Tag Archives: rigor

For What It’s Worth

Anti Fed Ed Warriors, for today’s article, I’ve got odds and ends to share. Each ‘odd and end’ is somehow connected to the CCSS Machine.

Think of it as you are cleaning out your closet. You know you’ve had the items for awhile. You know you’ve meant to pay attention to them before now.  I must confess, the last time I let items pile up in the closet was July 2018.

Let the ‘cleaning’ begin!

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Odds/Ends #1:

Proposed IRS changes will mean those education vouchers (or Education Savings Accounts) will mean more interference AND CCSS Machine alignment by  P3s (public private partnerships). How this ties to the current ESSA (Every Student Succeeds Act) mandates? More P3s in education; creating money trails which follow children and set up data raping files. If you missed how or why Education Savings Accounts are actually a toxic move, read my archived research.

The ‘starch in our underwear’ for this Odds/Ends is that the vouchers/education savings accounts are a trap. They promise ‘school choice’ which ESSA cannot deliver upon! Why? ESSA mandated that all education be the same in content: post-secondary readiness.

Also, think about it Warriors, if it is to be truly YOUR choice of where you money goes, why do you need (or want) the government’s strings? You do NOT need their permission to make a choice when it comes to your children.

Warriors
, you actually can weigh in on this. All public comments must be submitted to the federal government by October 11, 2018. The public hearing for the IRS changes will take place November 5, 2018.
(*Note: even some groups which are part of the CCSS Machine are protesting these changes.)

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Odds/Ends #2:

Borderless Teaching Academy is a small on-line community geared for homeschoolers. Especially those in K-2nd grade. I saw a Facebook ad for them one day last week. While I had my suspicions, I knew looking a bit closer at the new ‘school’ would be in order.

bordless

Warriors, I’m sure you can spot the ‘stain’ of the CCSS Machine right away! Now what’s a bit disappointing for me, is the ad on Facebook simply said the ‘school’ was a community of homeschooling parents.
Sadly, as I looked around the website, I saw lesson plans for sale. In my mind, that’s not so much a community, as it is consumerism.
If you look at the founder for Borderless, you’ll see lots of traditional school class time and instruction.

When you click on the block where you see the CCSS logo, you’ll be taken to a page for Kindergarten lessons. Be sure to look, though. Read how this teacher wants you to teach Kindergarten.
Lessons are for sale, sight unseen. (*Note: while the page says for Kindergarten, the web address simply says ‘skills’.)

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Warriors, if you missed my look at how ESSA is harming our earliest learners, please go back and read it. Then, compare those leads to what you are seeing in 2018. If you believe homeschools are safe from ESSA, please refer to this.

Odds/Ends #3:

EdReports.Org, this was another lead to look further into. According to the information in the advertisement, all you need to help improve K-12 education, is passion and access to ‘high quality instructional materials’. Your ‘job’? Content reviewers for ELA (English Language Arts). Sounds kind of loaded, doesn’t it?!

Warriors, according to their 2017 Organizational Report, they are a non-profit with free resources for schools, districts, and are designed for education by educators.

edreport2018

That said, the measuring for standards based education is STILL there. The CCSS Machine is still visible, too. How? In the EdReports.org Mission Statement you’ll ‘rigorous’ and ‘college career readiness standards’. You’ll also see the claim that the CCSS  aligned resources aren’t easy to spot, so these experts can help point you to them.

Warriors, to be honest not a lot of changes to EdReport.org have happened since I first exposed them in 2015. Their tie to the CCSS Machine (besides what is already showing?): The Annenberg Foundation.

Odds/Ends #4:

GSG Impact Summit 2018 was something I was sent on Twitter. The image was one which smacks of the CCSS Machine’s agenda not only for education, but globalism.

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So, what ‘tipping point’?According to the description for this Summit, these global investors want force such changes in our world that by 2020, it’s all about to tip their way. Read their agenda here. So why should we as education Warriors, be concerned with this type of investment meeting? Social impact in today’s world means social justice. Social justice is a UN led activity and is laced throughout every Sustainable Development Goal (SDGs). These Goals are embedded in American education. Impact investing involves P3s (public private partnerships). Impact investing brings bitcoins and blockchains (massive data raping systems).

Is education involved? You bet. Are there CCSS Machine member groups involved? Bingo! Among partners (some will be speaking) are the Ford Foundation, the Dell Foundation, USAID (a US government entity), the United Nations (UN’s) Social Impact Fund, and more. The entire list is here.

As far as other speakers who are HUGE in not only undermining education, but our nation? The Rockefeller Foundation, former Vice President Al Gore, Soros Economic Fund, The Brookings Institute, Harvard University, Merrill Lynch, MacArthur Foundation, and Prudential Finance. The complete list of speakers can be found here.
(*Note:My fellow Warrior, Alison Hawver McDowell has an archived article on one of the speakers, Sir Ronald Cohen. You’ll definitely want to read how his impact investing is sizing up America.)

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If you missed my recent in-depth look at the American involvement is Middle Eastern testing, find that here.

Odds/Ends #5:

VIP Kid
Warriors
, this ‘too good to be true’ job is exactly that. Based in China, hiring Americans and based on the CCSS Machine education. If you look closely at the screen shot below, look at the perks: flexible hours/part-time and the big bucks you could make. According to the website, $14-22 per hour is possible. That’s tempting to many Americans. I’ve even had college students attempt to sign up, until they realized they’d be teaching CCSS English. No amount of money was worth that to them.

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In this teacher video, listen to how much is revealed, as far as the ‘behind the scene’ items.

Warriors, teachers are called ‘affiliates’ and you can earn almost $200.00 per person the more affiliates you get to sign up.  (*Note: find that on the ‘affiliates’ page from the website embedded above the screen shot.)

Look below at this screen shot. See the CCSS Machine at work?

vipkidcurric

Warriors, did you know that the CCSS Machine member group Houghton Mifflin Harcourt (HMH) is the curriculum partner for VIPKids?

vipkidhmh

To learn more about the proficiency based English which prepares students for ‘lifelong learning’, visit their page.

Odds/Ends #6:

Purdue University Global has recently begun advertising on the radio, on TV, and elsewhere. While I don’t have the script memorized it’s the standard ‘learn anywhere, anytime’ kind of hype. You’ll also hear something about faster degrees and lower costs.

Warriors, Purdue University is no stranger to the CCSS Machine. Back in May 2018, I showed you how the University was partnering with IN high schools to expressly pump up the STEM (Science, Technology, Engineering, and Math) portions of the UN’s global grasp on education.  In 2016, I showed you Purdue’s work in creating technology which has become our student’s nannies.

So, knowing all this, it’s no surprise that Purdue is offering ‘global university’. But, what IS a ‘global university’?  Well, first off, it’s accredited by the (HLC)  Higher Learning Commission. Second, all the courses are on-line and there are 180 to choose from.
(*Note: If you’ve been seeing or hearing a lot of Western Governor’s University ads, as I know in NC, they now have a ‘branch’, WGU is also tied to the HLC. The difference between Purdue and Western’s ads is Western only offers a few tracks for faster degrees. WGU was also featured in the embedded article above.)

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While Purdue University Global tells you there are corporate partners in education (website), they are not stating which corporations are involved. You have to request that information. However, I did find that back in 2014, Purdue was recognized for University Industry Partnerships. Purdue is also globally known for STEM. If you’d like to learn about the Purdue University’s Corporate and Global Office, visit here. (*Note: the Ford Motor Company is a corporate partner. Ford is HUGE in the CCSS Machine.)

 

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The companies here love CTE (Career Tech Education) and Career Pathways. They also are unabashedly supportive of CCSS and STEM.

Closing:

Well, Warriors, there you have it. The top Odds and Ends from my ‘closet’. I do have a few more items, but those will need to wait until I can dig a bit deeper. We’re finally in October 2018. May we stand firm and strong in our War Vs the Educratic Takeover.
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On a totally unrelated note, I hope you have heard by now that one of our fiercest Anti Common Core Warriors, Angela D. Weinzinger(California) has passed away. Her spirit and dedication to our children across the nation was always strong. Her fight against the CCSS Machine spurred many people on. Personally, Angela and I didn’t always agree, but I valued our differences. It made us better Warriors. If you would like to help contribute to the family Angela leaves behind, please visit the GoFundMe page set up for her.

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Seeing More About Education?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

A visual for ESSA ‘teaching’:

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

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

So Who Was Seymour Papert?

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

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

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

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

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

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

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

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

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

 

Seymour’s “Legacy” Lives On:

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

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

Technology is a poor substitute for human interaction.

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

VEMSource 

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

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

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

Closing:

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

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

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

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

 

 

Lessons Learned

Warriors, late yesterday, America was witness to one of the worst performances of a ‘reality show’ I think we’ve ever seen.

What am I referring to? The ‘reality show’ was the DeVos Hearing ‘produced’ by the U.S. Senate HELP Committee. Almost completely ‘directed’ under the leadership of Sen. Lamar Alexander. Rather than seeing ‘contestants’ voted off one by one, we saw how Alexander manipulated the clock.

I’m not about to recap the entire debacle, there is plenty of evidence out there. There are also several anti Fed Ed Warrior reactions already published, too. Most of the anti Fed Ed Warrior articles I’ve seen have suggested we spare ourselves watching the ‘reality show’.
So, instead, let’s look at Mrs. DeVos’ ‘script’ for Hearing.

The Lessons We Can Learn From DeVos’ ‘Script’:

If you’d like a copy of her testimony (aka ‘script’) from the Hearing, visit: 
http://www.help.senate.gov/imo/media/doc/DeVos.pdf

Lesson #1: Knowing your stance is an absolute requirement in leadership.
“I am honored that President-elect Trump asked me to join his team and am grateful for his dedication to education. If confirmed, I look forward to working with him, Vice President-elect Pence and all of you to bring educational opportunity to every family in this great nation.”

Why this is a lesson. First off, when contacted by concerned citizens and leaders from across America, President-elect Trump shut them down and ignored their voices. In spite of credible fact based evidence as to why DeVos was a horrid choice, Trump was unrelenting. As far as his knowledge on education in America?  Go back and look at his campaign.

Secondly, Trump has set Americans up to continue ESSA (Every Student Succeeds Act)/WIOA (Workforce Innovation and Opportunity Act)/HEA (Higher Education Act*) aligned education! Sure he said he’d rid the land of ‘Common Core’, but when you factor in his Vice Presidential choice (Pence) is one of the American ‘champions’ for Career Tech Education (CTE), otherwise known as ‘adult Common Core’ and geared for 100% workforce based education, Trump gave us a HUGE clue as to the agenda’s grinding on; not stopping, like he promised! Like most politicians in D.C., Trump appears to be fairly clueless when it comes to how far reaching the Common Core reform is.
(*HEA of 2008 is currently up for rewriting. At the helm? Sen. Lamar Alexander.)

Lesson #2: Correctly identifying your groups is a sign of a great leader.
“The schools in which they (teachers) work are as diverse as the students they educate. In fact, all of us here – and our children – have attended a mix of traditional publicly-funded and private schools. This is a reflection of the diversity that is today’s American public education.”

Why this is a lesson: If you’re going to make the statement that we are diverse in education, don’t lump those differences into one group, specifically, ‘American public education’! The better statement would be to honor all that diversity with ‘reflecting this is today’s American education.’

Lesson #3: Parental choice is from the heart. Establishment’s choice is ‘no choice’.
“I share President-elect Trump’s view that it’s time to shift the debate from what the system thinks is best for kids to what moms and dads want, expect and deserve. Parents no longer believe that a one-size-fits-all model of learning meets the needs of every child, and they know other options exist, whether magnet, virtual, charter, home, religious, or any combination thereof.” Before I get to the point we need to recognize, DeVos does go on to state that too many are denied ‘true choice’ in these options.

Why this is a lesson: First off, I don’t know any parent who isn’t getting the opportunity to be their BEST child’s advocate when it comes to choosing education. We either do it or we don’t. It’s really that simple. However, I do see many CCSS Machine members and educrats  telling US we NEED ‘choice’ and that our tax dollars will pay for it all, too!

Secondly, ANYTIME your tax dollars are dangled in front of you as a ‘opportunity’, those holding your tax dollars will have control of those opportunities in the long run. The ‘choice’ is a false positive.  It’s happened repeatedly down through history. Warriors, our system hasn’t changed in this aspect and it WON’T!

Lesson #4: ESSA and all its connected federal laws aren’t going away.
Every parent in America dreams of a future when their children have access to schools with the rigor, challenges, and safe environments that successfully prepare them for a brighter, more hopeful tomorrow. And every teacher in America dreams of breaking free from standardization, so that they can deploy their unique creativity and innovate with their students. Our nation’s schools are filled with talented, devoted professionals,  who successfully meet the needs of many, many children.”

Why this is a lesson: Look at the ESSA code words (which are also code words for Common Core; College and Career Readiness; Career Tech Education): “rigor”; “standardization”; and, “professional development”. Every one of these is embedded in ESSA! If they are not a direct mandate, they are part of the ‘accountability measures’ each State will have to perform to satisfy the Secretary of Education AND to receive federal funding.

Lesson #5: If you’ve heard one educratic leader, you’ve heard them all.
“For starters, we need to embrace new pathways of learning. For too long a college degree has been pushed as the only avenue for a better life. The old and expensive brick-mortar-and-ivy model is not the only one that will lead to a prosperous future. Craftsmanship is not a fallback – but a noble pursuit. Students should make informed choices about what type of education they want to pursue post high school and have access to high quality options. President-elect Trump and I agree we need to support all post-secondary avenues, including trade and vocational schools, and community colleges. Of course, on every one of these issues, Congress will play a vital role.”

Why this is a lesson: We’ve heard these words spoken by so many preceding DeVos, we can spot the load of educratic B.S. a mile away! I guess we are to be impressed that these words are now being spewed by a mom and a grandma as opposed to the Duncan/King duo of educrats. Trouble is students are NOT making THEIR own decisions about their futures after high school when a requirement of graduation is the skill based assessments used to determine not only your future AFTER high school BUT what courses you must take to get there!

If you aren’t in an educational choice where this happens at the moment, thanks to ESSA, you will be seeing it soon. Why? Because ALL education/teaching MUST be conformed to post-secondary readiness AND its assessments! Currently, those is non public education get these skill based assessments in the post-secondary institutions, especially community colleges. Thanks to WIOA and HEA, ALL educational choices beyond high school age, are already 100% aligned to the adult Common Core/College and Career Readiness. So, what the DeVos/Trump/Pence trio is telling us is that they will continue this shift!

Lesson #6: Status Quo education? Yes, please!
We will work together to ensure the Every Student Succeeds Act is implemented as Congress intended — with local communities freed from burdensome regulations from Washington. And I look forward to working with Congress and all stakeholders to reauthorize the Higher Education Act to meet the needs of today’s college students.”

Why this is a lesson: DeVos makes a great Alexander puppet, don’t you think? Sen. Alexander has uttered those exact words (ensuring ESSA implemented as written/passed) on several occasions. Optional delivery make find him pounding his fists on a podium for effective bullying, however. If we’ve heard these words before, we have a big clue as to what to prepare for, don’t we? ESSA has been proven to lie about the State control being restored, among other points of importance. Does D.C. assume we, as Warriors, are too inept to notice all the recycled speeches?!

Words of Waring, Warriors! No matter who is the Secretary of Education, they oversee ALL educational groups: birth to Kindergarten; 1st grade through 12th grade; and, post-secondary institutions. If you’re educational choice isn’t directly under the thumb of this leader, you’re being kept tabs on (data collection).
The Secretary also directly works with the U.S. Dept. of Labor for the streamlined workforce based education. The Secretary also works with the U.S. Dept. of Health and Human Services for the streamlined social justice agenda shift in education.

No matter who becomes the Secretary of Education, knowing all the Common Core/Career Tech Bills currently in Congress, if passed, will be terrible for education in America! Especially the LADDER Act. Basically it creates a new Executive branch, independent Council (of which the U.S. Secretary of Ed (or their appointee) will have a seat on this Council! The Council’s purpose? A National Workforce/Education Plan!

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Bridges and Ladders

My Fellow Anti Fed Ed Warriors,

In the above picture you see a classic example of a brilliant mind. Leonardo da Vinci’s “Revolving Bridge”.  He created this, and other bridges for military purposes. The bridges were light weight (easy to carry, travels well), they were sturdy (conveyed strength), and they lasted long periods of time.

I use this as an example, not to give you a history lesson, but to use it as an analogy for the webinar devoted to higher education.

During the CCSS Machine sponsored webinar, education bridges, ladders, and pathways were discussed. Much like Leonardo da Vinci’s “Revolving Bridge”, higher education is set to become transportable (easy to carry, travels well/stackable, chunkable certifications), sturdy with more ‘rigor’ (conveying strength), and lock in lifelong learning (lasts a long time).

The Webinar:

Hosted by Atlantic Live! (an arm of the publication, The Atlantic Magazine) Atlantic Magazine also has another arm, a project called “Next America”. If memory serves me correctly, the last time I wrote about “Next America”, Sen. Lamar Alexander was a featured speaker. If I’m thinking correctly it was the time period leading up to HR5 (Student Success Act) and S1177 (Every Child Achieves Act) were in the making. Of course, as history shows, HR5 and S1177 ‘married’ and gave us ESSA, Every Student Succeeds Act.

Why do I bring this up? IF history is about to repeat itself, then Atlantic’s Next America having Rep. John Kline and other sold out CCSS Machine members gather to ‘discuss’ where higher education should go, we need to pay attention! Especially when your conversation guides are hand picked to feed the agenda of streamlining education to create a birth to grave education ladder or bridge.
hebridge

The image you see above is NOT from one of the CCSS Machine member organizations present at the webinar. But, it does give you a great idea how the webinar’s conversation was geared.

Lumina Foundation, the Gates Foundation, Next America, the U.S. Chamber of Commerce, and key members from SIGs (special interest groups) in higher education either had representative speak or they helped fund the production. Adding Rep. John Kline as the only federal Congress member was not a fluke. It was a strategic move. Kline admitted during the webinar that he had just come from breakfast with Sen. Lamar Alexander. You see, the two are partners in education demise.

Here’s the link to the webinar’s introduction page: http://www.theatlantic.com/live/events/the-changing-face-of-higher-education/2016/
(*Note: Archive version should be available soon. You can check out the Twitter account for more information, too. Use #NextAmerica)

The Biggest Warnings for Us:

1) The changes are coming, no doubt at all. The CCSS Machine has already begun turning the screws for higher education/post-secondary education. As I’ve shared with you many times, this is how EVERY citizen from ALL educational backgrounds will be funneled through the CCSS Machine. One of the choice terms for citizens during the webinar? “Human Capital”. The very first comment spoken by the Lumina Foundation’s education ‘expert’: “Post-secondary education MUST change.”

2) The CBE (competency based education), Career Pathways, MOOCs, digital learning, soft skills development, and more are the front runners for all the changes. New patterns, systems, and alignment are either in the works, or yet to be created. BUT, they will be added.
3) Purposed placement of school counselors in our K-12 systems are already identifying students who are ‘achievers’, tracks them, pulling them into a pathway to a baccalaureate degree in college (sometimes early college) via community colleges(which by the way, are Common Core, Career Tech aligned). Then, these graduates are funneled through to a 4 year institution. Look for “Pathways Colleges”. The example program given was “Pathway to Baccalaureate”. See: https://www.nvcc.edu/pathway/ (*Note: look for the ‘extraordinary pipeline to college’. Running this program? Former NC Community College President, Scott Randall. He was key in helping align all 58 NC Community Colleges to the CCSS Machine.)

The rest of the students? They get tracked too. Their path will be directly to community college, get a skill, get a job. Return to community college, get another skill, return to job. Repeat this cycle until you have all the credentials you need to enter your career field. The ‘new’ higher education?! Imagine it for 100% of the population. I’m not kidding. Some form of higher education (aka: post-secondary institution) is what can help America.

4) Rep. Kline’s comments contained these ‘gems’.
a) The key higher education moves in the U.S. House’s “Better Way” plan. It was revealed that the Paul Ryan pushed Plan is based largely on Kline’s earlier work in politics. Education is SO important that it’s embedded in the ‘economy’ plan under item #4.
See: http://abetterway.speaker.gov/?page=economy (*Note: KIine was quick to repeatedly use ‘bipartisan’ and ‘bicameral’ when it came to education. However, for all the bi-partisanship in the House, he didn’t mention the House Democrats view for higher education. If you want to see what CCSS friendly programs they  would like to keep or expand: http://democrats-edworkforce.house.gov/issues/education/higher-education. Examples of CCSS aligned programs: TRIO and GEAR UP.) Kline was asked how the Senators view higher education. He said that was ‘unfair’.)
b) The U.S. Congress only has a few days left before closing before the 2016 Election, so much has to be done quickly. Means rushed legislation moves. Bad news for everyone.
c) “More Access, More Success” via lower costs in higher education. His solutions?! CBE and digital education. America MUST promote innovation! This will keep the government out of the way. Oh really?! I guess the ConnectEd, the Computer Science for All, Digital Promise, etc. are all ways to keep government of education. Especially when each of these i is embedded ALREADY in ESSA and WIOA (Workforce Innovation and Opportunity Act) or their related legislation. By the way, Kline said there have been 5 related bills already passed by the entire Congress to continue support for America’s College Promise (Obama’s plan for ‘free’ community college. “Free” is costing taxpayers at least $60 billion.) Way to keep government out of education, huh?!
d) Kline favors more digital, that’s obvious, but he also stated that families and students need things simple..as in a digital dashboard. The biggest impediment right now in higher education? Seat time because it’s taking away from CBE time and hinders credit hours. More P3s (used the Clemson/car manufacturing joint program as an example.) are the best way for America to go.

clemsoncar
5) Add to your list of global programs, like “Education for All” and “Universal PreK for All”. The new one brought up in the webinar? “Universal Free Public Higher Education”.
I found the EduCause’s older version of “universal higher education for all” (circa 2000).
See: https://net.educause.edu/ir/library/pdf/ffpfp044.pdf

unihigh
Link to this article that would make the United Nations SO proud:
https://www.insidehighered.com/blogs/university-venus/universal-free-higher-education-good-global-citizenship

Speaking of The Global Citizen:

There was plenty more in the webinar which can be used to alert us to the ‘global citizen’ mindset that the CCSS Machine is shoving at us.
a) pay as you go/learn to earn models
b) systems where higher education tracks your work hours while tracking your education hours so that you can have 2 transcripts to show you are a skilled citizen
c) eliminating extra curricular activities to divert space for the common community’s good (example: Paul Quinn College shut down their football team (said it was a drain on finances) and converted the football stadium into an organic community accessible farm.) The President of Paul Quinn College has been glorified by the Atlantic Magazine. He’s also been groomed for educational ‘success’ in part by the Aspen Institute. (Article about the Presidenthttp://www.theatlantic.com/education/archive/2016/09/bringing-a-college-back-from-the-brink/500375/)

weme
I am not singling out this college, but rather, using it as an example. The reason we have extra curricular activities like football, arts, music, etc. is to expand our minds, exercise our bodies. Seeing these vital parts of Americana vanish is sad. Seeing them aligned to the CCSS Machine, outright tragic.

Seeing so many leaders in America moving us away from independence and freedom is not only un-American, it’s criminal!

NC Education Primary, Pt.2

Against-Common-Core-and-Vote

Yesterday, I gave you a first look into the 2 Democrats running for NC Superintendent of Public Instruction. One candidate is known nation wide for her PRO CCSS/CTE/CCR stance. The other candidate appears to be on the pro CC side as well. However, as I stated, it was a first look. Today’s Monday Musings will focus on the 3 Republicans also running for NC Superintendent of Public Instruction.

Let me state that the purpose of these two articles is point out that any race impacting education in this day and age of illegally based national education reform is important! We MUST know who is running in these races! We must know if they are  going to continue the path of educational destruction. Or, will they ride the fence (so to speak) and watch it continue?
Will any of them be strong enough to state from the start that they are against Common Core and all that goes with it? As voters, we have a right to know!

(**Please note, since this article is specific to NC in most of the information, I haven’t left the rest of America out. I will share information from other states as it can point to any concerns or related information for all of us.
As always, this is done to provide you with as much information as we can find. Knowledge is power, votes are power. Combined and used in the correct applications, we can begin to climb out of the educational straitjacket the CCSS Machine has placed us in.)

In case you missed yesterday’s look at the candidates, here is the link to it:
https://commoncorediva.wordpress.com/2016/01/17/weekend-news-nc-primary-part-one/
J. Wesley Sills’ Campaign:

You can find Mr. Sills’ website: http://www.jwesleysills.org/home/

According to his personal background, it is widely varied, just like all of ours. I would like to point out, however, that the “About Me” page has me musing. What do I mean?
1) While he did become a fully licensed NC teacher in 2015, his grammar is lacking (at least on this page) While everyone of us makes grammatical errors (including myself), I would certainly hope AND expect my Superintendent to have excellent grammar skills. I would certainly hope AND expect my child’s teacher to have excellent grammar skills, too!

2) According to his website, he became FULLY licensed in 2015. The Raleigh News and Observer (The N & O) stated he graduated in 2012 (has been teaching since) from UNC-Wilmington.
Both sources share he has been teaching since 2012. To see the
N & O feature (which I will refer to again, below): http://www.newsobserver.com/news/politics-government/politics-columns-blogs/under-the-dome/article50074500.html

So where does he stand on the issues involved in education?
Some of  his views appeared in an article by the N & O: “I believe in the mission of public education and will work tirelessly to eliminate the endless bureaucratic policies that do not promote student learning, reign (sic) in all this testing, and make public schools a parent’s first choice in their student’s education,” he said in a prepared statement.”  The blog writer for the N & O went on to share this, “A press release announcing his candidacy said Sills “looks forward to a spirituous campaign focused on the issues of educating our children.”Usually, the best voters can hope for in Council of State primaries are spirited campaigns, so a spirituous campaign (one infused with alcohol) would offer a new twist.””

Again, the grammar skills! But I digress..

Other views Sills’ has can be found:
http://www.jwesleysills.org/policy-position/
In a nutshell, he wants to increase ‘rigor’. Here is an excerpt, “The difference between increasing rigor and just making things “harder” is similar to assigning fifty homework problems for the sake of length, when ten higher order problems could successfully reinforce the day’s lesson.”
Since he is an active teacher in NC, he does express a few valid concerns about learning. Here is one question I am sure many teachers ask, “Does anyone care about the learning or is the focus simply the scores?”  

He also believes we should re-instate the Teaching Fellows Scholarships. (Not sure if those are Common Core tied? See: https://www.nccivitas.org/2011/teaching-fellows-a-closer-look/ NEA (National Educators Association is a huge pro CCSS group!)

Related:
Now, let me pause from looking at NC here, as I know many of you don’t live here.What are some of the other states doing with their Teaching Fellows?  Are their Teaching Fellows programs tied to Common Core? You bet!
In NY, their Teaching Fellows openly embrace not only Common Core, but STEM as well. See: https://www.nycteachingfellows.org/fellowship_experience/schools_students.asp
In Washington state, have been collaborating for a couple of years with districts and the state level education departments to align Fellows to CCSS.
See: http://www.k12.wa.us/CurriculumInstruct/Fellows.aspx
If you want to learn more about Teaching Fellows, legislation created to support it, which states serve as models, etc. See: https://aacte.org/policy-and-advocacy/state-policy-and-legislation/433-teaching-fellows-program-act (Be sure to note the pro CCSS groups involved like the AFT, NEA, and others)

 Let’s pick up where we left off, shall we? Be sure to read the rest of Sills’ positions on Testing, Federal Funding, the importance of reading and writing, how the high school one size fits all is wrong (sorry, Mr. Sills, it happens way before high school), and teacher pay.
Mark Johnson’s Campaign:

His campaign website: http://www.remarkableschoolsnc.com/
Johnson is from Forsyth County, NC. He states on his website he serves on the United Way Board for his area. (United Way is also pro CCSS, see: https://commoncorediva.wordpress.com/2015/02/27/fom-collective-education/)
His stance on education as stated on his website includes that he acknowledges the failure of CCSS in NC (which is great), BUT he is all for college and career readiness (not great, as ‘CCR’, college and career readiness, is among the new names for the same ole Common Core)
Johnson has laid out 3 top priorities for how he would serve:
1) “Reform the System of Testing Created and Supported by the Incumbent”
2) “Better Professional Development for All Teachers and School Leaders”
3) “Smart, Measured Use of Technology”
He has Teacher Recruitment, Retainment, and Rewards under “Other Top Priorities”, the College/Career Readiness immediately follows this.
This has my musing mind in gear. Does he knows what the ESSA (Every Student Succeeds Act) has in store for NC (as well as the other 49 states)? Does he realize his stances, as stated, will only continue the educational demise of the state NOT lessen it! Common Core runs the tests now! Companies may millions off the data collected during these assessments! Teacher/Leader develop is chock full of ways to become aligned to all things Common Core, not LESS! Does he know that College and Career Readiness is the ‘new’ Common Core?!

To see all of his solutions for the above, see: http://www.remarkableschoolsnc.com/how

Related:
If you have followed my blog long, you may remember I have pointed out aligned communities across America which are part of the Strive Together Network. Forsyth County is among this network! It is called ‘Forsyth Promise’. The danger (as well as the CCSS tie) is the entire network has the ‘cradle to career education’ component. I am sharing my articles about Strive Together (where you will see a map of the communities nation-wide already involved) so you can see how the ESSA (Every Student Succeeds Act) will increase the aligned communities.See:  https://commoncorediva.wordpress.com/?s=StriveTogether

 

Dr. Rosemary Stein’s Campaign:

You can find her website at: http://drrosemarystein.org/
Of the Republicans, Dr. Stein’s biography includes not only the most organized biography, but it is much more impressive (education wise) than is being publicized by most sources.To see her biography, http://drrosemarystein.org/about.html

Unlike her opponents, she sees the damages of Common Core (and all that goes with it) from the health care side of our students and teachers. I have heard her speak out against these criminal-like activities at least twice.
Dr. Stein, among the candidates, has been the only one to contact me directly to learn all she can about how Common Core impacts not only traditional K-12 public schools, but in the post-secondary environments, the homeschool community, and more.
Here is her Common Core position, as stated on her website, COMMON CORE: All citizens can agree that our children should be taught the correct, factual information during their K-12 education. We have had common testing in our country for decades. Unfortunately, Common Core is not a common set of standards and testing. Common Core is primarily a curriculum that teaches English and Mathematics in a manner that is not conducive to the learning development of children. The change from a phonics based English education to the sight or block word memorization is one of the primary reasons that our children are struggling in school. It prevents our kids from making the transition from learning to read to reading to learn. The new mathematics curriculum, that few parents can understand, is also not the best way to teach our children mathematics.”
Dr. Stein openly states that she is in full support of a classical model of education! What a breath of wisdom. See the rest of her stances on education, http://drrosemarystein.org/positions.html

Personal note: As being so anti CCSS, I am thrilled to see there is one person running for office who is also against CCSS enough to want to learn all she can so she can stop it in its tracks. I am honored that I am among those she has contacted to investigate just how far, wide, and deep CCSS is in NC! We have even shared a speaking event earlier this month in the mountains of NC. While Dr. Stein addressed the early stages of learning and how toxic CCSS is, I was able to point out toxicity in all the other areas in education and how every school choice is impacted!


All the Candidates:

I do not know each candidate’s schedule of appearances between now and the upcoming March 2015 Primary.

But, I do know that on January 23rd, 2016, in Kinston, NC there will be an event where all 3 Republicans will debate and share more about themselves, what they have in mind for NC, and how they would serve NC during their term. If you live near there and wish to attend, the details are below:
Council of State Forum (Attorney General’s Office, Commissioner of Agriculture, Secretary of State, Secretary of Labor, State Auditor, State Treasurer, and State Superintendent of Public Instruction candidates)
405 New Bern Rd (‘The Kings’Restaurant)
Kinston, NC
Time: 11 am to 1 pm (EST)
It would be lovely (as well as fitting) to have 100 citizens in attendance.
Cost: meeting is free, lunch and dining is optional and is your responsibility.

 

Closing:
I look forward to not only finding out and sharing with you more about those who will be vying for the office of NC Superintendent of Public Instruction, but I hope to bring you more information about HOW they would eradicate the abysmal CCSS Machine from NC (if they indeed plan to).

For those of us in NC, or wherever we live, we MUST know our candidates and their educational philosophies. I, for one, do not want to waste one more vote on a candidate who says one thing and does another when elected. Especially where education is concerned.

Please note that there will be no published articles 1/19 or 1/20, as I will be on the road speaking out against Common Core, College and Career Readiness (1/19), and participating in my usual media appearances on 1/20. I look forward to joining you for Tech Thursday!

 

 

RMT: Have You Heard of the CCCII?

cathcomm

Happy Sunday, anti CCSS Warriors! Today’s “Riddle Me This” topic is one an avid reader of my blog asked me to look into. This mom is an active person in her child’s school. Her child was reading their faith formation guide when they stumbled across the words ‘rigourous’, ‘rigor’, and ‘assessments’. As she stated, ‘all clues’ to what she hoped wouldn’t be true. That CCSS had been inserted.
She sent me the link where I was able to get the screen shot you see above. Be sure to enlarge the shot. In the event you aren’t able to, I’ll share below what is so vital to see.

The emblem you see belongs to the National Catholic Educational Association (http://www.ncea.org/my-interests) “NCEA is the largest private professional education organization in the world.” 

The NCEA:
“NCEA guides Catholic schools on the path to educational excellence through ongoing initiatives such as the Common Core Catholic Identity Initiative (CCCII), and the New Directions Initiative. Our research efforts consistently highlight the strengths and benefits of Catholic education and emphasize the importance of strong Catholic identity.” 
NCEA also offers professional development for teachers in the Catholic schools.
Below is the NCEA’s promotional video. Watch careful and you’ll see the Pearson Publishing booth at an NCEA Convention.

Here’s the screen shot of the NCEA Partners. The website address to see the entire list is included.
nceapartners

Here’s an excerpt from their position paper on Common Core, “Catholic schools have a long-standing commitment to academic excellence that is rooted in the faith based mission of Catholic education. The Common Core State Standards in no way compromise the Catholic identity or educational program of a Catholic school. The Common Core State Standards initiative, begun in 2007, is a state-led, bipartisan effort that is not a requirement for participation in the No Child Left Behind Act of 2001 (NCLB) or any other federallyfunded program, and there are no mandates for any Catholic school to follow any federal rules if they adopt the Common Core. Adoption of the Common Core is voluntary; individual states, Catholic dioceses and other private schools make their own decisions about whether to adopt the standards. The Common Core State Standards are a set of high-quality academic expectations that all students should master by the end of each grade level. The standards establish consistent learning goals for all students that focus on preparing them to succeed in college and careers in a globally competitive workplace. The standards define and clearly communicate grade-specific goals and inform parents about learning outcomes, making it easier for parents to collaborate with teachers in helping their children achieve success.” If you’d like to read the entire position paper, http://www.ncea.org/sites/default/files/documents/ncea_commoncorestatestandards_053113.pdf

The CCCII (http://cici-online.org/):

cccii

As stated above, CCCII stands for ‘Common Core Catholic Identity Initiative’. *NOTE: As part of the NCEA’s accountability aspect, assessments that are standardized, both state and nationally, are used. All kinds of data is collected for use not only for NCEA, but federally, too. Among the data, students who are considered Title One. As we know, the re-authorization of ESEA (the current Student Success Act, HR5) would greatly impact any school receiving Title One funding. To access the data page on the NCEA website, http://www.ncea.org/data-information/catholic-school-data I found their statement concerning HR5 on their ‘public policy’ page. See: http://www.ncea.org/data-information/public-policy


So what does the CCCII look like? Here’s the promo video:

Did you hear that?! Wow, if you are like my reader who asked me to look into this, I hope you will respond with truth about CCSS to the NCEA!

From the ‘white paper’ about CCCII’s success with CCSS, The Reality of Implementing the Standards: As part of the conference, one diocese explained its experience with the Common Core outlining the process from curriculum alignment and professional development to the assessment and results based on the Common Core Standards. The journey was three years in the making.
In year one, emphasis was placed on instructional shifts, preserving Catholic identity, and building the capacity of instructional leaders and the understanding of teachers. This included professional development for principals and teachers through various modalities. The other component for its first year was the creation of English-Language Arts and Mathematics unit plans. In year two, instructional specialists were engaged to provide a multitude of resources and to help capture the work of the Common Core Catholic Identity Initiative. The two challenges were getting teachers to shift from using the textbook as a curriculum to using the textbook as a resource and aligning four Mathematics textbooks as a resource to the unit plans and standards.
In its third year, there was a new form of assessment that used different types of questions to assess student academic progress. In preparing for the new assessments, interim assessments that were aligned to the Common Core were implemented, as well as an increase in the instructional time for Mathematics. Based on its experience, it was recognized that the Common Core challenges included:
• deconstructing the standards
• reviewing all materials for Catholic appropriateness
• funding and time for quality professional development
• differentiating professional development for schools and teachers that are now at different places along the transition continuum
• meaningful use of the assessment results to improve teaching and learning.” To read the entire 4 page report, http://cici-online.org/resources/articles-research/130-common-core-and-diocesan-catholic-school-leadership-white-paper

Related resources:

The ELA Rubric: cici-unit-review-rubric-form-rev-08-20-2014 When you access this document, read the fine print at the bottom of the page. “EngageNY” is the CCSS laden NY state level board of education.

A Summative Assessment “Mini Lesson”http://cici-online.org/images/Resources/Section-1-Mini-Lessons/CCCII-Mini-Lesson-Assessment.pdfThe letter to settle a CCCII disturbance: http://www.ncea.org/sites/default/files/documents/cccii_superintendent_letter_15oct13.pdf


A pep talk about implementing the Standards so your Catholic school can be a Blue Ribbon School (U.S. Dept. of Ed ‘honor’): http://www.ncea.org/department-news/implementing-your-strategic-plan

The precursor to today’s article was last Saturday’s expose about CAPE, of which NCEA is a member ofhttps://commoncorediva.wordpress.com/2015/04/18/sic-em-saturday-grab-a-cape-ccss-warriors/

One last thing:
That New Directions Initiative mentioned above in the paragraph describing NCEA? Oh, that’s all about blended learning! Here’s just one of the workshops NCEA has on it: http://www.ncea.org/events/2015-ncea-new-directions-blended-learning-symposium

Tech Thursday: CAPS via Career Pathways is Still CCSS!

Back on March 1, 2015 I shared with you a bit about how the educational deck of cards (so to speak) is continually being stacked in favor of Common Core or any of its other arms: Career Tech Ed, Career Pathways, College, Career Readiness, etc. So, today’s article is a follow up to more of the same stacking via Education Week publication.

First, an excerpt:

Being such a research ‘nut’, I have all kinds of ‘pro CCSS’ stuff AND ‘anti CCSS’ stuff hit my inboxes or social media feeds. One such is “Ed Week”. I knew it was supportive of the Core, but I just didn’t know HOW much. Here’s my ‘confession’ as it appeared in the original article. If you don’t read this original one before you read today’s article, be sure to have it ready to access as a reference point of importance. (see: https://commoncorediva.wordpress.com/2015/03/01/rmt-why-is-the-deck-still-being-stacked-to-serve-ccss/)

“When I first subscribed to this online newsletter, I had no idea it was funded by so many of the same big name foundations supportive of CCSS. Thus, making almost everything reported vented toward CCSS. When I did discover this fact, I was able to discern the lies from the truth much more easily.”

I can happily say that since the discovery of those pro CCSS groups using Education Week as a front, I know right away any webinar, conference, or other resource I’m invited to participate in or use, will ALL be to help further the CCSS Machine.

The Conference I Passed Up:

For as long as Education Week has held an annual “Leaders to Learn From” Conference, Washington, D. C. has played host city. The group of “Leaders” are reader nominated for their best practices, proven models of what works in today’s classrooms. Here’s how it was promoted in an email, “Leaders To Learn From 2015 is your one chance to join more than 150 of the most influential education leaders from across America to gather in one room and celebrate outstanding leaders in K-12 education: the practical innovators who have found frontline, effective solutions to the challenges facing today’s districts.” This conference happens each March. As you already know, I passed up attending. Why? My registration fee of almost $2,000.00 would help fund the CCSS Machine. In case you’re interested in discovering who the Keynote speakers were or any of the other details from March 2015’s event: http://leaders.edweek.org/event-details/

Among the 2015 Most Influential Education Week Leaders:

Here’s a short video to watch which was to celebrate those 2015 leaders. Listen for the educratic buzzwords we know mean CCSS/CCR/CTE.

For the rest of the article, I’m focusing on the leader of AND the program called CAPS.

Dr. Tom Triggs and his Center for Advanced Professional Studies. You’ll find Dr. Trigggs in Kansas. You’ll find many folks who reside in Kansas (as well as in other states) really like this program. I’ll admit, it is impressive, however, it’s still Career Pathways, Career Tech Ed and most definitely Common Core aligned!

To see the featured video of Mr. Trigg and CAPS: http://leaders.edweek.org/profile/tom-trigg-superintendent-career-pathways/?intc=ltlfcarous
To see the featured video of Mr. Trigg and CAPS:
http://leaders.edweek.org/profile/tom-trigg-superintendent-career-pathways/?intc=ltlfcarous

Here are Dr. Trigg’s 3 most important “Leadership Lessons”:

  • Real-World Relevance: Many comprehensive high schools understand the new three R’s—including the need for rigor and the importance of relationships. The third “R,” relevance, is the most difficult to implement. Involve business and industry partners to provide relevance.
  • Expertise, Not Money: Instead of approaching partners to ask for money, ask them to share their expertise and human capital. The business community is eagerly waiting for school districts to approach them.
  • High Expectations: Don’t underestimate your students. You can expect them to consistently exceed the expectations of the district’s business partners.

Education Weekly happily shared with readers that Dr Trigg has been named a Kansas Superintendent of the Year; that CAPS has been honored with not only awards, but other states replicating his program. WHAT Education Week didn’t share was Dr. Trigg serves on his local Chamber of Commerce Superintendents’ Forum and other community leadership roles. He’s a sought after member of the WSBC (Western States Benchmarking Consortium); the AASA (American Association of School Administators); under his ‘watch’ all those high stakes assessment scores have appeared impressive; Kansas state legislators take his words to heart. (see his entire bio: http://www.aasa.org/uploadedFiles/Programs_and_Events/Awards_and_Scholarships/SOY2011/Tom-Trigg-info-sheet.pdf )

As far as how AASA is CCSS friendly: https://commoncorediva.wordpress.com/2015/02/13/fom-friday-ccss-cant-be-wrong/ (I featured AASA as one of the big supporters of all things CCSS)

As far as how WSBC is CCSS friendly (click to enlarge the screen shot):

Be sure to see the entire list of those behind WSBC.
Be sure to see the entire list of those behind WSBC.

Here’s Education Week’s featured video of Dr. Trigg and CAPS:

The CAPS:

The comprehensive high school offers students 6 strands (hey, wait isn’t CCSS plan ‘clusters’ or ‘pathways’?) From the FAQ page, here’s their description, “Blue Valley Schools’ Center for Advanced Professional Studies (CAPS) is a nationally recognized, innovative high school program. Students fast forward into their future and are fully immersed in a professional culture, solving real world problems, using industry standard tools and are mentored by actual employers, all while receiving high school and college credit. CAPS is an example of how business, community and public education can partner to produce personalized learning experiences that educate the workforce of tomorrow, especially in high skill, high demand jobs.”

I found this logo in the parent/student catalog for CAPS. Twenty-first Century Skills is a definite component.
I found this logo in the parent/student catalog for CAPS. Twenty-first Century Skills is a definite component.

As for those Common Core aligned Career Clusters? Yes, they are embedded in CAPS ‘strands’. See page 7 of the 2016 CAPS Vision document. caps_visioning_for_web_site Other things you’ll find in the Vision include how MIT (a known CTE/CCR/CCSS developer) helped ensure the school’s benchmarking component; how this particular CAPS is to become the flagship for a global network of such programs.

The Business partners of CAPS are many in number. If you’re interested in seeing just which local and national businesses have joined in on the alignment, http://www.bvcaps.org/s/1403/index.aspx?sid=1403&gid=1&pgid=322 *Note, you’ll have to access each business per CAPS strand. For example, if you want the Human Service Strand’s group of supporting businesses, you’d click on the live link marked “Human Services Strand”. In doing so myself, I was able to spy at least 3 national CCSS businesses which have chosen to align with CCSS. One example, Lego Education.

Lastly, If You Aren’t Familiar with Career Tech Education or Career Pathways:

Here are the links to my other articles on each:
https://commoncorediva.wordpress.com/page/2/?s=career+pathways+career+clusters (contains 2 pages of research)

From Prevent Common Core’s website, my published research:
http://preventcommoncore.com/?p=1187

About the Career Pathways National Network:
https://commoncorediva.wordpress.com/2015/01/08/tech-thursday-national-career-pathways-network/

WYBI: What’s in a Word

A while back, an avid anti CCSS warrior/reader of my blog asked me to share some of the educratic buzzwords. You know the ones. Ones, we think mean something worth attaining, but the CCSS Machine means it to hide their agenda. So, here we go..words that double as trouble in education.

double_tro_m2173526

Way Back When:

Here’s a poem to illustrate what may have happened when those in the driver’s seats of the CCSS Machine decided to skew our words and use them against us.

Once upon a time, in a nation we used to know;

people in charge, by and large

would speak the truth and mean what they said. 

“Yes” would mean “Yes”, “No” would mean “No”;

Nothing misleading or to play with your head.

Ah, but alas, along came a movement, a wish, or a plan;

“We’ll change the nation, we’ll align citizens all that we can!”,

said the leaders, the profiteers, and those who were fans.

“How will we do this?”, was the thought they queried.

“I know!”, said one, “We’ll talk them down, we’ll make them weary.”

“We’ll use words they assume are upstanding.”

How I Found the Words:

In September of 2014, I was researching some items for my blog. I was able to locate 2 great websites that exposed the words we hear and think of as positive gains for education, but have been craftily repurposed to mean something less than what we think of.

For example, probably the most overused rhetoric educatic buzzword I can think of is: “Rigor”. Somewhere in the upper echelons of the CCSS Machine, it was agreed upon to use it in relationship with ‘challenging’ and ‘coursework’. Yet, they chose the one word meaning ‘stiff’ and deemed it a worthy replacement. I can almost see it now: the group sitting around playing the ‘what-can-we-misguide-them-with-in-language-today’ game.

There are many others chosen to play double trouble for us. But, before we get to some of them, here are the websites I found very useful in weeding out truth from fallacy.
1) http://www.nychold.com/hirsch-termin.html
2) http://www.illinoisloop.org/buzzwords.html

Did You Hear That?:

“Grit” is  what the CCSS Minions want you to hear as meaning ‘hard work’. What  it really means: ‘wearing your child down to the point of hatred’. Think of it this way, a piece of sandpaper as it wears down a coat of paint when you’re completing a project. A great related resource: http://www.illinoisloop.org/Kozloff_on_ed_baloney.pdf (“If It Quacks Like a Duck, It’s Probably Baloney” is the title of the paper written in 2002)

“Critical Thinking Skills”, this phrase has become so over used by the CCSS supporters that when the real phrase is used, folks immediately assume the worst! Not too long ago, I shared that the NC Academic Freedom Alliance was incorporating the CTS into the CCSS free “NC Plan”. As a result I received no less than 3 anti CCSS warriors feared that the CTS was more of the same old CCSS crap. So, just what does the CCSS Machine mean by ‘critical thinking skills’? Here’s how one researcher penned it, “In Ed-land, this means that kids have developed a depressive radical skepticism regarding their nation, their family, notions regarding the existence of god or good and evil, and the very meaning of life itself. “Critical thinking” in today’s schools would, of course, “question” the war in Iraq but not the policy of appeasement towards brutal dictators. When you hear about “critical thinking” in a classroom you can be certain that there will be a neat divide between what is to be looked at critically and what is to go unquestioned.”
Source: http://edlandfollies.blogspot.com/2007/01/getting-the-b.html

“Collaboration” is often used like it’s a brand new concept in education. Have you noticed how many bright and chirpy CCSS puppets express so much enthusiasm over the fact CCSS allows them to collaborate so much now. Good grief. From the student’s side, there are more collaborative projects than ever before. While teamwork is good and has also been around since dirt was invented, too much of it can be a bad thing. All this collaborating in reality is ‘breeding’ folks so absolutely dependent on a bigger group they are effectively incapable of working on their own, standing on their own, or even thinking on their own!

Want More Educratic Speak?:

If you’d like even more educratic babble, be sure to read my April 3rd, 2015 article where one of the biggest doublespeakers in education is featured. See: https://commoncorediva.wordpress.com/2015/04/03/fom-duncan-extols-upcoming-esea-renewal/

From 1999, an article well worth reading: http://americanpolicy.org/1999/03/29/how-to-understand-the-double-speak-of-the-educrats/

From Charlotte Iserbyt, her “Deliberate Dumbing Down Of America” book in pdf form. If you want an excellent view of how education authorities have re-written words/phrases for schools, this is it. Very detailed from the 1930s to the 1990s. If you have time for nothing else, access the appendices. charlottesdumbdown

Videos:

Here’s Charlotte Iserbyt’s 8 minute interview:

Anita Hoge’s detailed video on Outcome Based Education, which under CCSS is very much alive. Called “Womb to Tomb: OBE”. Her opening minutes illustrate how crafty OBE can be when it comes to words.

William Lutz, author of “Double Speak”, shares how purposeful double speak is used in government, business, and so many other places.

Monday Musings: CCSS Subjective/Objective

CCSS: Using subjective groups to appear objective to us.
CCSS: Using subjective groups to appear objective to us.

Let me ask you a question, my fellow anti CCSS warriors. When it comes to objective critiques, do you ask yourself or someone very close to you for the help? If you’re like me, you determine to ask someone who ISN’T in your immediate circle of influence. That way I know I can better rely on things I didn’t take into consideration. I also know when I do this I can spare my close family/friends any fallout that may occur over whatever needed critiquing in the first place.

However, like we’ve seen with the CCSS Machine before, objectivity gets blown out the door when it relies on its own resources to APPEAR ‘on the level’.  Let me give you the recent announcements that surfaced late last week as evidence about CCSS’s lack of objectivity.

The Washington Post’s article:

Many of us rely on this famous newspaper for objectivity. This article (link is below) appears to be no exception. The writer tells you there’s a new “Consumer Report” like non profit called “EdReports”. It tells you the group found several CC aligned materials, including textbooks,  lacking (gasp, say it isn’t so!) in their ability to successful meet the CC Standards. If you’d like to read the entire article for  yourselves, http://www.washingtonpost.com/local/education/new-consumer-reports-for-common-core-finds-learning-materials-lacking/2015/03/04/3153d264-c1f6-11e4-9ec2-b418f57a4a99_story.html?postshare=6321425571619494

The author even goes on to share that the following Foundations which GAVE to CCSS to help create it, push it on us are the VERY same ones funding THIS ‘non profit’, “Consumer Reports” like group!!

Here is what the EdReports ‘About Us’ page stated, “EdReports.org is funded by Broadcom Corporation, the Bill & Melinda Gates Foundation, the Helmsley Charitable Trust, the William and Flora Hewlett Foundation, the Samueli Foundation, the Charles and Helen Schwab Foundation, and the Stuart Foundation.”

Now, while I couldn’t be happier to see real evidence that the CC aligned textbooks and other resources didn’t measure up, I have to wonder HOW truly objective EdReports can be. We know the CCSS Machine grinds out rhetoric, materials, and more lies than you can keep up with BUT to also state their own stuff stinks?? While on one hand this tactic can be consider brave (as in “I’ve made a discovery about myself and I can change it for the better.”), I am leaning more toward the side of ‘they’re up to something’. Think about it…too much time, energy,  and money has been poured into CCSS! In my researched opinion this move is more like placing a screen door on a submarine and hope it doesn’t sink!

How EdReports Made Up It’s Mind:

Website: http://www.edreports.org/ According to their March 4, 2015 Press Release, much help was sought out in creating these ‘first ever, free reviews’. When did ER begin? Who was there? ER was a think tank creation from the ” Annenberg Retreat at Sunnylands by a Design Team of the nation’s leading minds in math, science, K-12 and higher education in response to fill this gap by reporting on the alignment and quality of instructional material programs.” Then, there’s this,  “Instructional materials that claim to be Common Core-aligned have saturated the market. Yet we know many of those claims have not been verified by a reliable source. Without an independent review to identify quality materials, the promise of Common Core cannot be realized.”

Notice in the above, who created ER is somewhat identified, but there’s no date. Why the Annenberg spread? Why not the local schools or civic meeting houses? I think we warriors might be able to guess when you read what level of leaders meet at Sunnyland.
(see: http://www.annenbergfoundation.org/) The website tells you world leaders meet here, top educational folks, diplomats, and many others convene here to shape many things which impact us all.
Annenberg’s Ties to CC:

The website for the Foundation has much evidence that we anti CCSS warriors know connects more dots in the puzzle of all things CCSS related.
When I looked at some of the grants that the AF has given I noticed something we need to know.

Annenberg Foundation has given several millions to well documented CCSS supporters/creators of initiatives. For example, one of the biggest recipients is Harvard University. Oh, Harvard hasn’t created CCSS initiatives or resources, you may say. However, they have done exactly that. If you’ve heard of the Pearson/Harvard “Pathways to Prosperity” initiative, that’s adult level CCSS via Career Pathways. Many of our fellow warriors (including myself) have written about the efforts of Harvard and how CC was the recipient. (for one example, see the “What is CC” blog’s 2013 article, https://whatiscommoncore.wordpress.com/tag/harvard/

You can see some of the other grantees when you look at the “Milestones and Moments” timeline. (see: http://www.annenbergfoundation.org/about/milestones-and-moments) See if you can immediately spy any other CCSS tied groups.

More Ties from Annenberg to the Core:

Annenberg Learner Express (http://www.learner.org/series/modules/express/) Has STEM and CCSS modules

This 2013 EAG News article lays out how Coleman (aka “CC architect”),  and the Annenberg Challenge, which tie him to Billy Ayers and the sitting President. See: http://eagnews.org/common-core-architect-david-colemans-history-with-the-ayers-and-obama-led-chicago-annenberg-challenge/  You can also see “Before It’s News” and their 2013 article about the Coleman/Anneberg/Ayers relationship,

 http://beforeitsnews.com/opinion-conservative/2013/06/david-coleman-common-core-rewriting-psats-sats-coleman-connections-obama-bill-ayers-chicago-annenberg-challenge-2667402.html

The Annenberg Institute for School Reform (housed at Brown University) is a big time champ of changing not only public education, but impacting charter school, college and career readiness, etc. See the link for all the resources CC related from their website:

http://annenberginstitute.org/?q=search/node/common%20core%20standards

As far as education dollars spent, look at the screen shot of the Annenberg’s Interactive Grant Locator. You can click on the bubbles with figures to get more information. When I clicked on some, not information was available at all. Two of the CA grants was for EnCorp Teachers. That’s a group to increase the number of science and math teachers in the state. To see the grants, use this link and click on ‘interactive grant map’. http://www.annenbergfoundation.org/grantmaking

No telling how much of this $$ is for CCSS.
No telling how much of this $$ is for CCSS.

Let’s Go Back to EdReports, Shall We?

While the Annenberg tie is key to our anti CCSS fight, let’s go take a look at HOW EdReports graded CCSS. Here’s the pdf of methodology, EdReports Methodology

What was measured was ONLY the student text and the teacher text. So, if there are homework resources, for example, those DIDN’T get the EdReport “Consumer Report” like treatment. So, while the one page says they critique quality materials, anything OUTSIDE of the text books isn’t being measured. Remind me, how’s THAT objective? You have to look at all the resources, otherwise it’s a false positive! C’mon, does the CCSS Machine think we’re really that fallible?

If the CCSS material or resource got at least a 10% market share, it was critiqued by the over 20 hours of ER training those who perused the resources received. If at least 2 state level educationally minded groups approved or has suggested the resources for use, it was critiqued.

See this screen shot of the ‘quality control’ model for finding out if the CCSS materials/resources are up to their task.

edreptrain

According to the report for quality and measuring, the following excerpt, “The tool builds on the experience of educators, curriculum experts and leading rubric developers and organizations – such as Achieve, Inc., the Council of Great City Schools, the Dana Center, Illustrative Mathematics Project, the National Council of Teachers of Mathematics and Student Achievement Partners, among others – that have conducted reviews of instructional materials, lessons and tasks. To create the evaluation tool, EdReports.org conducted research into the use of more than 11 commonly-used rubrics, observed review process.” In the footnotes were the names of other groups. Brookings Institute, Cambridge, and Harvard received special notice. See the entire document, EdReports-Quality-Instructional-Materials-Tool-K-8-Math

Now It All Makes Sense:

It wasn’t until I watched the short video provided by EdReports that I understood WHY those in support of the Core created this ‘Consumer Reports’ like non profit. It’s to ensure that if a product says CC aligned, it better be aligned 100%. See the video for yourselves and see what you take away from it.

Oh, by the way, EdReports calls Durham, NC home. That was buried on the ‘Contact Us’ page of ER’s website.

 So while we don’t know when exactly ER was crafted, we at least know which way the CC wind is blowing.

Closing:

I can’t help but be reminded of whom ever leads our leaders, is in control. If we look at the CCSS Machine’s creation of a supposedly objective task, add the CC subjectivity and then glory in the fact that a collaborative group gave it the pass or fail, we can then somehow rest than all is well in CCLand. What a load of crap, CCSS Machine! What an insidious thing to do to your country.

The amount of CCS projects, programs, initiatives, and propaganda equals the level of floor decorations in this trailer!
The amount of CCS projects, programs, initiatives, and propaganda equals the level of floor decorations in this trailer!