing the ‘competency based’ fail so prevalent in all things Common Core and Career/Tech Education, is the Ed/Workforce ‘Fact Sheet’. (you can access the fact sheet and other related hype, http://edworkforce.house.gov/highered/)

Titled “Advancing Competency-Based Education Demonstration Project Act”, this document lays out the guts of HR3136 and its relation to the updated version of the HEA.
The “Total Fallacy”? Their words as follows, “As part of an effort to reauthorize the Higher Education Act, the House Education and the Workforce Committee is working to support more innovation across the nation’s college campuses.”
The “Total Truth”? Sec. Arne Duncan gets more power! See this direct quoted excerpt:
“Promotes innovation in higher education by directing the secretary of education to implement competency-based education demonstration projects. The secretary is authorized to waive current statutory and regulatory requirements that impede the creation of competency-based education programs.” 

More “Total Truth”, this level of power means those education waivers our states have can be manipulated to fit this higher education competency agenda. In this 2014 bill which was passed, you’ll notice that the vernacular uses the word ‘entity’ when talking about who can lead the competency based education projects, but doesn’t condition these entities to schools of learning. You’ll also notice P3 involvement and MORE assessments! All “Total Truths” left out of the hype’s main page, feel good message of improving education. Here’s the bill, so be sure to read it for yourselves to see what I mean. h.r._3630_-_ans_-_final

 

One Last “Total Truth”:

Did you notice the above paragraph mentions a 2014 bill, but the introduction stated the latest hype? How can 2014 be the latest hype? Simple, here’s a screen shot of the recent Tweet the Ed/Workforce Committee shared on the social media giant, which led me to the 2014 bill.

A triple whammy of hype for us from the U.S. Education and Workforce Committee.
A triple whammy of hype for us from the U.S. Education and Workforce Committee.