Tag Archives: Student success

Illusions of Higher Aspirations

Anti Fed Ed Warriors, we’ve known for quite a while that the CCSS Machine was going to go after the HEA (Higher Education Act). Among the EOGs and EOCs back in April and May of 2017, Congress* didn’t ‘disappoint’. While graduations were celebrated and aspirations for each of our students was plotted out, the CCSS Machine’s agenda ground down the existing HEA (orginally introduced in 1965; it’s last re-athorization was 2008).
(*Currently, S806 and HR 1880 have been introduced as amendments to the HEA, but read more like replacements.)

We also have known from this blog and similar ones that the HEA is the LAST link in the chain of education laws which must be re-written to complete the top/down; global to US transformation in converting ‘education’ to glorified work training.

IF we look at the supportive side of education reform (which embraces the global worker shift), it’s no surprise that their illusions are being shared and spewed out everywhere.
For example the NEA (National Education Association) has said the rewriting of the HEA is needed. It’ll be great to have more affordable college, recognition of professors as ‘stakeholders’, and, improve teaching PD (professional development). Warriors, as we know, all these buzz phrases are code for two CCSS Machine agenda goals:
                                          Control and alignment

globalhighed
If you’d like to see how I traced the NEA (and the AFT) to the Education International and how they all tie back to the UN/UNESCO, find it here.

*Is the American way of paying for higher education in need of help? Absolutely! However, as I’ve stated before (based on mountains of evidence and research) funneling EVERYTHING through the CCSS Machine’s education reform is the WRONG way to correct our system!!!

Warriors, the rest of this article will dive into the Senate’s Version of the College for All Act of 2017; The House’s 1880 Bill will be covered in a separate article tomorrow.)

S 806’s Bill/Language:

Warriors, what DOES this bill the NEA is foaming at the mouth about, REALLY say?

1) Was introduced 4/03/17 and is in the hands of the Senate HELP Committee (under Sen. Alexander’s thumb). (*Note: Warriors, remember when ESSA (Every Student Succeeds Act) was signed into law, Alexander promised us with vigor that the HEA was next. His 1980s ‘prophecy’ of alignment babies to a life long track is playing out.)
2) The Bill is 51 pages long. You can access it here.
3) There is one main sponsor and 5 co-sponsors: Sanders, Warren, Harris, Blumenthal, Murphy, and Gillabrand.
4) Short title: “College for All Act of 2017”

Student and State information:
5) Title 9 will be amended for use as a federal/state partnership in funding to eliminate tutition. Grants will be used as the illusion for greatness.
6) Will impact those students in the ESSA age range (preK to 12th grade) in early college programs, dual enrollment, or concurrent enrollment. (*Note: this is a back door access to the educational choices outside the traditional education system.) The illusion of attainment is used here.
7) Since this is addressing a post-secondary education law, all ages will be impacted and aligned. The illusion of equity and equality is used here.
8) Grants awarded will be at the Secretary of Education’s choosing to enable the States.
The illusion of State led eduation is used here.
9) There’s a 33% ‘non federal funds’ clause on Page 6. It’s a requirement, not an option.
The illusion of ‘stakeholder’ control is used here.
10) The Secretary of Education is given power to challenge the States in their projected enrollment formulas (bottom of Page 15 into 16). On Page 17, it shows the GDP for the State being challenged as coming into this formula’s equasion. The illusion of State led education is being used again.
Other notes: parents tax records, independent students and their tax records, data tracking, targeting the working class and the low-income class, Sec. of Ed deemed requirements by each State annually in applying for grants, and more.

Teacher and PD Information:
11) Of the grants and non federal funding received, any money left AFTER applying to the students will be applied for teachers and their training (includes on-going PD).
An illusion of ‘stakeholder’ importance is used here.
12) An increase in staff (full-time, tenured or tenure-track), especially ‘instructional faculty’. The illusion of true teaching is used here.
13) Provisions for anything a faculty member could need (includes the office). PD supports…and shared goverance. With so many of the PD opportunities available to schools now being aligned to the CCSS Machine’s agenda, this one has the illusion of objective leadership.
14) Part-time, outside the classroom work will be compensated. Again, Warriors, who is footing the bill for all this?? We are!! An illusion of economics is used here.
15) Increases in dual enrollment, concurrent enrollment, early college, and any other ‘student success’ program as deemed appropriate by the Sec. of Education and the Peer Review Group, not your State or local leaders. The illusion of leadership, power, and school choice factor in here.
16) TRIO and GEAR UP Programs (a federal education effort) will be increased. I’ve covered how aligned to the CCSS Machine’s workforce/education plan these programs are. The illusion of State-led leadership, yet again.
17) Increases in Work Study programs will most certainly be found in S806. There will also be a recalculation in the funding of Work Study Programs.  Expect billions of taxpayer funds and private money to pay for these. The illusion of living within our means as a nation is played up here.

You’ll also find what the fed/State funding and non federal funding cannot be used for (such as building a new stadium or paying the school administrators). I hope you are ready for the price tag of all this ‘free’ higher education, Warriors. Look below:

S806Pricetag

At LEAST $41 Billion in funds. Notice the language leaves the final business quarter for 2017 and the entire years from 2019 – 2027 wide open to whatever is necessary!! If you read the next paragraph after the above screen shot, you’ll notice that the language includes federal obligated funds from Oct. 2016 to Sept. 2017. Just in time for the 2017’s 4th quarter to begin. It would appear an illusion of purposed and pre-planned alignment is being used.
***The price tag for the increases for TRIO and GEAR Up reach into the trillions for each year between 2018 and 2027 (Page 41)
***Work Study Funding by each fiscal year is on Pages 41/42. Warriors, note that it is at the Sec. of Education’s decision, not the States’. The power doesn’t stop there. Any regulation surrounding the calculations of the reformulation of these Work Study Programs is also given.

The ‘career readiness’ and how it will be tied to Pell Grants can be seen on Page 43. It will be part of the increases in Job Development Programs and their locations. This directly ties to the U.S. Dept. of Labor. Again, Warriors, the union of these 2 federal agencies overreaching into education is visible.

*Note: If you have student debt, or know someone who is about to apply for funding college, you’ll need to read the fine print from Pages 44 to 51. While it appears undergrads will have a lower interest rate, it also appears grad students will see an increase. Since I am not a financial expert by any stretch, please research this language carefully.

Closing:

Warriors, as you can see, our Senate has totally betrayed us. Being a free nation should mean we honor our Constitution first and foremost. We know the CCSS Machine has shredded its importance. If not, we would not see the trillions of dollars ear marked to further the illegal overreach into education. What will the HR 1880 (a ‘sister’ bill) hold for us? We’ll find out tomorrow.

In the meantime, contact your Senators and tell them, NO to ‘free’ college! If we don’t go broke paying for it, our future generations will. “Free” college is a collective, good for the Socialists movement, not an independent freedom of choice based on the ideals of our Republic.

No806

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)
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*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).
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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.

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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!
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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.)

Closing:

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.

globalkid

 

 

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

Ed For Sale

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

A Recent Webinar:

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

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

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

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

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

What I Have Seen/Heard:

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

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

More We Need to Know From Both Hosts:

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

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

iscglobal

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

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

Closing:

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

Weekend News for the War Against the Core

For the last weekend in April (2016), I wanted to leave you with a few things every anti CCSS Warrior needs to know about P3s (Public private partnerships). If you missed these, you can now find them in one place. If you haven’t gotten this information before, you now have some great tools to use.

Blasted P3s!

If you have followed my research long, you know that time and time again, the P3s keep showing up in the midst of the CCSS Machine and its grinding away at America. Like everything fed through the CCSS Machine, P3s and their intent is not good for education at all.

What once was to be a healthy relationship between government and the private sector has become a holy hell. Consider this: early P3 relationships concerning the private sector and schools were to BUILD the schools. That way the private sector could return to their private business and the schools could get on with teaching.

But in the shift to CBE (Competency Based Education) aka OBE, (Outcome Based Education) the private sector has done more than build the schools, they now help guide what is taught. Meanwhile the schools have appeared to have no problem selling our kids education out in the process.

ruboff

In the ESSA (Every Student Succeeds Act), States will be awarded big bucks for allowing MORE P3s in our schools, not less. P3s will get to work with the LEAs (Local Education Agencies) to determine if a student is ready to proceed to the next grade level. (Page 137 of the ESSA Final Conference Report states this.)

Recently, while on a national webinar/conference call with a pro CCSS group concerned about the ESSA and civil rights, they brought up the fact that P3s were a great thing in schools. When I asked them about Page 137 and the mandate; how would the P3s be accountable; how could the P3s do the teacher’s job, they were stumped! I was told that while they didn’t have a good answer they certainly agreed P3s need to be vetted and deemed appropriate.

Warriors, do you see what an open-ended message the ESSA used in this instance? Do you see how fraught with alignment this leaves our States?! Consider the recent news that Planned Parenthood has now been given the green light to open offices directly in select schools across the country. (Source: http://associatedmediacoverage.com/planned-parenthood-announces-on-site-partnership-with-select-public-school-systems/ )

This is a blazing example of a P3 overreach. While it is supposed to be in high schools only, think about the fact our high schools are being redesigned (or already have been) and now include middle school age kids in the SAME buildings!! This means students younger than high school could now have access to the P3, CCSS agenda driven Planned Parenthood.

Please note, Planned Parenthood is not the only agenda driven group. There are plenty more. Ask yourselves, since ESSA has it that groups like this will help determine how ready for the next grade level your student is, HOW will they measure this?!

More on P3s from my blog articles:
https://commoncorediva.wordpress.com/2016/03/01/warriors-guide-to-essa-and-private-education/ (*Note: P3s will definitely include the digital makeovers in our homes/schools/wrap around services as laid out in the ESSA.)

https://commoncorediva.wordpress.com/2016/01/04/meet-your-new-neighbor-essa-seriously/ (*Note: According to the White House Promise Neighborhood has over 1,000 P3s involved. The White House link to find this is embedded in the article.)

https://commoncorediva.wordpress.com/2016/04/19/play-money/ (*Note: just published earlier in April, the article where I featured the P3 group teaching teachers how to run recess/play time and their alignment to the Social Emotional Learning aspects of CCSS.)

https://commoncorediva.wordpress.com/2016/04/17/watch-out-alignment-ahead/ (*Note: Also recently published, this one shows how the States will be incentivized to create MORE P3 partnerships for education.)

https://commoncorediva.wordpress.com/2016/03/10/update-ccss-cte-stem-and-connect-nc-bond/ (*Note: Will give you an example of how the P3s are in our community colleges already. NC is used as the example.)

USAESSACogs

Related P3 Information, Top/Down and Spread Around:

From the U.S. Dept. of Ed, the i3 Grantees (Investing in Innovation):
http://www2.ed.gov/programs/innovation/awards.html

From the U.S. Dept. of Ed, the Promise Neighborhood Awards (will only be up to 2012, as 2013-14, no new awards were given. Also note that Promise Neighborhoods are codified in the ESSA and have an entire Section in the Law, see Section 4624; Others related to Promise Neighborhoods: Full Service Community Schools, Section 2465; 21st Century Community Learning Centers, Section 4001-42016. Each of these will also have P3 involvment/overreach):
http://www2.ed.gov/programs/promiseneighborhoods/awards.html

While I provide the following as examples, please note that each named partner may also have other partners they work with and are NOT named. Regardless of how trustworthy the names of the partners/groups are, remember, this is all part of the purposed and planned overreach in the name of ‘student success’!

An example from CA of an existing Promise Neighborhood Partnership program:
http://www.haywardpromise.org/partners.php
However, look at the vision behind the Promise Neighborhood in this instance:
http://www.haywardpromise.org/vision.php

Here is another CA example of a Promise Neighborhood, in this one, I saw at least 3 CCSS Machine members (United Way, La Raza, and a Economic and Workforce Development Council)http://missionpromise.org/our-work/mpn-partners/

This Promise Neighborhood in MN is governed by a private council!!
https://www.wilder.org/Community-Leadership/Saint-Paul-Promise-Neighborhood/Pages/Partnership-Council.aspx (Ask yourselves, what does this mean in an ESSA era? Will this type of governing replace current school boards, town councils, etc.?) Think I am nuts for suggesting this question? Remember the ESSA is written as an open-ended law in some of its parameters on purpose! Also, the mandate of student achievement wrap around services basically rubber stamps ANYTHING as long as it can be considered educational, a resource, or both.

From TX, A Promise Neighborhood’s  Picture:
(when you click to enlarge it, notice the tag line at the bottom)

TXPN
From their Strategic Plan (2013-2107), the following excerpt, “EPN initiated its target setting process in November, 2013 prior to DOE/Urban Institute’s released of its target setting guidance. EPN’s process included thirteen community-wide meetings with over 200 individuals from the broader community and ten small-group meetings with over 50 individuals from specific workgroups (e.g., the Dual Generation Workforce Pipeline workgroup) or specific partnerships (e.g., Out of School Time providers, City Year, all SAISD campus principals and their teams). The process continued up until the submission of the Data Plan on March 31st, 2014.” To get the entire PlanEPN-Strategic-Plan-to-Achieve-Results-2013-2017
(*Note: you will need to know that Head Start is mentioned in this Plan. Head Start is also aligned to the CCSS Machine! Early Head Start is too. Temporary Assistance for Needy Families Funding (used in many communities across America) is also aligned.)

For Head Start/Early Head Start:
a) This one will show you many P3s in the educational mix now:
https://commoncorediva.wordpress.com/2015/07/04/sic-em-saturday-pint-sized-common-core/
b) This one ties the U.S. Dept. of Health/Human Services and their Substance Abuse/Mental Health Services to all CCSS Machine alignment, top/down style:
https://commoncorediva.wordpress.com/2015/10/08/tech-thursday-technically-speaking-for-ccss/

For the TANF Funding:
a) See point #3: https://commoncorediva.wordpress.com/2015/09/29/ftf-more-tracking-the-workforce-aligned-society/
b) How TANF is used in CCSS aligned research for preK and up to accomplish CBE/OBE:
https://commoncorediva.wordpress.com/2015/11/10/ftf-prek-research-ccss-cbe/

Tying Promise Neighborhoods,P3s, Head Start, and TANF to the ESSA:
https://commoncorediva.wordpress.com/2016/01/23/the-school-board-special-part-one/

Closing:

I hope I have not confused you on the intent embedded in the ESSA and the P3s. They mean to ruin academic education and replace it with competency based, workforce purposed, social justice minded, and constricted paths for our students. While much is being said about P3s, the danger is what ISN’T being said and how it will be carried out thanks to the ESSA!

As I recently heard an author state about this kind of treatment in another country (I have paraphrased it):
They (those in charge of government/education) do not kill you outright with guns  and knives, they kill you daily by not allowing you to be who you were meant to be or doing what you want.

CCSS Machine Potpourri

scarystates
To my fellow Anti CCSS/Fed Led Ed Warriors, I have gathered the following miscellaneous Pro Common Core fodder. Why? Since ESSA (Every Student Succeeds Act) is now law, the propaganda from the CCSS Machine is working overtime to produce as much BS as it can.

If you haven’t seen the following items, you should! While the false facts are flying, we have to work HARDER to share the truth! Is this a challenge? Of course it is! Can we do it?! Sure we can!! Share this article with other anti CCSS/Fed Led Ed Warriors, discuss what you can do to help those in your area find out what REALLY is going on, not what the CCSS Machine cronies say!!

First up, the President of the NEA (National Educators Association) gives us a rundown of all teachers do in today’s classrooms. Notice where the true education ends up in her list. Notice the arrogance in her face as she runs down this list and then remember ALL the latest CCSS Machine moves, resources, and legislation which has been produced in the name of parental right being usurped or taken away! It is no wonder the CCSS Machine claims kids don’t need parents!

Secondly, as one of my fellow Anti CCSS Warriors stated, ‘who needs the truth, it just gets ignored.’ This particular video gives us a look into MORE of what is happening in our schools. I guess the NEA failed to mention this on their snarky list.

Third, The ESSA has embedded a tremendous amount of behavior modification activities, supportive programs and services, as well as other RTI (Response to Invertion) methods. Yet, it spite of it, the real evidence is coming out…RTIs are NOT working!! Yet, MORE are being planned, created, and will be used!! The CCSS Machine is most certainly on a BS mission with this portion of the ESSA!! See: http://www.makespecialeducationwork.com/response-intervention-falls-short-2/#sthash.DVCN7NbT.Aq1YzW81.dpbs

Related: Where are the RTI items in the ESSA? For one thing, they will appear via 21st Century Community Learning Centers/Full Community Schools and through Promise Neighborhood Programs. See: https://commoncorediva.wordpress.com/2016/01/04/meet-your-new-neighbor-essa-seriously/
To help illustrate this, see the screen shot below from my first article in a series of 3 where I laid out the 2017 Federal Budget Education Requests (think almost $70 billion dollars). The link to the article is immediately beneath the screen shot. You can access it to not only get the ESSA Final Conference Report download, but you can access the other two articles detailing the Budget plans, as well as how it fits in the ESSA. The Budget Requests will also reveal how entire communities, the post-secondary educational system, teachers and leaders, and each State will be impacted.

https://commoncorediva.wordpress.com/2016/02/11/fed-ed-2017-are-you-ready/
https://commoncorediva.wordpress.com/2016/02/11/fed-ed-2017-are-you-ready/

 

Related to RTIs: How will the educational leaders help ‘sell’ these services, programs, and provide resources? See: https://commoncorediva.wordpress.com/2016/03/28/principled-leadership-in-the-essa-era/

To see Pearson Publishing’s rapid moves in the RTI portion of education, be sure to read this article from last month. The second portion exposes the main programs used for RTIs. https://commoncorediva.wordpress.com/2016/03/07/pearsons-gi-more-alignment-in-the-workplace/

Closing:

I hope you will continue to help me raise as much awareness to what the REAL truths are about the ESSA. Do not be discouraged if you feel NO ONE is listening. Among the Warriors, we have heard the term ‘crickets’ when we think no one cares.

It is easy to believe no one is hearing you, especially when life is so busy. However, please know that your voice is probably being heard by someone. It is your voice those around you need to hear LOUDER than those spewing lies and making light of how our educational system in being ruined and transformed into a nanny’s house. Remember, to speak LOUDER doesn’t mean we have to shout, it just means we have to use a firm, knowledge based voice.

To say something is fine, but to have the actual language and what it means is what will make your voices BOOM! Still not sure about HOW you can make a BOOMING voice without yelling? Look at the screen shot above. That is a start. It gives the specific sections you can point others to. Think your legislative/local leaders have actually read the over 1,000 page ESSA Report OR the almost 400 page ESSA Law? I doubt it. Why? If they had, they would be jumping up and down with anger of just how this Law will HARM America, not FIX it! If you would like my 2 and 1/2 page PDF document which is very similar to the screen shot above. While I made it for my NC State Legislators, it is suitable for ALL the States. HOW? Each of our States will experience the SAME mandates of the ESSANCedover

If you need to add your contact information, please do. If you need to address this to your State, please do so, as well. Should you need me for any reasons connected to this War Against the Core (or you wish your Legislators to contact me), all my information is included.