Tag Archives: state funding

Digitally “Fried”

Warriors, we’ve heard plenty of CCSS Machine rhetoric about “Personalized Learning”. The CCSS Machine has taken a classic teaching tool and destroyed its true purpose.

The phrase has been bounced around SO much by the propaganda, the ‘objective’ studies and research, and all those profiting off the NEW rendition of Personalized Learning (PL) that most everyone has no clue as to what PL should truly be. Most only know it means a computer. Too much computer time/instruction means a ‘digitally fried’ student, a frustrated teacher, and a sold out state of existence.

So, before we get much further into how ‘digitally fried’ our nation has become, I want you to consider the ‘burning’ question you see below:

digitallyfried
*Note: While what you see above is NC specific, this is NOT a problem exclusive to the State. You will find similar in your State. We will be re-visiting the moves NC is making later. But first, a national view.

Classic PL:

Much like the tasty potatoes you order at a restaurant, you’ll notice there are choices. There are ‘classic’ fries (meaning cooked just right, a little salt, not too thin or thick cut), curly fries, seasoned fries, fries smothered in cheese, and other endless examples.

TRUE PL closely resembles the classic fries. How do I know? Ask a retired educator (The best people to ask  need to be over 40 or 50 years old). Look at a classical education model.

True PL plans show a lot of flexibility in both the teacher AND the student; a variety of teaching tools, styles, games to engage the student’s 5 senses or their whole body.

Today’s ‘digitally fried’ PL, uses agenda driven, watered down versions of plans, tools, and resources. Today’s PL hardly uses the student’s 5 senses/whole body.

Think about it from the fries example, lots of copy cat versions seeking to improve upon the classic order of fries, but not nearly as satisfying. Education is HARDLY the place for copy cat, failure embedded versions of what really works.

Ask a researcher or a child psychologist; look at the way in which some school desks have been redesigned. This picture (below)stated it was ideal for the kinesthetic  learner.

Well, which KIND of kinesthetic learner?! The student who needs to keep only their hands busy or the student who needs to move around, sit on their legs, or be able to turn around? As the mother of a kinesthetic learner, I can tell you, my child would not have liked this desk/bike at all. Why? Limited movement. Too much limited movement for some learners like this, stunts their thinking and will cause burn-out when it comes to completing assignments.

pedal-desks
Oh, and the cost of one of these desk/bikes? A single one can be over $1,000.00; One like these 4 seater? Almost $3,700.00! True PL can be accomplished at a fraction of this cost. Who foots the bill for ‘school improvements’ like what you see above? TAXPAYERS! With the way the current education laws are written, P3s (public private partnerships) will also be helping with ‘improvements’ like this. Think of it this way, they want to be the ultimate order of ‘loaded fries’ in your school. A whole lot of ‘eye appealing yumminess’ and a lot of ‘bad for you’ calories.

What does the U.S. Dept. of Ed say PL is?  That depends..do you want the PL for teachers, leaders, or students? See below:

ongoingassess
To find out more: http://tech.ed.gov/netp/assessment/
To continue our order or fries example, think 24/7 hours of nothing but AYCE (All You Can Eat).

CCSScondiments2

To find out about the “Future Ready” PL, see: http://tech.ed.gov/netp/

Dear Old NC:

Now that you see how the nation is serving up PL, just what is SO important I have to (once again) call out NC’s activities?! For starters, the CCSS Machine mouthpieces shouted ESSA (Every Student Succeeds Act) would free the States, mean less testing (assessments), and so forth. As research is proving in real time since ESSA’s passage, States are creating ways in which to appear like they are taking control of education, but when you look closely, you see the national agenda in the plans. How so? Look below:

repealpl
Before I share more, let me state for the record that I know some of our NC legislators personally. I know they absolutely hate the CCSS Machine and what it is doing to NC. I know you have legislators like this in your State. While not every legislator serving us will be a party to this kind of activity, there are countless others who either will or simply are not aware of how many strings are being put into place.

NC’s been in the news before for what looked like a repeal, but was in all honesty, a rebrand. That was when we supposedly repealed CCSS. Nope, the law which went into place was watered down to a name change. We had the chance to totally ditch the CCSS mustard and ketchup for our fries, and didn’t!

So what else does this ‘new’ Repeal-but-not-really Law do?
a) gives an illusion
b) will be taxpayer funded
c) to access the entire document from above: http://www.ncleg.net/Sessions/2015/Bills/House/HTML/H237V6.html
d) allows for retention of students from grade to grade
e) supposedly improves transition from elementary grades to middle school; middle to high school as defined by the NC State Board of Ed. Who heads our State Board of Ed? Dr. June Atkinson, State Superintendent AND President of the CCSSO (Council of Chief State School Officers)!
f) by repealing ‘personalized learning’ this Law opens the flood gates for ‘alternative assessments’.

What the State Board Says:

If your State Board of Ed is anything like NC’s, you are sick to no end of their selections they serve up when it comes to education. (Think rotten fries or spoiled potatoes..they stink!) Above, point E shifts the responsibility of defining PL from the lawmakers to the educators. While that is as it should be, the obvious fly in the room is that those serving as educators are sold out to the CCSS Machine’s agenda.

In a few days, our State Board will have a meeting (8/31 and 9/1). Among the topics?

reviseplnc

Included in the announcement of this topic was a supporting 22 page document. By removing the PL as it had been defined, the State Board listed ALL the ‘alternative assessments’ they used in conducting a survey of what works and what doesn’t. The actions the Board will take with PL’s ‘repeal’ or revision will more than likely be based on this survey!

In other words, a steady diet of ’24/7 loaded fries’ will continue!

You have to see this. Not only have these ‘spuds which are really duds’ been  24/7 assessing, most, if not all are DIGITAL!

By the State Board’s apparent direction, that means humongous data mining will CONTINUE.  ESSA and WIOA (Workforce Innovation and Opportunity Act) increase this mining via State grants/incentives.

2016NCPLreport

To name a few for the K-3rd graders in English and Math: Dibels, iReady, Discovery Education,Dreambox, universal screening, performance monitoring, past performance, SchoolNet Benchmarks, and MAP.

For these students in their ‘success’ or ‘achievement’ measuring (remember, K-3rd graders): SAT Teams; teacher observations; outside entities like the Dept. of Social Service, law enforcement, etc.; below grade level activities; mental health involvement, and after-school programs.

You will find the same types of measuring students in grades 4th and 5th; 6th-8th; and 9th-12th. What I noticed is the K-3rd grade group has more than the others. When you consider ESSA embeds birth to 3rd overreach, this should have you ready to fry some spuds of your own.

If you’d like to listen in via an audio live link (8/31 and 9/1) to see what the NC State Board will do: http://stateboard.ncpublicschools.gov/live-audio-streaming

Closing:

What’s in your State’s PL activity? How many ‘cooks’ are in the education kitchen? How many ‘fryers’ are in State Legislative bodies? Do we really want to see America ‘digitally fried’ and marginalized?! After all this, I’m ready to launch a few potato rockets.

balloonburst

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School Board Special, Part Three

ecsalign
This group claims ‘they don’t take sides’ in education. The states pay to belong to this group. They also span P-20 education.

Today’s “From the Files” Tuesday, brings us to Part Three in my special candidate special series devoted to arming these brave citizens with as much ANTI Common Core/College and Career Readiness/Career Tech Education as possible!

So far, Parts One (focused on the birth to 5 year old alignment to CCSS (Common Core State Standards) via the ESSA, Every Student Succeeds Act) and Two (focused on the K-12th grades in their alignment to CCSS via the ESSA), have been a huge success in arming those facing primaries in the next few months. This series is also a great tool for any citizen concerned about the overreach of the CCSSI (Common Core State Standards Initiative) into our educational system! This article is jam packed and a bit lengthy, but we MUST know what our nation is facing via this ‘great educational bill’.

In this article, the focus will be on my specialized area of research: Common Core/Career Tech Ed in POST-Secondary education. You know, one of the areas CCSS was supposedly never to be found?!

For the sake of consistency, I will use my phrase ‘CCSS Machine’ in the rest of the article to point to the Initiative behind Common Core, the agenda surrounding it, the public private partnership (P3s) side, the resources, the Standards themselves, and anything else connected to the illegally based education reform. ESSA, will stand for itself.

Before we see where the post-secondary alignment is, I offer a couple of points:
1) The ESSA (Every Student Succeeds Act) is a law which is to impact K-12th grades ONLY.
Yet, in the law, (as I have pointed out in the previous 2 articles), we have found younger than Kindergarten (K), and, today, we will see older (aka: post-secondary students) than 12th grade involved.
2) Where the ESSA has now become law, don’t think the CCSS Machine is going to leave post-secondary education alone. In the picture above, note the use of “P-20”, also note the headline. You should see a definite warning! Higher Education (another name for post-secondary education) is the LAST link in the streamlined chain of education which HAS not been rubber-stamped by Congress to embed the CCSS into it.
The strings of the CCSS Machine are already in place in post-secondary education, they just have not been re-authorized. Think about it, since 1965, almost in tandem, the re-authorizations of the elementary, secondary, and post-secondary education laws have occurred. I am almost certain that in 2016, we will be seeing the HEA (Higher Education Act) come up for re-authorization, too! You can bet the farm, all sorts of alignment will be embedded. (*Note: to save article space for now, if you have any questions about my research and how I can connected the links between PreK to Higher Ed, please contact me ASAP!)

 

valueroi
To see the rest of the wheel: http://www.educationvalue.org/college-value/


The ESSA and Students in Higher Education:

In the picture above, this is an example of how our high school graduates (or for that matter, any citizen seeking higher education) are being described… a ‘return on investment’. (*Note: In yesterday’s article you saw 2 equally demeaning visual pictures of how our students are defined by the CCSS Machine.) According to the CCSS Machine, we are all just ‘human capital’, so it is no wonder the shift in how students are taught is happening right before our eyes!

From the ESSA Final Conference Report, I have previously shared with you that the phrase “Higher Education” is embedded 64 times, that “Career” is used 63 times, that “Workforce” is written in 33 times. Sprinkled throughout the ESSA, each of these will repeatedly tie back to not only Common Core, but to Career Pathways and its counter part, Career Tech Education to Apprenticeships; to STEM; and to the most damming of all: the WIOA (Workforce Innovation and Opportunity Act). Why is the WIOA damming? In its language, Career Tech Education and Career Pathways are embedded a total of 21 times! STEM is also embedded to help create a STEM Workforce.

 As a candidate, you need to know that in plain talk, this means that not only will your traditionally educated public schools students be aligned to a workforce based education, but so will your private school students, your homeschooled students, your faith-based educated students, and ANYONE seeking a job! The difference (at least right now) is that those outside of public education will be aligned when they either 1) enter post-secondary education , or 2) seek employment! (*Note: I have published articles on all of the above, which I will be more than happy to provide you upon request.)

Here is even more you need to know as a candidate. I urge you to read the pages below for yourselves as what I have provided is a contextual paraphrase:
1) P. 33 deals with LEAs (Local Education Agencies) and state financial awards. Not only will you as a candidate need to see what percentages of the funding goes for a) the parents, 1b) the student services, and c) the students courses (including AP, IB, CTE), but you will need to read how all of these are to be aligned to the CSAS (Challenging State Academic Standards) by way of the ‘industry recognized credentialing system’ set forth by the WIOA of 2014!
2) P. 48 of the ESSA Final Conference Report states that the CSAS and post-secondary education must be aligned for a more streamlined education.
3) P. 50, special needs students who have benefited from IDEA funding/programs and seek higher education ‘on track with alternative aligned courses/assessments’.
4) P. 85, States are to measure and report students ‘post secondary readiness’.
5) P. 121, Those students in dual enrolled courses (AP, IB, early college, etc.) will be ensnared here. As a candidate, consider this is an area for your privately educated (including faith-based and homeschool students) to be aligned. (Also on P. 991)
5a) P. 123, the data mining of these privately educated students comes into play.
6) P. 137, the LEAs determine how students transition from one grade group to the next (including post-secondary) with the help of P3s and ‘other stakeholders in education’.
7) P. 255, technology and digital post secondary education.
8) P. 265, students taking credit bearing career tech (CTE) courses for a shift to post secondary education.
8a) P. 273, again CTE courses, credit bearing, and students
9) P. 323, how all school leaders, including teachers will be trained to teach students for post secondary education, especially dual enrolled, concurrent enrolled, and early college students. (also on P. 780, 81)
10) P. 344, how teachers are to prepare post secondary/workforce ready students.
11) P. 325, how all the post secondary course from above will be regionally specific only.
12) P.397, how eligibility of funds will be tied to post secondary graduation rates.
13) P. 427, how post secondary readiness and the English Language Learners (ELLs) will be joined.
13a) P. 459, ELLs in more detail; Page 460 will discuss their assessments.
In those Activities which support a student’s learning and success (Sec. 4107):
14) P. 474, Post Secondary career awareness and exploration activities, including FASFA (student financial aid forms) (*Added note: where in some states this is now a requirement to graduate whether you intend to go to college or not!)
15) P. 502, OBE (Outcome Based Education– a supposed improvement in education at all levels, but especially higher education) will be the preferred tool for aligning academics and accompanying evaluations.
16) P. 508, Data mining will need to be aligned to any CSAS implemented by the States.
17) P. 509, as part of the 21st Century Community Learning Centers.
18) P. 601, where entire families are tied into the post secondary success of a student. (Also on P. 609)
19) P. 610 and 611, At-risk youth are encompassed in the alignment here.
20) P. 663, begins the Native American students and their alignment. (*Note: be sure to read this entire section to see how these alignment plans are laid out.)
21) Pages 759-66 deal with the Military bases needing to be realigned. (For any candidate who has the military nearby, page special attention!) Added note: the U.S. Dept. of Defense is in full support of CCSS, CTE.

Closing:

Candidates, do you see the pattern above? Do you see any educational choice exempt from the CCSS Machine alignment?! Is there more in the ESSA which directly relates to post-secondary education? YES!

Since very few Congress members read the entire over 1,000 page bill BEFORE it became law, we are only now beginning to uncover all the hooks baited and ready for our nation.
As a candidate, do your part of due diligence and use this information to stand in the gap!

 

School Board Special, Part Two

belike

Welcome to Part Two of my series devoted to those running for elections, especially the school board positions across America. Like this Weekend’s article, it is lengthy, but you MUST know this information! Your schools depend on it.

Running for school board jobs ARE so much MORE important than they get credit for. In case you didn’t get the Part One of this series, here is the link: https://commoncorediva.wordpress.com/2016/01/23/the-school-board-special-part-one/ (*Note: In Part One, I have provided both the links to the ESSA Final Conference Report as well as the Final Law Version, as a candidate, you need both!)

1233416_726644914053517_244803995707399755_n

Kindergarten to 12th Grade:

Of all the grade groups Common Core Standards have impacted, the K-12th group has been the most talked about, the most publicized. If you have followed my blog long enough OR heard any of my speeches, chats, or interviews, you know that I have purposed to expose the CCSS Machine in all the other areas and educational choices. However, I have plenty to share with you concerning the K-12th grade group, too. For example, if you are seeking office, did you know there was an initiative which set CCSS into motion? (and which the ESSA will continue?!) For starters, see the picture below of the track  Pre-K-12th graders are experiencing thanks to Common Core State Standards Initiative!

PipelineR10
Here’s the CCSS pipeline. The NGA(National Governors Association) and the CCSSO (Council of Chief State School Officers) have ensured our students are put through this.

The CCSSI (Common Core State Standards Initiative):


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.

As a candidate, you need to know that there is a real CCSSI, not just a set of educational Standards known simply as Common Core State Standards. If you would like to learn all you can about the CCSSI, please see Donna Gardner’s credible work. She was there in the U.S. Dept. of Education years ago, and has been witness to the CCSS Machine’s roots.
See: (Part One) 
http://cityonahill.squarespace.com/city-on-a-hill-blogs/2010/8/28/common-core-standards-parents-need-to-ask-why-is-there-no-de.html
Part Two:
 http://cityonahill.squarespace.com/city-on-a-hill-blogs/2010/9/4/nationalizing-or-federalizing-education-ccsi-the-inside-stor.html
(*Note: Part Three’s link was broken, as of this writing)

As many anti CCSS Warriors have stated since the ESSA’s passage, we have been lied to about this! As a candidate of any race where education will be impacted, this is probably the single MOST important information you can glean from this series!! Do not simply take the mass media or Congress’s word for it, we ARE NOT free from the Common Core State Standards Initiative!

The only references I have found to the CCSSI (Common Core State Standards Initiative) in the ESSA Final Conference Report (that over 1,000 page bill no one in Congress appears to have bothered to read) were located on page 130 (pertaining to standards and assessments), page 825 (pertaining to educational waivers), page 843 (pertaining to financial support from the federal government and how its officials/representatives are limited), page 859 (‘‘(a) IN GENERAL.—Nothing in this Act shall be construed to prohibit a State from withdrawing from the Common Core State Standards or from otherwise revising their standards.”)

Now, if you only stop there, as both the U.S. Congress and the mass media did, you can say this language means exactly what it says, that the States were no longer tied to the Common Core!

Candidates, think of it this way, “Whatever happens in Las Vegas stays in Las Vegas.” Educational federal law plays the same game, whatever started in the ESEA was carried over each time to some degree or another until the ESSA. ESSA, however, makes the previous versions look like a powder puff.

 

Alphabet Soup,  D.C. Style:

Before we ‘dig in’ to the ESSA (Every Student Succeeds Act of 2015) to learn how it will continue the Initiative behind Common Core:
1) Know that the ESEA (Elementary and Secondary Education Act of 1965) got replaced with ESSA (Every Student Succeeds Act) in between these two? NCLB (No Child Left Behind) followed by the RttT Initiative (Race to the Top).
2) Know that STEM (Science, Technology, Engineering, and Math), STEM to STEAM (same as STEM with the Arts added in), WIOA (Workforce Innovation and Opportunity Act of 2014), CTE (Career Tech Education), CP (Career Pathways) are also woven into the ESSA Law. (*Note: If you did not know that STEM is part of the Presidential agenda for education, I urge you to read one of my very first blog articles where the Report detailing HOW STEM was the among the ultimate goals of aligning America via the CCSS! See:
https://commoncorediva.wordpress.com/2014/09/02/from-the-files-pcast-stem-and-common-core/)

Maybe you've heard of STEM, but have you heard about STEM to STEaM?

Why you, as a candidate, need to know this? STEM is a huge selling point among the States for not only education, but for a workforce. STEM is also woven into the WIOA of 2014!

As a candidate, knowing which alphabet soup acronym stands for which one is important.

 

One more game D.C. has played with us about all this? The ESSA’s Final Conference Report has been reduced to a mere 391 page law! You will find all of the same points from the Report embedded in the Law, just not as wordy. We need the entire context so we can know how we are being duped into the lie that CCSS will no longer be a player in American Education! You can access both documents in Part One of this series.

 

From the ESSA Language Itself:

One thing you can count on is this, the shift in name from Common Core State Standards to College and Career Readiness as well as Challenging State Academic Standards, is about the only shifting there will be, as far as names.

You have to look harder at the Law. As evidence look on Pages 5 & 6. Here the tricky language begins. It’s context is about what programs will continue to receive multi-year funding and which won’t

(As a candidate, you need to know which programs in your school districts receive multi year funding and were provided for under the old ESEA (Elementary and Secondary Act of 1965), NCLB, RttT, you need to read this passage so you can understand how the ESSA will continue select programs.)

Why this is important: it is to cover the TRANSITION from one law to another!

Speaking of transitions, look at Page 7 where you will see what the Secretary of the U.S. Dept. of Education is in charge of in regards to the States!
“ORDERLY TRANSITION.—Subject to subsection (a)(1)(A)(i), the Secretary shall take such steps as are necessary to provide for the orderly transition to, and implementation of, programs authorized under the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et. seq.), as amended by this Act, from programs  authorized under the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.), as in effect on the day before the date of enactment of this Act.”

Pages which follow this excerpt lay out the dates for the transitioning to begin. As early as July 1, 2016, folks!


Other Pages and Sections, You as the Candidate MUST Research:

Section 6, embeds all of the old ESEA into the new Law.

Section 1002, gives a grand total of the federal money to be awarded among the 50 States for the next few fiscal years. You, as the candidate, need to see the amounts, as well as the strings attached (ie: assessments).

Section 1003 details the strings attached to Section 1002.

Section 1004 details all the ‘Direct Student Services’. As part of the ‘Services’, this is where you can see the WIOA and CTE begin to appear for elementary and secondary students.It is here you will see the AP(Advanced Placement) Courses and IB (International Baccalaureate) students encompassed.
How will this make a difference in your candidacy? The amount of funding your State receives and the hoops the LEAs (local education agencies) are to use the funding. Not only that, but jobs mean money for your States. The economic health of America has been a huge selling point from the U.S. Chamber of Commerce (courtesy of Bill Gates Foundation) and has been passed on to each State via the Chambers of Commerce. You will also see that in this Section, parents and higher education are also included in the alignment mix.

Section 4107 details for you what is meant by “Activities To Support a Well-Rounded Student”.  As a candidate, you need to know this is where the P3s (public private partnerships) will have an increased presence in the classroom, where communities are expected to align and help educate all students, and more! As part of the ‘Activities’, this is where you will see STEM really focused on.

Section 4108 details all the ‘Activities to Support Safe and Healthy Students’ your state must have (includes sex ed, behavior management, assessments, mental services, and so much more) As a candidate, read page 447 very carefully, as well as the immediate pages around it.

Section 4109 goes into all the digital and technology strings for education. This is a huge point of every school district and state budget. Read it, candidates!

Section 8005 State funding for elementary/secondary administration consolidation plans. (Remember, candidates, follow the money trail from the top down)
Section 8201 goes into more detail about money States receive from the federal government.

Page 489 begins the 21st Century Community Learning Centers. As a candidate, you need to know this is going to totally transform not only your local schools, but your communities. This Initiative is a huge part of the CCSS Machine! It has roots in not only the White House, but a entity called the Partnership for 21st Century Skills. If you do not know about this, PLEASE contact me, I will be happy to provide the information you really need to know!

Page 905 states what the U.S. Dept. of Education’s Secretary will oversee in each of the 50 States concerning the homeless students.

Page 910 gives you the requirements each State must meet per the U.S. Dept. of Education Secretary for every grant and sub-grant the States receive.

Page 911 details the assurances States must provide the U.S. Dept. of Education Secretary with each year.

Page 919 introduces the phrase “Ed Flex Partnership State” and will be given to every State meeting the U.S. Dept. of Education Secretary’s conditions. As a candidate, you need to read what those parameters mean.I urge you to read from page 919 to 941 so you can see how private schools are included. Of special note to you will be page 937 where the general public is to be informed of any State educational application for waivers (means money for your State and local districts). Also, page 938 points to a bridge (if you will) between elementary and secondary education to post-secondary education via Perkins funding.

Closing:

Candidates, is there more that will impact your K-12th graders? ABSOLUTELY! Will it be only the public schools hit by this? NO! Run your race with integrity, with truth, and with everything you can to kill the CCSSI!
Part Three will address the post-secondary alignment of education according to the CCSS Machine.
Smokey3

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!

 

 

ESSA Ties to WIOA 2014 and New Citizens

Anti CCSS Warriors, you know you have heard me on the air and read my blog where I have stated several times that the WIOA of 2014 (Workforce Innovation and Opportunity Act of 2014) has embedded in it 21 different times the phrase ‘Career Pathways’. More recently you have heard me state, as well as read the research, how the ESSA (Every Student Succeeds Act) has the WIOA tied to it AND the “Career Pathways”. For the published articles, see
https://commoncorediva.wordpress.com/2015/12/05/weekend-news-essas-untold-ties-to-hea/
https://commoncorediva.wordpress.com/2015/12/03/the-morning-after-ccss-lives-on/
https://commoncorediva.wordpress.com/2015/12/13/weekend-news-for-the-anti-ccss-warriors/

So, have there been any NEW revelations which we can use to continue to trace the continued overreach of egregious standards in American education? I do believe there are!

skilltree
Enter, the National Skills Coalition(NSC):

Now, if you have followed my blog long you know I exposed the NSC’s ties to all things Common Core months ago. But, if you missed it:
https://commoncorediva.wordpress.com/2015/06/07/rmt-halting-a-ccsscte-aligned-workforce/

So what was the NSC’s reaction to the WIOA?
I was able to find this document, where the Coalition was more than thrilled over the passage of this 2014 law. But why am I bringing it up now?
Patience, Warriors, you know how the CCSS Machine loves to lead us places which they think we won’t connect.

In a June 2015 document titled “Comments on the Workforce Innovation and Opportunity Act (WIOA)Notices of Proposed Rulemaking (NPRMs)”
It is important to point out that the focused group of this document are those new to American and have very limited skills as a result.
These new Americans are going to be facing the same educational alignment that our natural born citizens face. Remember, CCSS (Common Core State Standards), and its counter-parts of Career Pathways, College and Career Readiness (and so on) respect NO ONE!

Here is an excerpt from the 2015 report:
“Results from the international Survey of Adult Skills indicate that there are approximately 12 million working-age immigrants in the US who have limited English language, literacy, or math skills. Many of these individuals are already working, but need greater skills in order to advance in the workforce.”

Did you catch the CCSS ties, Warriors? What 2 subjects have we been repeatedly told CCSS is located? (which we know is as false as the screen door on a submarine) Math and ELA (English Langauge Arts)!!

But wait, there is more from this report you need to read, “The Workforce Innovation and Opportunity Act (WIOA), passed in 2014, includes a number of important changes that have the potential to help states and localities aid eligible immigrants in improving their skills, pursuing education and training opportunities, and strengthening their ability to find family-sustaining employment. These activities are critical in fostering the three pillars (linguistic, civic, and economic) of immigrant integration articulated by the Department of Education’s Networks for Integrating New Americans initiative, and reaffirmed in the recent White House Task Force on New Americans plan.”

The report goes on from here in detail about the proposed rules that need to be made so the federal government could guide state governments in all the areas the implementation of a workforce based education should go! Why is this important NOW? State funding formulas will be re-configured thanks to the ESSA, as well as the WIOA! The WIOA state funding has had a bit of a lead in each of our states, the ESSA’s funding jumble will be coming soon. You will also see in this report that for the first time states are to report to the federal level, any state plans which involve WIOA in 4 key areas. Those areas include accountability, job centers, and more.

Have you noticed that the language of the ESSA will have the states submitting education plans to the U.S. Secretary of Education for approval? Are you seeing the pattern, Warriors? I must share that the WIOA is to impact every citizen seeking a job in America, not just the newest residents! So, combine your state’s job seekers, the state funding, add in CCSS via its Career Pathways, etc. and you can tell where this is headed, right? Would you believe there is more?! To read the NSC Report: 2015-06-WIOA-draft-regulations-immigration-comments

To see what more that we can find out, read on!
ESSA and the New Citizens: 

The ESSA has the following phrases in reference to the newest Americans (ie: immigrants). {Note: I am not sharing the Career Pathways or WIOA references, as they are already supplied in my previously published articles above.}

Page 2 reveals Sections 3001-3004 (these sections begin on page 408 and follow from there) will break down what alignments, accountability, etc. will be taking place in education and services related. I found on page 409, under the Section 3001 and “Appropriations”, the following figures of the tax dollars up for grabs by the states and awarded by the federal government for this express purpose, “(1) $756,332,450 for fiscal year 2017;  (2) $769,568,267 for fiscal year 2018;(3) $784,959,633 for fiscal year 2019; and (4) $884,959,633 for fiscal year 2020.” Page 410 will show you how the ELLs (English Language Learners) will have to meet those ‘challenging state academic standards’, too.’

Skip down to section 3115 (page 421) , however and you will find that all schools will have to jump through a hoop or two to reform education so that no child will be excluded. How? Through ‘sub grants’ to eligible entities as long as they are educating students in ELA to the tune of ‘challenging state academic standards’!

To achieve this, there are 4 purposes which must be met: a) Developing and implementing new language instruction educational programs and academic content instructional programs for English learners and immigrant children and youth, including early childhood education programs, elementary school programs, and secondary school programs.” b) Carrying out highly focused, innovative, locally designed activities to expand or enhance existing language instruction educational programs and academic content instructional programs for English learners and immigrant children and youth. c)Implementing, within an individual school,  schoolwide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for English learners and immigrant children and youth.” d)  “Implementing, within the entire jurisdiction of a local educational agency, agencywide programs for restructuring, reforming, and upgrading  all relevant programs, activities, and operations relating to language instruction educational programs  and academic content instruction for English learners and immigrant children and youth.” Skip down to page 426 and you can see how the entire family is to involved in ‘effective education’.

Above only shows the ELA portion of what the ESSA has in store for us. The math is there, as well, it has to be, right?

 

Closing:

We have had quite the connect-the-dots article here! As I have shared, I will keep digging through this new law and continue to share what I can find which is set to transform our nation.
If you would like more information about the U.S. Dept. of Education’s New American program, see:
 http://worlded.org/WEIInternet/us/project/display.cfm?ctid=na&cid=na&tid=40&id=13981 
If you are not familiar with the White House’s Task Force for New Americans, see: https://www.whitehouse.gov/issues/immigration/new-americans
If you wish to learn more about the International Survey on Adult Skills, see:
http://www.oecd.org/site/piaac/surveyofadultskills.htm

I will not be publishing a Wednesday article, as I am resuming my Media Wednesday appearances. Follow me on Twitter (@commoncorediva) for all the latest updates on where I will be appearing.

Monday Musings: CCSS Field Trips?

Has your child taken a field trip lately? Just how CCSS aligned was it?
Has your child taken a field trip lately? Just how CCSS aligned was it?

Who doesn’t love a great field trip with the class or group? How far as CCSS gone to line up these educational excursions? Let’s see if we can find out!

Road Trip Ahead!:

I don’t know how much you may or may not know about field trips. I know plenty. It used to be my business, literally. My business partner and I had a great time planning educational field trips for private schools.

Then, 2008 came, and suddenly, the business dried up. Times were so financially tough, field trips fell to the back side of the planning table. Since then, I’ve noticed in researching Common Core that many of the destinations schools or educational groups go to are becoming more and more aligned. Then, I got my latest issue of the Student Group Travel magazine (seems my free subscription didn’t get cancelled). While not one mention of CCSS was in the glossy ads, plenty of clues to lead to the alignment were.

Down on the Farm:

So, why would some these destinations CHOOSE to align themselves with CCSS? After all, most of the places chosen for a field trip have no full time teachers for lesson planning. What do I mean? Well, take for example, a local farm which has become an agritourism location. What this means is the farm gets visitors, the visitors get activities and lessons. Here in NC, the agritourism has partnered with the NC Dept. of Public Instruction. No question about Common Core’s presence there. Below look at the graphic which was put together by NC State and is on file in the NC General Assembly’s website.

While not visible in the graphic, we know 'education' is more than 'workshops'.
While not visible in the graphic, we know ‘education’ is more than ‘workshops’.

In fact, in this 2014 report, education is the second highest benefit of agritourism! I’m including the entire pfd, as you’ll want to see how ‘community(collective) minded’ the entire movement is. See: 2. NCSU_Agritourism_2014 You’ll also note that MO and NC worked together on this and that most of the data appears to be from 2011. I imagine, you may be asking the question, “That’s great, Lynne, but where’s the NC DPI tie in?” See this graphic from a farm near where I live in NC:

This is just one farm in NC where agritourism has met CCSS.
This is just one farm in NC where agritourism has met CCSS.

If you were to click each of the Standards, you’d be taken to a separate page where the CC is laid out for Preschool and up. Please note that I’m not suggesting ALL agritourism is CCSS aligned, but I’ve found where back in 2009, all kinds of agribusiness leaders met and were learning from each other how to increase agritourism for the ‘collective region’ of TN, GA, NC,and SC. Grant money was used to fund this educational meeting. See: http://www.caes.uga.edu/center/caed/pubs/agritourism/documents/AgritourismTrainingforAgricultureProfessionalsManual.pdf  How this can be helpful in your area? It will show you where to look in your state’s agritourism (example: USDA grants). I was able to find in SC, a specific type of grant used, RBDG (Rural Business Development Grant). Among the institutions which may be able to benefit are higher learning facilities. See: http://www.rd.usda.gov/programs-services/rural-business-development-grants

Don’t think I’m out to kill the farmers, I grew up on a farm. I love farmers. However, when CCSS is involved, I’m not afraid to dig up the dirt!

Going shopping or to the classroom?:

You, as a warrior of CCSS, know, it is everywhere, but what about at the mall? Yes, I found it at the Mall of America! Remember I said I had a magazine with suggested field trips? This one was a featured destination. In the event you’ve not been to MOA (Mall of America), it’s in MN, where supposedly, there’s no CCSS. So, is it true? MN has only adopted the ELA portion of CCSS. See: http://www.mprnews.org/story/2013/06/07/education/common-core-standards

Nickelodeon has a big place at the Mall. So big, it’s called “Nickelodeon’s Universe”. Nickelodeon is the #1 brand with kids. It also is part of Viacomm. Viacomm is a huge supporter of STEM (yes, STEM is absolutely connected to CCSS). At the “Universe”, you can get a 3 or 4 hour physics class. The materials have recently been updated. I did find the old physics guide, but to access the updated version, you have to contact group sales. I was able to find that on Nick, Jr. preschool games are crammed with STEM. See: http://www.nickjr.com/blaze-and-the-monster-machines/about-blaze/blaze-curriculum_ap.html

American Girls brand and Legos each have big stores in MOA. Both have chosen to align with CCSS, as well. AG (American Girls) uses history as a main feature in their dolls. Legos, we know, involves science and creativity. The news about AG broke a couple of years ago when a Pearson Publishing mini textbook showed up in the accessories for the dolls. See:
http://thefederalist.com/2013/12/13/even-american-girl-dolls-spared-common-core-national-standards/  As far as Legos,  they have an entire page of CCSS ELA, Math, and Science, see: https://education.lego.com/es-ar/lesi/elementary/storystarter/ss-curriculum/ss-standards

Other Field Trips:

Aquariums, museums, and yes, even amusement parks can have CCSS.

For example, I live near Carowinds Amusement Park. Each year there’s an Educational Day where school groups of all educational choices may join in and learn engineering, science, physics, math, and other subjects. Is CCSS there? Through the partnering group, Discovery Place, yes it is! While DP supplies the lessons, which are aligned, Carowinds provides the place lessons are carried out. Sneaky! If you’d like to see the STEM/CCSS Teacher Workshop Guide (funded in part by Bank of America, another big supporter of the CCSS Machine), http://www.discoveryplace.org/content/education_studio/resources/educators/pdf/7.pdf

Where can you find the CCSS tie to museums? If they are connected to any sort of U.S. Department, you can bet your school bus, CCSS is there. If they are associated with the Smithsonian Institute, CCSS will be there. If your museums are gifts to the state citizens, CCSS will be there. For example, here in NC, we have public aquariums on the coast. Aligned lessons are there. Why? Funding is part of the answer. The Dept. of Public Instruction’s the other. See the below screen shot:

Even the turtle's a victim of CCSS!
Even the turtle’s a victim of CCSS!

It’s a shame CCSS is ruining education, but it’s absolutely horrid that field trips are going down the same road.