Tag Archives: STEMtoSTEAM

Partnering Up!

There’s no doubt about life, Warriors; some partnerships make a lot of sense. Some partnerships are fantastic and help us out greatly. Then, as we’ve seen through our War Vs. the Core, some partnerships belong in Hell.

As you were able to find out in my last article, the partnerships made to align American education to anything which resembles a more traditionally academic or patriotic one, happened long ago.

For today’s article, we’ll look at how the partnerships made among our leaders in DC and elsewhere are just as Hell-bound as the others.

Sen. Hatch’s Partnership:

Back in March 2017, the Oregon Senator’s press release stated he’d joined forces with Senator Bennet from Colorado to create ‘critical’ CTE (Career Technical Education) legislation. They are sponsoring the Innovation for Tomorrow’s Workforce Act  The number is S790. It is to accompany this existing Workforce Advance Act, S795. (*Note: S795 has replaced last Congressional Session’s  S3271, by the same name).

From my research into CTE, the only ‘critical’ legislation needed is a repeal of what exists to divorce workforce training from academic education. Why? CTE is, as you know, a direct form of Common Core. As I call it, it’s the ‘adult version’. It’s only purpose is to streamline education into workforce training.

So, what’s the ‘critical’ need for CTE as seen by these partners?
In a few words: by increasing the technology uses in and for CTE, you improve the ‘quality’ of what is learned and taught.

How will all this technology ‘improve’ education?
*Bring in more apprenticeships. work-based programs, and CBE (competency based education) all of which are also CCSS, STEM, and, CTE aligned.

*Easily transfer massive data points on students from one educational institution to the next (this doesn’t include all the third parties involved in the data pool)

*Increase the involvement of more businesses in the classroom; thereby changing academics to workforce based industry needs (which ESSA, Every Student Succeeds Act, has so handily already mandated)

*Have the Secretary of Education (DeVos) decide the funding streams for CTE (largest money trail from federal level to each State level via Perkins Funding). Where it goes and to whom it goes to. (expect favortism via locations and public-private partnerships)

*Embeds Sen. Hatch’s ‘favorite’ tool: The ‘pay for success’ business model applied to education (it’s been a disaster before now, it will only get worse)
*Before we move on, when we see these types of Congressional partnerships, let’s bear in mind that many have special interest groups in common. Take for example, the resource which tracked all the ‘yes’ votes and ‘no’ votes on the passage of ESSA per special interest campaign donations. Over 100 special interest groups ‘incentivized’ Congress on how to vote. Find that information here.

Then consider this: what Congress did with ESSA, they will do again, when it it time to re-authorize the HEA (Higher Education Act).

hand asks for help in the digital hole 3D illustration

The Warren Partnership:

In the current Congress, Sen. Elizabeth Warren and 3 others have taken former legislation of a few Senators/Reprensentatives’ data mining bill and ‘improved’ upon it. We’ll get back to this one in a few minutes, but first, a bit of background.

In previous Congress sessions, Sen. Marco Rubio had teamed up several others to create a ‘Know Before You Go’ bill. In 2013, the Senators/Reps. partnering together were Marco Rubio, Ron Wyden, Mark Warner, Duncan Hunter, and Robert Andrews. In 2015, it was simply Rubio, Warner, and Wyden.

The purpose of the bill sounds fine, having access to facts about a college or school before you attend. I mean, who wouldn’t like help in making a decision about education?

HOWEVER, add in what our fellow Anti Fed Ed Warriors, Jane Robbins and Emmett McGroarty published about the unspoken federal education and data mining capabilities, that is a HUGE red flag for us.

If you recall, it’s been in previous articles that other Anti Fed Ed Warriors (myself included) have warned about the purposed uniting of student data (all ages, all educational backgrounds) via the SLDS and the WQDI (Student Longitudinal Data System and the Workforce Quality Data Initiative).

So, what has Sen. Warren done with this type of legislation?
According to her Press Release, she’s partnered with 3 other Senators (Hatch, Cassidy, and Whitehouse).
The name of the bill is the College Transparency Act.
The telling sign that this partnership is connected to the CCSS Machine? The involvement of Third Way and the U.S. Chamber of Commerce.
It’s important to note that Sen. Warren is not the lead sponsor for S1121, but she does appear to have the most information on it.

The House of Representatives also has a College Transparency Act Bill (HR2434). How many partners there? Eight in all. Reps Paul Mitchell (main sponsor), Jared Polis, Thomas Garrett, Raja Krishnamoorthi, Steve Stivers, Jimmy Panetta, Neal Dunn, and Fred Upton.
Like the Senate version, some of the same dangers Robbins/McGroarty have published, are in the House’s version, too.

If you wish to see the government’s Digital Play Book for data/technology use (as mentioned in HR2434), find it here.


Let’s face it, Warriors, I’ve shown you before how devoted to CTE our Congress members are!
If they truly listened to us and honored the Constitution, they would need
to repeal WIOA (Workforce Innovation and Opportunity Act of 2014/STEM Act of 2015 (Science, Technology, Engineering, and Math)/ HEA’s (Higher Education Act) funding streams continuing/ESSA (Every Student Succeeds Act)/The WIOA Technical Amendments/the American Apprenticeship Initiative, and anything legislatively binding us to CTE!

preKclipart(image is courtesy of ClipArtFest.com)

Partnering Up For Your Little Ones:

HR 2590 (Computer Science for All Act) by Rep. Lee. According to her Press Release,
Computer Science should start in PreK or preschool. It’s streamlined track ends at 12th grade. (*Here’s my Jan. 2017 article on the “Computer Science for All” push by Scholastic, Inc. and others.)

Other CCSS Machine alignment clues from the Press Release
*those 21st Century jobs/skills for a greater economy, especially in STEAM fields (STEAM is short for Science, Technology, Engineering, the Arts, and Math)
*the backing of leading STEM organizations (STEM is short for Science, Technology, Engineering, and Math).
*uses OECD data/influence as justification for the need to target women and minorities
*uses at least $250 million in taxpayer money
(While the text of the newer version isn’t available, be sure to access its former version below. See what’s being done in the ‘name’ of student success.
That Act was HR 6095. It was also Rep. Lee’s bill. During THAT Session, these Representatives partnered together with Lee:
Eddie B Johnson, GK Butterfield, Judy Chu, Jared Polis, Susan DelBene, Ruben Hinojosa, Dina Titus, Robin Kelly, Michael Honda, Katherine Clark, and Marcia Fudge.)


Warriors, these are by far, NOT the only Congressional partnerships being used to further the intrusion of WIOA, HEA, ESSA, the STEM Act, Apprenticeships, and everything which connects them into our lives.

These types of partnerships are NOT exclusive among Congress members. As we’ve seen, outside influences are involved.

So, on the federal level, we see alignment all around us. Warriors, it’s on the State levels, too! ESSA will force these partnerships in your communities as well.

Think of it this way: you have the information from the top, you know the system. It flows downward. Get this type of information to your State and local levels before there’s time for the grasp of the CCSS Machine to continue grinding us down. While we are playing catch up on some battles in the War Vs the Core, we CAN surge ahead in areas like these WHEN we use the power of information! Warriors, these Bills (above) haven’t been made law. THEY CAN BE STOPPED!

If you stop and look, almost everything in education/workforce is lined up to meet the UN’s SDGs (Sustainable Development Goals). With legislative partners like we see above are in action, they bring us ever closer to what you see below.

Let us no longer turn a blind eye, or, a deaf ear to this situation. For, if we do, this very well may be the only type of ‘class photo’ we’ll see from now on.




Gauged Education

Warriors, you’ve heard me say time and time again, that based on research, STEM (Science, Technology, Engineering, and Math) is directly connected to the CCSS Machine.

You’ve also heard me, and, seen the proof.
Together, we’ve been able to piece together that the acroynm “STEM” was a marketing tool created by the NSF (National Science Foundation). NSF is a government funded, non-government agency. It’s also fully supportive of the UN Sustainable Development Goals (SDGs). In the recent past, I’ve written at least 2 in-depth articles about the UN SDGs.

Below is a screen shot of the the history of NSF. Notice the side bar. Then, read the bottom box. You’ll need to enlarge the picture.

To see more about GOALI, click here. (*Note: this is not an NSF website, but one of the partners.)
To see the 2015 NSF Partners for Innovation Report, access it here.

The biggest take away from all of the above information is simply this:

STEM is an intregal part of the UN’s SDGs and America’s up to its neck in alignment.

What better way to usher STEM into our classrooms for ALL ages that the Common Core (aka: College and Career Readiness), CTE (Career Tech Ed), and more?

That’s exactly what the PCAST Report to former President Obama laid out.


Fast forward to 2017. I’m sure you’ve heard of NGSS (Next Generation Science Standards). I’ve even written about them in the past. Below are just a few questions I’m sure you may have by now.

Those “Burning” Questions:

1) What group is behind the NGSS?
2) What States are involved in using (or preparing to use) NGSS?
3) How does all this connect to a new curriculum called IQWST (Investigating and Questioning Our World Through Technology)?
4) How does all this tie back to NSF? CCSS Machine? STEM? Common Core (aka: College/Career Readiness)? CTE (Career Tech Ed)?
5) Are there connections, in any way, to the UN SDGs?
6) Is there any action geared toward all this in my State? Where would I look?

The Revealing Answers:

1 and 2; some of 3 and 4) NGSS is a ‘collaborative’ effort between Achieve, Inc. several States across America, the National Research Council, the NSTA (National Science Teachers Assoc.), and, AAAS (American Association for the Advancement of Science). According to another related organization producing materials to support NGSS, the Standards are registered trademark of Achieve, Inc. (see below) Warriors, did we not raise the question about ‘trademarked educational standards’ with CCSS?!

Educational standards which are trademarked CANNOT be altered!


By contrast, see how Truth in American Education’s article reveals California’s battle over NGSS assessments. How Achieve, Inc. impacts home education , or, what else is happening via Achieve, Inc. in more traditional education choices; access the highlighted links.
What Achieve, Inc’s website describes the organization as, Achieve is an independent, nonpartisan, nonprofit education reform organization dedicated to working with states to raise academic standards and graduation requirements, improve assessments, and strengthen accountability.”

IQWST (Investigating and Questioning Our World Through Science and Technology) is just one of the ‘services’ Activate Learning has created. What is Activate Learning (AL)? The organization produces K-8th grade resources focusing on STEM. AL also partners with Achieve, Inc and Measured Progress to support and extend NGSS. Specifically, the IQWST is PBL (project based learning) with a digital component.

A pause for a question:
Now, why is ‘STEM for babies’ (Kindergarten) a bad idea? It starts our children off for an aligned agenda NOT for academic prowess, but workforce based aligned careers paths. See this and this.

If you’d like to see IQWST’s alignment to NGSS, click on the highlighted word. This will also help answer question number 4 when you see how NSF funded the writing of the curriculum.
If you’d like to see NGSS’s alignment to CCSS (which leads to alignment to CTE/STEM/CCR):

For a visual of interconnection, look at the example from Washington State, below:


To answer number 5, from above, Population Education has quite a bit about the ease of adding the UN’s SDGs to existing CCSS and NGSS. By default, doing this adds in CTE, CCR, and STEM. Here are  two excerpts, “The SDGs can be an excellent way to take a solution-minded approach to teaching about climate change and social justice in the classroom.”  Then, this is followed by this, “…fit teaching the SDGs into an already crammed schedule, which has to prioritize CCSS and NGSS, state standards, and meeting district or school-wide curriculum goals.”
To see the Populate Education’s plan for SDG goals to be embedded in CCSS and NGSS, click here.

Populate Education is a  project of Populate Connection. Populate Connection was previously known as ZPG or Zero Population Growth. It was formed back in the late 1960s. If you’d like to see an example of the group’s global attitude about teen pregnancies and how it is addressed in a classroom: PopEd.


To access the entire Population Connection’s PAC Financial Statement, go here.

So, what about Question 6..what’s going on in our States? Here’s an example from this past week in NC.

A STEM Teaching Program got the go-ahead from our legislators. State Representatives Horn and Barefoot, along with UNC President Spellings, and, others made the headline news. Here is ABC 11’s Report on the re-release of the STEM Teacher Program. (*Note: Rep. Barefoot, at one time was anti Common Core. ) If the name Spellings rings in your head, that is because it would be Margaret Spellings, as in former U.S. Secretary of Education.
The most important thing about this re-introduction is it is targeting STEM for special needs students.

To see how a NC Bond ties STEM to more than you realize, use this article as an example of where to look in your State.

From MS and including a NC STEM leader, this article with disturbing language like ‘we must understand STEM as a culture’, and more.

Connecting All This to ESSA, WIOA, and the HEA:

Warriors, in ESSA (Every Student Succeeds Act) STEM Master Teacher Corps are embedded.
Since social justice is being taught, those who will be teaching MUST be trained to embed it.
This is where the ESSA mandates for teacher preparation also link to CTE (Career Tech Education) and therefore link to the HEA (Higher Education Act).
Since CTE includes Career Pathways, that links you back to WIOA (Workforce Innovation and Opportunity Act).

Related Resources:
1) https://commoncorediva.wordpress.com/2016/01/25/school-board-special-part-two/
Where you’ll see the STEM pipeline picture with more information.

2) https://commoncorediva.wordpress.com/2015/07/02/tech-thursday-cte-ccss-and-special-needs-in-post-secondary-education/ (shows the targeted efforts toward special needs and their families to align to the CCSS Machine

3) Copyright laws prohibit me from linking you to the Measured Progress’s 3D (3 Dimensional) STEM Gauge Guide (where STEM is aligned to NGSS), but I can point you to where to look. Use your internet to search for Measured Progress STEM Gauge. You should find a free poster you can download.

4) Go here to learn how 3D Learning is the ‘new’ best gift in education.

5) To tie NSF to the assessments used in our classrooms, go here.

The Education Road

Greetings, my fellow anti CCSS/ESSA/Fed Led Ed Warriors! What happens when education reform meets P3 (public private partnerships)/ ESSA, CCSS Machine funding dollars AND involves a bus?!

The  education (with its agenda and all)  comes to your neighborhood for students AND their families!

The Mobile Move:

Seen recently, was this headline, “Mobile Recreation Unit Builds Bonds in a Fun Way”.
See the article: http://www.charlotteobserver.com/news/local/community/lake-norman-mooresville/article93901902.html

*Note: be sure to watch the embedded video. Listen for the ‘expanded learning opportunities for the community’. Note also, the assistance for this comes from community agencies. Why do this even bear paying attention to? The ESSA (Every Student Succeeds Act) gives your SEAs (State Education Agencies) and your LEAs (Local Education Agencies) more power to use in approving community agencies in the name of ‘student outcomes’ and/or ‘student achievement’.

So, our next questions should be, what entities are involved in ‘expanded learning opportunities’ for students and their families? What do they look like and HOW does all this really point back to the CCSS Machine?

The Entities In My Town:

1) Mooresville Cultural and Recreation Services (MCRS), according to the article the Staff at the MCRS works hard to build P3 relationships. Why? To help the ‘economically challenged’ students/families. While the concept is noble and great, knowing that in the ESSA are mandates for “expanding learning opportunities” in ways which will involve our entire community’s alignment is troublesome. Knowing also, how much of ESSA is written to target ‘at-risk’ or ‘low-income students’ is also worth being on our radars. The last ESSA concern I saw in the article? The ‘driving the students home’. ESSA covers that expense with our taxpayer dollars.

What other community locations are under the MCRS? Our public library, a public golf course, and our citizen center in downtown. How can I tie this back to the CCSS Machine? The public library! (See: https://commoncorediva.wordpress.com/2016/07/03/hitting-the-books-part-2/); Part One is embedded as a link. You can see the libraries are not only part of the CCSS Machine, but to Common Core,  Career Tech Education, College and Career Readiness, community alignment, and the ESSA, WIOA, and the HEA. (WIOA: Workforce Innovation and Opportunity Act; HEA: Higher Education Act)

2) The City Government is a natural partner. How? The Recreation Dept. is part of our city’s government. Cities receive federal and state money all the time.

Look at the opportunities connected with ESSA from the City Government’s Rec. Dept. document.Mooresville
From Page 5 of the “Master Plan” you can find out how tax subsidies offset some of the Recreation Dept.’s cost. You can also find the current Rec. Dept. Partners, “SPONSORS / PARTNERS Currently, the Department has multiple partners such as the Mooresville’s Police and Fire Departments, Christian Mission, I-Care, Benchwarmers, Imagine Music Group, Mooresville Grade School, etc. A majority of the partners have formal agreements with the Department that help raise money, provide their services and/or spaces for programs and events, cover program cost, etc. ” (*Note: Page 6 will show you how “Crowd Funding” is also being used to cover costs.)

What else will the “Master Plan” reveal in its 153 pages?
* You will find the educratic buzzwords of ‘inclusion’, ‘equity’, ‘stakeholders’; you will see the surveys where the citizens voiced where they wanted their tax dollars focused on (that’s weird, I do not recall getting a survey like this and I pay taxes here);
* You will see lots of data (includes the U.S. Census) and graphs used to support the moves; you’ll see the increased push for social and economic equality;
* You’ll see how Mooresville has a goal for being a “Gold Medal” City*, as well as a few other items. (*Note: A “Gold Medal City” is the award given to any size community by the National Parks and Recreation Association (NPRA)

You can learn more about the NPRA’s Gold Medal for Excellence Program: 

Briefly: NPRA is a national, not-for-profit organization. Some of the same CCSS Machine member organizations also partner with the NPRA.) Look below at what I found in their “Strategic Plan”


Here are the CCSS Machine member organizations funding the NPRA:

Just think, my place of residence is clamoring to be a ‘Gold Medal City’….

Before we move on, it is important to note that the use of educratic buzzwords is most effective when applied to the pseudo-educational ways the CCSS Machine and ESSA are supporting.

For the Warrior Number Crunchers:

So since I am a resident of Mooresville, pay taxes, and OPPOSE the CCSS Machine, where are my dollars going? Has anyone considered how the education reform is the modern day “TAXATION WITHOUT REPRESENTATION”?! Directly related to the article, is the below image.


For our 2017 City Budget, just under  $99 million is being reported by the official Mooresville City Government website. ($98,929,412.00 to be exact). Included in the big bucks are not only the funds to continue the Rec.Departments,the schools, and all the places they intersect, but the Community Development Grants. These grants are top-down funded, AND fit right into the ESSA’s mandates for 21st Century Community Learning Centers, Promise Neighborhoods, PreK Development, and more. Community Development projects can also be under other names like ‘Capital Improvement Projects'( CIPs).

Where Warriors Need to Look in Your Area:

*1:  Use what I have found in my town as an example to look in your town.

2:  CIPs are a key place to look for more ‘hiding-in-plain-sight’ CCSS Machine/ESSA ties. Why? Any public space or service receives these funds.

*3: You’ll also want to see how much of the FEMA funding your town receives. FEMA is a key part of the Agenda 21/UN (United Nations) portion of the CCSS Machine.

*4:  Look at groups like the FFYF (First Five Years Fund). From birth to age 5 education  is also embedded in the ESSA. Birth to 5 will also encompass in home visits in your communities.
See the agenda and support FFYR gives ESSA: http://ffyf.org/our-focus/every-student-succeeds-act-essa/

*5:  Look at the Head Start or Early Head Start Programs in your area. I exposed these:

*6: What plans does your town/city/area have for 21st Century Community Learning Centers, after school programs, or related family wrap-around services? Here is what the National After School Alliance has  on ESSA’s mandates (*Note: the use of ‘expanded learning opportunities’ is seen):

*7:  What Digital upgrades are you seeing in your area? Just down the road, in Charlotte, NC is the headline making news of the Google Fiber system being completed. Commercials sell it as everyone will be more connected/have better and faster internet. What the commercials are leaving out is how Charlotte is considered a leader in the nation for “Smart Cities”*, that Google is part of the CCSS Machine, or the fact that digital and technology upgrades are mandates of ESSA. No, it is being used as a ‘hiding-in-plain-sight’ tactic.
a) To understand the NC STEM Affinity Network (check in your state for yours) and how it ties to the CCSS Machine AND ESSA/WIOA/HEA. Also note how STEM is being used on the early learners.:
i) https://commoncorediva.wordpress.com/2014/12/02/wybi-wednesday-rttt-stem-ed-waivers-and-more/
ii) https://commoncorediva.wordpress.com/2015/10/21/wybi-tying-stem-to-ccss-again/
iii) https://commoncorediva.wordpress.com/2015/10/29/tech-thursday-stemccss-push-making-it-american/ (early learners)

*8: To see the Google (NC) Data Center:
a) To see how Google is sold out to CCSS (and will continue via ESSA):

*9: To see what the White House and the PCAST (President’s Council of Adivsors on Science and Technology) call “Smart Cities”https://commoncorediva.files.wordpress.com/2016/04/pcast_cities_report___final_3_2016.pdf
a) To see Charlotte’s role in helping the White House led Initiative:

Related NC/CCSS Machine/ESSA information:

1) Here is a look at how NC is considered a leader in Early Learning Benchmarks:

2) How local P3s are working in my community and surrounding ones for CCSS Machine alignment. Begins with the youngest learners and goes up in age.: https://commoncorediva.wordpress.com/2015/11/02/monday-musings-alignment-for-wee-ones/

3) For STEM, CCSS, and taxpayer impacts:

4) For NC’s “Prosperity Zones” and how they tie to CCSS, ESSA, etc.:

5) To see how the “Smart Cities” are in other locations:


Warriors, what other CCSS Machine items are ‘hiding’ in your area? What alignment to ESSA are you already seeing that is turning out to be much more negative than we were told it would be? What foundations are being laid to align entire areas to the infrastructure ESSA needs to survive? The efforts are there, we MUST expose them. We must not read an article in a weekly paper and take it at face value. Why? Look at the tangled CCSS/ESSA trail I found just from a short newspaper article and a short video.

Hiding Behind the Tests

Warriors Against the Core, with school back in session (or just about to be back in session), we know assessments are on everyone’s minds.

Tests, assessments, check-ups, quizzes, and whatever else these measurement tools are being called have been the bane of our educational system since Outcome Based Education via the Common Core State Standards rolled out.

We’ve read countless headlines, participated in numerous opt-out movements, held our children as they cried about these ‘wicked weapons’ used against them, and cursed the CCSS Machine for being so cruel.

So, what more could I possible share with you that might help our efforts to END the mindful abuse?

In digging through some ESSA (Every Student Succeeds Act) resources, I found an organization which has been researching not only assessments, but education in America for the past 100 years. That’s right, since 1916, our education has been studied by an organization not too far removed from the federal government.

**What follows is an in-depth look at one mammoth organization.

Enter, American Educational Research Association (AERA):

Website: http://www.aera.net/
From their “About Us” page, this excerpt, “founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.”

Look at bit further into who is involved with AERA and you will find a mixed bag of public-private groups, testing companies, non-profits, federal and state agencies, as well as international organizations. (see the rest: http://www.aera.net/About-AERA/Who-We-Are) (If you would like to see some of the AERA members and their accomplishments, see:
http://www.aera.net/Membership-Achievements) *Note, you need to not only look at the names but what these folks are doing in education. For example, Linda Darling-Hammond was among 3 educational women to be named as one of the 2015 “18 Women Everyone Should Know in K-12 Education”.

As far as the leadership behind AERA? Currently, the ties extend to the NSF (National Science Foundation, a huge CCSS/STEM supporter); The American Bar Foundation (yes, I have found CCSS ties to the American Bar Association); the University of PA; and the University of Michigan. In the recent past, the leadership has been from the Ford Foundation ( a huge CCSS, CTE, STEM financer). Even further back in the leadership, you will find Linda Darling-Hammond (1995-96), Harvard University ties (2000-2001), and a host of other universities we now know which have been a part of the CCSS Machine. Oh, and AERA has lots of SIGs (Special Interest Groups).

The programs AERA has? Those include educational research communications, advocacy, making sure any government legislation impacting education has their input (especially to preserve the scientific parts), professional development for educators, AND social justice issues. See: http://www.aera.net/About-AERA/Key-Programs

As far as AERA and the future of educational research? Here is an excerpt I found on their 2017 Annual Conference theme page, “As we begin AERA’s second century, the theme of the 2017 Annual Meeting is a call to examine these critical dimensions of educational opportunity and rigor in research as they pertain to the diversity of issues, populations, and contexts served in and by educational inquiry. These range from young children to their parents and families, from PreK-12 to postsecondary education and adult learning, from affluent districts to financially struggling schools, and from immigrant to low-income communities within urban and rural settings alike. They are studied in large datasets and in field studies, and through multiple methods, including qualitative approaches, experimental designs, and discourse analyses. They are investigated in both vastly different and complementary theories of learning, human development, literacy, sociolinguistics, and culture, and within different contexts. They are connected to race, language, and gender, and are embedded in systemic inequalities. Finally, they exist alongside enormous technological innovation, new approaches to studying diverse and historically underserved populations, refinement of existing methodologies, recurrent policy revisions, and the wide reach of global exchanges.” To see the rest (and you really should):

Bring on the Assessments Research!

Among the SIGs (Special Interest Groups), you will find the following organizations:
a) SIG #18, Classroom Assessments, their website: http://www.aera.net/SIG018/Classroom-Assessment-SIG-18 (Key contact, University at Albany – SUNY)

b) SIG #167, Cognition and Assessment, their website:
http://www.aera.net/SIG167/Cognition-and-Assessment-SIG-167 (Key contact, University of Georgia)

c) SIG #22, Computer and Internet Applications in Education, their website:
(Key contact, the University of South Florida)

d) SIG #179, Data-Driven Decision Making in Education, their website:
(Key contact, WestEd)

e) SIG #56, The John Dewey Project, their website:

f) SIG #96, Inclusion & Accommodation in Educational Assessment, their website:
(Key contact, Anne Davidson)

g) SIG #141, Large Scale Assessment, no website or contact information. The purpose, however, ‘To provide a forum for discussion of the status, issues, and concerns related to large-scale assessment, including practices and innovations in state assessment programs.’

h) SIG #63, Longitudinal Studies, their website:
(Key Contact, CA State University, Los Angeles at Long Beach)

i) SIG #64, Measurement and Assessment in Higher Education, their website:
(Key contact, University of IL at Urbana-Champaign)

j) SIG #99, NAEP Studies, no website information. Key contact, the California Dept. of Education. However, the purpose is as follows, “To facilitate secondary analysis of the National Assessment of Educational Progress ongoing surveys regarding U.S. students knowledge, attitudes and experiences in diverse learning areas.”

k) SIG #83, Rasch Measurement, their website: http://www.raschsig.org/
(Key contact, University of Memphis)

l) SIG #90, Research on Evaluation, their website: http://www.aera.net/SIG090/Research-on-Evaluation-SIG-90
(Key contact, University of TX at El Paso)

m) SIG #151, Technology as an Agent of Change  in Teaching and Learning, their website:
http://www.aera.net/SIG151/SIG-By-Laws *Note: be sure to click on the “By-Laws” to see exactly what purpose this SIG is seeking to accomplish.
(Key contact, George Mason University)

n) SIG #72, Test Validity Research and Evaluation, their website:
(Key contact, University of Nebraska at Lincoln)

Warriors, I urge you to investigate AERA’s SIG list on your own. Why? Social emotional learning research, whole school reform research, workforce learning research, special needs education research, and so much more! See: http://www.aera.net/About-AERA/Member-Constituents/SIGs/SIG-Directory/First/A/Last/Z

So Are There CCSS Machine/ESSA Ties to AERA?

Absolutely! From an undated AERA Press Release, this excerpt, “Among the AERA members who contributed their research perspectives and expertise were Bridget Hamre, University of Virginia; Steve Hurlburt, American Institutes for Research; Steven Tozer, University of Illinois at Chicago; Mark Schneider, American Institutes for Research; Shaun Harper, University of Pennsylvania; Robert Balfanz, Johns Hopkins University; Gary Miron, Western Michigan University; Laura Perna, University of Pennsylvania; Michael Olivas, University of Houston Law Center; Yasmin Kafai, University of Pennsylvania Graduate School of Education; Richard Ingersoll, University of Pennsylvania; Deborah Loewenberg Ball, University of Michigan; Anthony Bryk, Carnegie Foundation for the Advancement of Teaching; and Bryan Hassel, Public Impact.”

What about all those universities? Aren’t they part of the CCSS Machine? Warriors, from my research I have been able to connect several colleges and universities across America as part of the CCSS Machine in one way or another.

I invite you to contribute any anti CCSS Warrior knowledge about ANY of the colleges/universities in this article. A simple way to see if an educational institution you suspect as tied to the CCSS Machine, is to get to their main website page (or, in the case of it being a university, go to their college of education’s main page). Type in ‘Common Core’ (or any of the code phrases you know are connected).

For example, my favorite college football team is from the University of GA (you saw them above in the SIG projects). In less than 1 minutes, I found almost 2,000 resources on GA’s main search page.

These public universities are perfect hiding places for the CCSS Machine to ‘improve’ the CCSS into the now famous CCR (College and Career Readiness); the “Next Generation”; the STEM to STEAM; the CTE (Career Tech Education), and on and on. Many privately funded educational post-secondary institutions are also in this mix. No educational offering should be considered safe anymore.

Remember, the public-private partnerships and their money grease the cogs in the CCSS Machine. It is our job to find as many wrenches to throw into those cogs!

To see what OTHER CCSS Machine member groups AERA works with, belongs to, contributes among: http://www.aera.net/Research-Policy-Advocacy/Coalition-Partners

To see AERA’s Position Paper on High Stakes Assessmentshttp://www.aera.net/About-AERA/AERA-Rules-Policies/Association-Policies/Position-Statement-on-High-Stakes-Testing
*Note, their position is based on a 2000 publication.

To see how AERA is supportive of the ESSA, AERA ESEA Rulemaking Comments
*Note: Much of AERA’s comments circle around the States and Title One. In the ESSA language, Title One is definitely tied to the assessments and these assessments are mandates from the Federal government.

Mentioned in the AERA comments is the “Common Rule”, to see what AERA is doing for the “Common Rule” for researching education (as well as their other research pet projects in the ESSA era), http://www.aera.net/Research-Policy-Advocacy/Issues-and-Initiatives


If you would like to see a recent AERA Research Report on how ‘great’ measuring non academic skills is and should be, see: http://www.aera.net/Newsroom/Recent-AERA-Research/Measurement-Matters-Assessing-Personal-Qualities-Other-Than-Cognitive-Ability-for-Educational-Purposes  *Note: be sure to delve into their OTHER recent research, you’ll need to see the alignment to the CCSS Machine.

Our last tie to the CCSS Machine? You had to know this Foundation would show up at some point:
The Gates Foundation, 2013, granted AERA $250,000.00. See the purpose of the grant: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2013/05/OPP1091034


Anti CCSS/ESSA Warriors, there is plenty here to use as weapons of truth in our local fights. Use only what you need, share the other portions. It may seem a bit overwhelming, but when you divide a mammoth organization’s CCSS Machine ties among several like-minded Warriors, it makes light work.

We MUST use this information! Assessments, data mining, and using our educators and students as guinea pigs for research is unacceptable.


Full Steam Ahead

Make NO mistake: it has been a calculated plan for STEM and Common Core to be directly related. Thanks to the ESSA, it will be even more embedded in education via College and Career Readiness.

For this edition of my Weekend News, I will be diving into STEM, STEAM, College and Career Readiness and how these connect to not only education, but a top-down Washington, D. C. led agenda to make our nation a STEM one.

How I know STEM is a Top-Down Agenda for the Nation:

1) The first article I wrote exposing the PCAST (President’s Council on Advisors of Science and Technology will give you the full Report laying out how STEM (Science, Technology, Engineering, and Math) was to be quietly implanted in the (then) about to be released Common Core State Standards. The Report will state (in so many words) that the agenda was for a STEM nation, a STEM workforce, and we would be STEM citizens. This agenda is meant for everyone, not just students in traditional schools. If you haven’t read it: https://commoncorediva.wordpress.com/2014/09/02/from-the-files-pcast-stem-and-common-core/
Here you will find out how STEM was embedded in your RttT funding and has been extended via education waivers:

If you would like to access the current activities of the PCAST, where STEM will certainly be a huge factor of:
https://www.whitehouse.gov/administration/eop/ostp/pcast (*Note: Be sure to read their ‘Future Cities Report’ as well as the ‘Smart Cities’ Imitative from the White House.) You can access both here: “Smart Cities”: https://www.whitehouse.gov/the-press-office/2015/09/14/fact-sheet-administration-announces-new-smart-cities-initiative-help
The PCAST Future Cities: pcast_cities_report___final_3_2016

2) Further evidence was revealed here on my blog about the connections of Common Core, STEM, and STEAM (Science, Technology, Engineering, the Arts, and Math).
a) https://commoncorediva.wordpress.com/2015/05/27/wybi-stem-to-steam-ties-to-common-core-pt-1/
b) https://commoncorediva.wordpress.com/2015/05/28/tech-thursday-pt-2-stem-to-steams-ties-to-common-core/
c) https://commoncorediva.wordpress.com/2015/05/28/tech-thursday-pt-2-stem-to-steams-ties-to-common-core/

Where to Find the Above in the ESSA (Every Student Succeeds Act):

For the Data portions, as featured in my previously published article directed to those seeking school board positions: “Data (and all that goes with it), Technology, and the In Home Assessments:
Page 123; 138; Page 255; Page 363; Page 450/451; Page 463/464; Pages 485-488; Page 508; Page 630; and Pages 943/ 944.”

For a very detailed look at the Digital/Data/Transformation, see:

For some of the ways our communities will be transformed via Promise Neighborhoods which qualify as Future Cities: “Section 4624, titled “Promise Neighborhoods” specifically.” See this article for all the other information connected. It is HUGE! https://commoncorediva.wordpress.com/2016/01/04/meet-your-new-neighbor-essa-seriously/ ”

Another of my articles will show you more on how our communities will face education transformation where you will be able to find STEM/STEAM, etc:

As featured in my previously published article about ESSA and Teacher Pay, the way in which the STEM Master Corps is involved, “Page 406 Enter the ‘STEM Master Corps’! “State-led effort to elevate the status of the science, technology, engineering, and mathematics teaching profession  by recognizing, rewarding, attracting, and retaining outstanding science, technology, engineering, and mathematics teachers, particularly in high-need and rural schools.”

This article gives you a state specific example of the STEM overreach in education:

Visual Evidence of the Overreach of STEM/STEAM  in our communities:

Here, where I live, in NC, the daily media is stepping up the STEM offerings for our community. I first showed you this effort last year, 2015 in my article titled ‘Aligned Summer’. In it you will find a short You Tube video, as well as links to check out for  yourselves to see where and how STEM is being quietly implanted.

From a local charter school (click on the picture to enlarge it):
From an NC University:
From the Charlotte Observer, an entire listing of community STEM offerings:

From the Boy Scouts of America:

From the Girl Scouts of America:

From a Christian Camp near my home:
ChristianSTEMTo find the camp: http://www.charlottechristian.com/page.cfm?p=981, to find the descriptions like you see above, select dates/descriptions, then choose a week.

To find out how Legos is aligned to Common Core, see: https://education.lego.com/ru-ru/lesi/elementary/lego-education-wedo/curriculum/standards-correlations

Another upcoming camp for Girls and STEAM:

If you want to know what those who implant STEAM in our schools do, read this excerpt from ‘How to Start a STEAM Program’, “The approach to STEAM varies from school to school, depending on each district’s appetite for integration. Some schools fully immerse the arts in STEM subjects, developing a full year’s STEAM curriculum to accompany
every lesson unit. Other schools pick and choose projects to integrate throughout the year.
Many schools are creating physical spaces, often called “makerspaces,” as a home base for STEAM. Similar in vibe to a lab or studio, these makerspaces are often converted storage closets or computer labs. Students can work in these makerspaces on STEAM projects independently, in small groups or with a whole class. Typical materials and devices in a makerspace run the gamut: 3D PRINTERS, LASER CUTTERS, ROBOTICS KITS, ELECTRONIC INVENTION KITS SUCH AS THOSE FROM LITTLEBITS AND MAKEY MAKEYCOMPUTERS,  CRAFT SUPPLIES, HAMMERS, NAILS AND SAWS, SEWING MACHINES and FABRIC.”
For more about Little Bits and their STEAM connections, http://littlebits.cc/
For more about Makey Makey from JoyLabz and their alignment: http://blog.makeymakey.com/2014/09/24/jay-silver-stem-everywhere/

To see the entire document (where you can see how more actions are taking place for STEM/STEAM Communities), WP-littleBits–How_to_start_a_STEAM_program

Related to the very first picture above,  where you see PBLS, CCSS, and STEM:
For PBLs (Project Based Learning) and their connections to STEM:

For PBLs and their connections to Common Core:

For PBLs and College/Career Readiness (which is one of the phrases used in the ESSA in place of Common Core):
http://www.p21.org/news-events/p21blog/1593-project-based-learning-and-other-college-readiness-tools- (*Note: P21, Partnership for 21st Century Learning is heavily involved in the total community makeover we are being set up for via ESSA. You can also access their views about how great STEAM in from the main page. Just look to your right hand side menu.)

For the State Level legislation embedding STEM in our lives (NC as the example):
http://www.ncga.state.nc.us/enactedlegislation/statutes/pdf/bysection/chapter_116c/gs_116c-5.pdf and http://www.ncleg.net/Sessions/2009/Bills/Senate/PDF/S1198v4.pdf

For a State Level Dept. of Education’s overall STEM plan, again with NC as the example:

STEM in the Workforce from a state level (NC is the example state):
Education and Workforce Innovation Program Legislative Report 4 30 15

The federal level of STEM in education as a law:

For the look into WIOA (Workforce Innovation and Opportunity Act of 2014 and how it ties STEM to not only our workforce on a national level, but ties to the HEA, Higher Education Act.): https://commoncorediva.wordpress.com/2015/07/30/tech-thursday-part-two-of-the-hea-stem-the-workforce-and-america/ (*Note: Part One is embedded in this article.)


Anti CCSS/Fed Ed Warriors, make no mistake, our nation is being STEAM rolled! Use the above information and visuals to investigate what is happening locally and state wide in your states! Don’t forget the local public libraries, the museums, after school programs, your cities parks/recreation departments, even your churches upcoming VBS programs.
Check out this 16 minute STEM Vacation Bible School held in VA back in 2014 (the website page: http://nsbepotomacriver.org/event/vacation-bible-school-nsbe-stem-initiative-workshop/)

Special WYBI: CCSS Recaps

The "Would You Believe It?" Wednesday is back this week only!
The “Would You Believe It?” Wednesday is back this week only!

A recap of the ‘Recent Past’ and “Not-So-Recent-Past” in the best of the “Would You Believe It?! Wednesday articles. Grouped by topic to help you focus in on only the portion of anti CCSS info you can best use. Please note, these are only the Wednesday articles, I have many, many more on each of the topics below.

The Recent Past:

Just yesterday, a fellow educational activist, Nancy Bailey released her list of the most ‘wonderful blogs, books, websites’ from the past year. I am honored to share with you that Nancy’s article included my blog among her ‘rare coins’ she has been collecting. Also included as great anti CCSS resources are some of the fellow warriors I’ve come to know and trust.
The Florida Stop Common Core Coalition, Stop Common Core NYS, PW Withering‘s blog made Bailey’s list as well. Peter Greene‘s blog was featured as well. Among the books, Karen  Lamoreaux‘s “No Choice, No Voice” was called out. If you’d like to see the entire article, see: http://nancyebailey.com/2015/09/26/highlighting-websites-blogs-and-books/
(*Note: the article will feature all kinds of ‘education’ resources, not specifically anti CCSS ones)

Another anti CCSS Warrior, I’ve come to know, trust, and guest speak (via the phone) with her, is Anita Hoge. Anita’s been such an inspiration and her Twitter graphics for the anti CCSS Warriors to share and use to fight the illegally based education reform are terrific. You can find Anita on the Internet as well. I’m including her archives here which begin in 2015 and go back to 2013. See: http://www.newswithviews.com/Hoge/anitaA.htm
(*Note: Anita’s work on exposing how FERPA, Title 1 funding, and other funding is desperately needed to help fight the CCSS Machine.)

The Not-So-Recent-Past:

From my blog, divided by topic, are the articles filled with facts, documents, graphics, and more.

Thinking Skills/Play and Games:

The Standards, themselves/Assessments:


Career Tech Ed/CCSS/Career Pathways, Career Clusters:

Early Ed to Grad School:

Homeschoolers and CCSS:

Post-Secondary, CCSS, CTE:

STEM, Education Waivers, and CCSS:

CCR/CTE/CCSS/STEM for all educational choices:

CCSS aligned communities:

For the Anti CCSS Warriors:

Due to previous commitments, my anti CCSS morning interview normally has me unable to post a Wednesday article, however, this week only, that morning interview is scheduled for tomorrow (so no “Tech Thursday article”) at 9:30 am on the Negdog Radio Blog Talk Radio. You can catch me tonight, however, on the weekly Women on the Wall National Phone Conference Call. To access tonight’s free call: 302-202-1110, conference 702165. To access the Negdog interview, call 347-843-4165. Listen in, ask a question, make a comment. Time for the Women’s call is 8:30 pm, Central; Negdog’s is 9:30 am, Eastern. Both calls will be archived for your reference. I thank you for your continued support in my efforts to rid America of the CCSS Machine.

Friday Special Post: Part 3 STEM to STEAM, Ties to CCSS

Many websites claim STEAM picked up speed recently, however, as with anything connected to CCSS, there's more to the story.
Many websites claim STEAM picked up speed recently, however, as with anything connected to CCSS, there’s more to the story.

For the final installment of the STEM to STEAM, Ties to Common Core article, we’ll look at just how far back this all started and contrast it with the headlines of our modern education reform.

If you click on the above graphic, how many of you will be able to spot the 16 Career Clusters that are the fiber of Career and Technical  Education? This is just one of the ways CCSS is interwoven into STEM and now STEAM. In the past two portions of this special report for your battle against CCSS, you’ve been provided with FACTS, not fallacies about STEM, STEAM, and Common Core. Make no mistake, those seeking to overall education in America, have wasted no time, energy, or resource to do it. That we, the warriors, are finding the evidence to expose the overreach, is worth sharing. It is only then that we can fight this battle with TRUTH, not assumptions. We’ll pick our STEM to STEAM report up with where I left you yesterday: that the STEAM movement isn’t new at all.

Travel Back to 2010:

If you recall that PCAST report featured in Part 1 also had a 2010 publication date. In Part 2, we saw that 2014 was a year for the STEM to STEAM movement to be announced. So, what happened in between the PCAST (STEM is embedded into CCSS) and the Washington, D.C. briefing you saw in Part 2?

From a June 2010 “Arts and Education” presentation, given by private businessman (Harvey P. White), the following summary was shared on slide #12 of his Power Point Presentation. (*Note: Mr. White was not an educator):
“We all agree that the USA must innovate to remain one of the world’s leading economies. We must equip ourselves with the best and most complete set of skills to be competitive. A continued high degree of competency in science, technology, engineering and mathematics is an essential element of such a set of skills. We will find increasing competition in this arena and we need to reinstate a level of creativity to augment this technical competency that has been lost by budget concerns. We need to create a national understanding this loss will become a huge economic mistake, especially as our ability to compete in the manufacturing and many service sectors declines. We must lead the effort to make sure there is an understanding that including the Arts in the curricula of all schools at all levels in not just a nice thing to do but an economic necessity. For the future of our nation and to maintain the prosperity and current life style for the generations to follow us we need to act now.”  Who is Mr. Harvey P. White? Great question. He’s a CEO of a corporation named (SHW)2 Enterprises. If that doesn’t ring a bell, that’s okay, I didn’t recognize it either. However, what you need to know is it’s an independent business consulting firm. Mr. White also serves on several technology company boards, helps digital technology start ups, and more. To see his biography, http://steam-notstem.com/about/biography/
(*Note: when you read Mr. White’s bio, be sure to notice the comment section. Note the number of pro STEM to STEAM efforts, the pro CCSS groups, and the dates of publication.)
I encourage you to see his entire presentation. In it you’ll find many more politically driven agenda points about education reform. See: Arts-and-Education-FULL-WEBINAR

In 2011, A Congressional Resolution: 

While not successful in passing, the U.S.Congress did entertain a STEM to STEAM resolution. June 21st, H. Resolution 319. The Rhode Island School of Design worked with the Congress member on this resolution. (more about them in a bit) See: https://www.govtrack.us/congress/bills/112/hres319/text
(*Note: be sure to note where art was to be inserted into STEM..via the ESEA (Elementary and Secondary Education Act)


In 2012, A Revelation Appears:

A report prepared for Congress details STEM funding. It’s an in-depth analysis. In the introductory pages you’ll read how Congress has been interested in STEM since the very first Congress; how vital STEM is to our workforce. Sounds familiar, right? Well, here’s a new one for you. In this report, we need STEM so our national security can remain instrumental. You’ll also learn that because STEM is such a key to the nation, it’s now a priority. So much so, that billions of dollars have been devoted to it. Over 250 STEM or STEM related entities spread across 13 different federal agencies. Of those 13, 3 share the bulk of STEM items. (The U.S. Dept. of Ed, the Dept. of Health and Human Services, and the National Science Foundation). This report will detail how and where funding for anything STEM related has been inserted. See: STEManalysis

In 2013, A New Resolve:

Not content to let STEM or the insertion of the Arts into the aligned mix, a new resolution was introduced in Congress. Be sure to note which Congress members were involved this time. The name of one of them was featured in the You Tube video provided in Part 2 of this series. Compare this Resolution H 51 to the H319. What differences do you see?
Refer to: http://thomas.loc.gov/cgi-bin/query/z?c113:H.RES.51: Involved again in this new effort? The Rhode Island School of Design. While the Rhode Island School of Design is credited with championing The STEM to STEAM Initiative, they aren’t the creators of STEAM. (Here’s an excerpt from their website:
“STEM to STEAM is a RISD-led initiative to add Art and Design to the national agenda of STEM (Science, Technology, Engineering, Math) education and research in America. STEM + Art = STEAM. The goal is to foster the true innovation that comes with combining the mind of a scientist or technologist with that of an artist or designer.” Contrast that with the STEM to STEAM Caucus (created in 2013) See: http://stemtosteam.org/events/congressional-steam-caucus/

A Step Back to the STEAM’s Beginning:

So, we know STEM has been around a long time. We know the NSF has the bulk of control and power in anything STEM related.  We know the modern push to embed STEM into our daily lives was found in that 2010 document from Part 1 of this series. We’ve been able to connect everything back to Common Core EXCEPT STEAM, or have we? So far, we’ve not known much about its origin. Allow me to introduce a much celebrated educator who is receiving credit for STEAM’s inception.

A lady by the name of Georgette Yakman is receiving credit for her educational framework. That’s her brightly colored triangle you see above. Ms. Yakman’s research took place at Virginia Tech. Her STEAM framework was implemented in 2007. In 2013, she wrote a paper and published which directly ties STEAM to Common Core. In the paper, a PreK to grad school (aka: P20) STEAM plan is laid out. Here’s an excerpt, “STEAM is proving successful in schools all around the world to better teach academic and life skills in a standards-backed, realistic-based, personally relevant exploratory learning environment. It is adaptable, strong, benchmarked, measurable, and reinforces NCLB and state standards and integrates with the Common Core in unique and engaging ways.”  You’ll find out even more when you read the rest of her paper.
See: http://steam-notstem.com/about/biography/
(*Note: STEAM was introduced in S.Korea due to the similarities between the US and itself in education, economy, and skilled workforce. See below for a connection you knew would pop up sooner or later.)


To access the study for STEAM in S. Korea, visit:

Related Resources:
A short 2014 clip about STEAM from a U.S. Congress member speaking to guests of Qualcomm and others (Qualcomm is connected to Mr. White, the same man from the beginning of this 3rd portion)

A promoter of STEAM, the “Right Brain Initiative” also is tied to Common Core (there are many, many others as well. The reason I point you to this one is it is one of the promoters not only tied to CCSS, but to P21 (The Partnership for 21st Century Skills).

I found the above (and some of the other information in this portion of the article) on http://3dprintingindustry.com/2014/04/24/steam-3d-printing/


I’d like to thank you for hanging with me through all the twists and turns this 3 part expose has taken us. There is much within these 3 portions to use in learning more about the ties between STEM, STEAM, and Common Core. There is much to share, especially with our legislators at the state level. If you’re desiring an education without CCSS involved, you now know to look at state funding for STEM, STEAM items. You can connect the dots in line item budgets. Ridding ourselves of Common Core means we must address ALL the places it is hiding. I hope you’ve found all this information to be helpful.