Tag Archives: teachers

A Response

To my fellow anti CCSS Warriors, by default this includes those against the federally led education overhaul, as well as the global overreaches.

We know, from research, that all this can be traced to one source. The United Nations. By default, that encompasses the UNESCO arm. *UNESCO means United Nations Education, Scientific, and Cultural Organization. (To be precise, the ‘z’ is an American spelling, the official spelling uses a ‘s’.) We also know from research that what we have known as education (academics) is becoming ‘education’ (workforce training).

While I’ve seen many anti CCSS Warriors jump up and down with glee over the U.S. State Department’s announcement that the nation is leaving UNESCO, I am not among them.  I will admit, it SOUNDS like a good move, but as always, the research STILL points to many ties which, UNESCO membership or NOT, the US will still be bound by. I’ll say it now, I am choosing to remain on the ‘offense’ side of this War Vs the Core. 

Many media resources happily shared the US’s news about leaving UNESCO, but how many of them included in their headlines that We the People will have to wait until the end of 2018? Do we really think after the many years of the UN’s foundation laying educational overreach, that a measly year will be all it takes to truly be free of UNESCO? The CCSS Machine includes UN/UNESCO.

We have to look beyond the headlines, Warriors!

Some Facts:
1) Go to the U.S. State Dept. website right now and look at their headlining article. It’s not that the US is leaving UNESCO, it’s that we MUST have more STEM, especially for women! This is a UN ‘play by the book’ move, if ever there was one!! In fact, this comes right out of the SDGs (Sustainable Development Goals) Tool Kit.  As we know, the SDGs use ‘education’ as a ‘change agent’ for all kinds of indoctrination.

StateSTEM
In this article for Women and STEM, it states just how committed to STEM the Trump Administration is. Warriors, if ever there was a ‘hiding in plain sight’ statement which reveals the continued shift to un-American ideals, it’s that the DC leadership has totally sold out to this. The article also shows how the President has laid a foundation to cement STEM in America with the NSF and NASA programs. (Both are CCSS Machine supportive)

In the State Department’s “Other News”?  Is the fact the US and China are welcoming 3 more partnerships for economic and technology purposes. So, it’s basically an agreement for MORE STEM (although not using the “STEM” acronym). STEM means “Science, Technology, Engineering, and Math”.

2) In fact, a few days ago I exposed much about the UNESCO/UN and their STEM and STEAM (STEAM is STEM with the “Arts” embedded.).

3) Following that information, I showed you how the UN/UNESCO, the WSIS (World Summit on the Information Society) and the use of technology in a “Matrix” form that’s already embedded in the US (and the rest of the world) and will NOT be going away.

wsisunesco
The yellow circles are highlighting that UNESCO is in charge of each of the categories. This is only 1 page of the WSIS/UN’s joint work. UNESCO is only shown 3 times in this screen shot, HOWEVER, the 3 categories are ICT (Information and Communications Technology), Media , and Knowledge! The black boxes show the SDG #4 which is education for all.

4) The US still owes UNESCO money, over $500 million to be exact. UNESCO uses part of the money it receives to oversee our American historic sites which are considered World Heritage sites.
usdebtunesco

5) UNESCO has several P3s (Public Private Partnerships) involved in the World Heritage Sites. How many of these American or American-tied groups will be willing to leave UNESCO?

6) What about the time between now and when the US leaves UNESCO? Well, the US becomes a kind of silent partner. It’ll be around to keep a watchful eye. HOWEVER, that means ‘education’ will still be up for alignment! Also, there’s a big question about the next UNESCO leader.

7) The UN/UNESCO is really pushing AI (artificial intelligence), especially in ‘education’. This article from the Mirror (UK) is down-right creepy. My fellow anti CCSS Warrior, Alex Newman wrote and spoke about the AI being used to advance 2030 Agenda (of which the SDGs are now a part of. Previously, the SDGs were with Agenda 21, but 2030 is the newer version). Here’s what I found out about AI. Again, all this connects back to the massive WSIS/UN/UNESCO data control you see in #3 above.

8) From 2002, an article detailing why (then) Pres. Reagan removed the US from UNESCO. It appears the concern for media control is almost being overlooked in our current situation. This won’t be going away simply because our current Administration plans to remove America from UNESCO.

2002UNESCO

9) The infamous UNESCO/Gates ‘Cooperation Agreement haunts us to the this day. It is THE single most telling root of the UNESCO plan for American ‘education’! This shift is SO embedded in America, thanks to WIOA(Workforce Innovation and Opportunity Act), ESSA (Every Student Succeeds Act), and HEA (Higher Education Act) (to name a few laws), that our extraction from UNESCO won’t mean anything different. Add to this the UNESCO (Huxley) idea of what American education should become. After all, it plays right into the UNESCO/Gates Agreement.

schaflyarticle
Also thanks to the UN, our individual States have ‘pimped out’ their schools. In this article, I show you how MN went first back in the 1980s.
Finally, for #9, the UNESCO Publication 356. It lays out what ‘global education’ should be like. There’s a tremendous emphasis on ‘commonalities’. (*Note: I couldn’t find a date of publication, but this document has been around a while.)

10) Back in the 1960s (87th Congress), there was no problem with announcing the UNESCO was Communism after our children. So, what has happened between then and now to go from ‘no way’ to ‘hey, have our kids’?! The CCSS Machine is what’s happened!

11) Back in 2010, (then) U.S. Sec. of Education, Arne Duncan addressed UNESCO. Consider his remarks and how they fit into what was being coerced upon our States. Add to that the 2014 UNESCO Report for how far the shift to Universal Design for Learning (embedded in ESSA) had progressed.

What about Secretaries King and DeVos? Have they spoken out to stop UNESCO? Dr. King is currently the head of The Education Trust which is heavily funded by Bill Gates and other CCSS Machine members. Also at the Education Trust is Amber Arellano. Her biography at the Ed Trust reveals she was previously at the UN’s High Commissioner on Human Rights.

DeVos is mentioned in this Truth in American Education article as well as Sec. Tillerson (State Dept.) as ‘playing’ President Trump with ‘education’. The UN has recognized DeVos’s family business (Amway) as one of the top companies in the world practicing biodiversity (a big component of the SDGs). Be sure to listen to the entire video below. It is from the late 1980s.

Below is a screen shot for you so you can see the other UN accolades for Amway:

AmwayUN

12) UNESCO and aligning teachers has been happening for quite a while. HOWEVER, it will not go away just because the US is leaving UNESCO. In fact, in 2015, the Incheon Declaration was made for all Member States and their commitment to adhering to the SDGs (Warriors, remember, education is Goal #4). As 2030 Agenda compliance dictates, that means our US teachers will have to have their professional development align!

UNESCOedgoal

 

You can see the International Task Force on Teachers (formed 2008, as part of the Onslo EFA (Education For All) meeting) Part 2 Strategy Plan. The Plan was completed in 2016. 

Closing:

Warriors, I realize this may not be a well received article. Truth usually isn’t easy to hear. I do have some optimism about the US leaving UNESCO, but with all this evidence, I am being very cautious in my thinking. I think we all should be cautious. I know we all MUST speak the truth about the CCSS Machine. I want to thank the many dedicated Warriors who supplied their documents for this article.

*I purposefully chose to NOT use any type of wording or featured picture which could alert social media as to my topic. I know it has the distinct possibility of being blocked. When you share, please keep this in mind.

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The “Low Down” in the NoLa

In my last article, Warriors, you got quite a bit of information on STEM, STEAM, and how it’s taking over education.

The “T” stands for ‘technology’. We know the CCSS Machine’s grasp on education cannot survive without technology. We also know the most common form of technology is the computer. Where there’s a computer, there’s data to harvest, transfer, and sell.

In the past, I’ve shared with you the International Data Mining Conferences. If you missed this article of mine from 2016, I urge you to go back and read it. Your freedom of speech in 2017 is connected.
From earlier this year (2017), I showed you how the international data miners use those student profiles. Again, massively important to connect back to ESSA.

Coming  Soon To New Orleans:

“The IEEE International Conference on Data Mining series (ICDM) has established itself as the world’s premier research conference in data mining.” This excerpt is the first sentence you read on the 2017 Conference page. However, the vibrant photos of New Orleans may distract you. What does “IEEE” stand for? “The Institute of Electrical and Electronics Engineers, Inc.”

https://youtu.be/wJyQwLfPtZ4

So what will the 2017 ICDM bring? Below is a screen shot of the full day workshops. I added short descriptions of each workshop. (*Note: to see the IEEE Educational Partners List, go here. Several schools/businesses from across the world will be presenting work at the 2017 Conference.)

icdm17full
Here are the half day ICDM topics:

icdm17halfThe 2017 Conference’s Keynote speakers are from Harvard (a huge CCSS Machine member school), a Berkeley University AMPLab co-creator, SUNY, NSF, and the WHO. (*Note: look under the “Program” tab for the Keynote Speakers. You can also find the accepted papers from the workshops there.) 

Related:
The IEEE also is key to the Smart Cities (part of the UN’s Sustainable Development Goals). Smart Cities also bring us community alignment. ESSA has community alignment, too.

While my town isn’t among the IEEE’s Core Smart Cities, it is among the smaller communities being aligned right under our noses. Kansas City, MO is an IEEE Core Smart City. The U.S. Dept. of Transportation also has a list of Smart Cities. As of this year, there are 7 major cities (Kansas City, MO is among them). From one of the UN’s own Power Point presentation’s:
UNsmartcityslide
To access the other UN “Smart Cities” resources, go here. If you’d like to see the UN Web TV’s video on New York City’s being transformed to a “Smart City” to align to the UN’s SDGs (Sustainable Development Goals), click on the highlighted word ‘video’.

How do the IEEE and UN connect?

ieeeun

To access the website, go here.

In August of this year, IEEE embraced the UN’s SDGs during the World Summit on the Information Society (WSIS). (*Note: IEEE’s archived documents contain a pdf version of the possible UN approved official language called “UN-Speak”.)

WSIS is also aligned to the UN’s SDGs. When you visit the website, look to the right of the WSIS logo and you’ll see the SDG circle logo. Below is a screen shot of the WSIS actions and how they mesh with the SDGs:

wsisun
To see the entire Matrix document, find it here. Here’s a ‘flyer’ version of the Matrix.

Closing:

Warriors, I hope you see how much we need to continue to fight the CCSS Machine when it comes to data mining. It won’t be going away anytime soon. If you’ve not heard of the national grassroots campaign to “Repeal ESSA and Restore FERPA”, I urge you to visit the website. As long as FERPA stands as it is RIGHT now, the data mining of our students will not only continue, it will increase (as evidence shows above). As long as ESSA stands, the alignment of education to a UN-inspired workforce base continues (and increases as well). What’s happening is Big. Fighting it? It’s not Easy.

Have You Heard?

My Fellow Anti Fed Ed Warriors, have you ever heard of BARDA? I’ll be honest, I hadn’t. However, in looking at the Congressional Appropriations Bills (HR 3358 and S 1771) for the U.S. Depts. of Labor/Health and Human Service/Education, I discovered BARDA. Specifically, the ‘new-to-my-research’ agency was written into the S 1771’s Bill.

On Page 96, you’ll find under the heading of ‘Transfer of Funds‘ for the U.S. Dept. of Health and Human Services, directives for where the NIH (National Institute of Health, a part of the HHS) could use some of the funds. Warriors, remember, these funds are our taxpayer dollars.

On Page 97, is where BARDA first shows up. “BARDA” stands for ‘Biomedical Advanced Research and Development Authority’.

P97
To access the Public Health Service Act, click here.

BARDA is part of the nation’s PHE System. PHE means Public Health Emergency.
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We’ll look at the BARDA funding and research project near the close of this article. For now, we need to see how, if, at all BARDA plays into the CCSS Machine’s overreach in education.
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Thought:

Warriors, with the word ‘biometrics’,  is there more BARDA does than simply prepare us for the worst scenarios? We know ‘biometric’ devices are used to monitor the SEL (social emotional learning) and have been tied to Common Core.

 

Question:

Now that ESSA (Every Student Succeeds Act) is the law, will biometrics continue to be used? Back in March 2017, I published an article about some (then) current Congressional Bills. Related to them? A 2011 biometric study! Be sure to access this more recent article about the SEL and special needs students via ESSA.

biometricstudy
When I typed in ‘Social Emotional Learning’ into the PHE’s BARDA search bar, what you see below, is what I got back in results.

Warriors, please note I am NOT saying we do not need emergency plans, especially in our schools. BUT, my question is simply this, where does the emergency planning end and the SEL manipulation begin?


Answer #1:

bardasel

Warriors, some of the ‘red flags’ I saw in the highlighted resource in the screen shot above were: all States have behavioral health partners/plans. The plans are to cover emergencies, the partnerships go a bit deeper than ’emergencies only’. Some of these partners happen to be some of the very same ones which have rubbed stamped Common Core, support STEM, have Career Tech Education, or, are CCSS Machine member organizations in on approving the SEL overreach in education!

You can access the 2016 document, here.
(*Note: back in 2014, I wrote how SAMSHA was using Common Core as a tool for gun control via “Project Aware”; in 2015, this article about mental health and the manipulation of it in education for workforce needs. Then, in 2016, this article gives you a big run down of the federal level of overreach in not only mental health with agencies like SAMSHA, but many others!)

In the 2016 Document (above), look for the bottom of Page 14, ‘federal behavioral health support usually involves the provision of technical assistance, educational resources..’ (‘technical assistance’, more times than not, means data mining in some form)
Page 15, an inter-agency council for behavioral health: Forum on Medical and Public Health Preparedness for Disasters and Emergencies. This Forum is a P3 (Public Private Partnership). It’s been around since 2007.

SAMSHA (Substance Abuse and Mental Health Service Administration), Red Cross, (Red Cross is mentioned on Page 16 and others.) Here’s a screen shot of Page 16 with emphasis added:

behavemanage

 

More Answers:

Below, are related documents from each of the major groups listed in the screen shot tie directly to ESSA, SEL, and/or behavior interventions OUTSIDE of disasters or emergencies!

Answer #2) https://www.nasmhpd.org/sites/default/files/the-business-case-for-behavioral-health-prevention.pdf (Uses CASEL ( Collaborative for Academic, Social, and Emotional Learning), WHO (World Health Organization), OECD (Organization for Economic Co-operation and Development), and other big name CCSS Machine members as ‘credible’ research sources)

Answer #3) http://nasadad.org/2015/03/state-substance-abuse-agencies-program-management-and-data-utilization-case-studies-of-eleven-states/ (from 2013, how 11 States were already sharing data across State lines and using the National Outcomes Measure model and connecting it for data mining. *Note: this organization is also the one involved with opioids. Warriors, as we know more students are being prescribed opioids and other behavior managing drugs.)

Answers #4 a, b, c) http://www.apa.org/pi/about/newsletter/2016/03/student-act.aspx (use this to find the 2 ESSA supportive documents from 2016)

Also from the APA is the 2017 Annual meeting syllabus. “School” is mentioned 57 times in the topics/presentation notes. I noticed at least 2 on ADHD.

To get to the Skinner referring article(s) from the APA, go here first (this is a research paper on a study of behavior interventions tested on college students), then visit here. (this is one of the few cited sources from the study on college students. It’s where Skinner’s education theory is mentioned.)

Answers #5 a and b) https://www.socialworkers.org/LinkClick.aspx?fileticket=mLtr0q6HLnA%3d&portalid=0 (NASW’s support for ESSA document. Be sure to note the long list of other supporting groups.)

Also from the NASW, an entire page of ‘school’ related social work information for you, Warriors.

Answer #6) To access the Behavior Health Consortium (in the screen shot above), go here.

Answer #7) The National Academies of Science, Engineering, and Medicine Press’s Disaster Publication has all kinds of partnerships and programs which you may find interesting.

Answer #8) Warriors, we know the educational shift is all about money, so do not be too shocked when you see the picture below:

bioschool
Access the article where this screen shot is from.

Answer #9)

bioman

Getting back to BARDA:

This 2014 article likens BARDA to a venture capital group hidden in DC.
Warriors, we know how toxic venture capitalists have been in education. Where health and education intersect is probably just as bad.

As far as the 10 year contract mentioned in S 1771 for BARDA? It appears that is a continuation of a project which began back during President Bush’s (the first) administration. It’s known as Project BioShield, (PB).
From the Strategic Plan (2011-2016) for PB, an increase in public private partnerships (P3s); 21st Century skills; a workforce steeped in science and technology (which of course means STEM education and STEM jobs); and, all which connects them.  

Warriors, the PB price tag is in the billions. (*Note: refer to the highlighted “Bush” above. When that document opens, look to your right for ‘funding’).

Two resources for more about Project BioShield can be accessed here. Johns Hopkins (a known CCSS Machine member) and Oxford Press have articles.

STEM Endorsed by PHE:

Warriors, remember that BARDA is under the Public Health Emergency (PHE) arm of the U.S. Dept. of Health and Human Services. I was able to find on the PHE’s blog, not only an endorsement for early emergency preparation by studying STEM in 2017, but how the PHE is working in the context of a 17 year (began 2009) partnership for global health.

As we know from research, global health is part of the UN’s SDGs (Sustainable Development Goals). STEM is a part of the SDGs, as well as part of the CCSS Machine.

Closing:

Warriors, S 1771 and its partner Bill HR 3358 lock in all the funds for things like BARDA and more educational overreach on 10/7/17. The LAST day to raise any challenge is 10/6/17. IF you’ve not contacted your Senator or Representative about the massive amounts of overreaching taxpayer-abused-funds. Please hurry!

Seeing More About Education?

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

seymour

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

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

teachersigh

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

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

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

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

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

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

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

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

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

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

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

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

styles

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

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

 

PipelineR10


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

A visual for ESSA ‘teaching’:

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

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

So Who Was Seymour Papert?

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

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

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

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

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

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

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

cspapert

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

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

 

Seymour’s “Legacy” Lives On:

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

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

Technology is a poor substitute for human interaction.

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

VEMSource 

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

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

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

Closing:

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

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

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

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

 

 

Draft Plan or Daft Plan?

To my fellow anti Fed Ed and CCSS Warriors, it is increasingly clear our States have sold us out. They did it with RttT (Race to the Top), the CCSSI (Common Core State Standards Initiative), the constant re-branding of CCSS (Common Core State Standards), and everything in between which would connect education to workforce based outcomes.

It was SUPPOSED to stop with ESSA (Every Student Succeeds Act), but as we’ve researched and shared, that, too was a sell out.

By now, you’ve probably seen and heard about the States which already turned in their ESSA State Plans to the U.S. Dept. of Education, only to have them bounce back faster than a bad check. Have you been able to get a look at any of the State Plans which will be due in September 2017?

The last time I looked at the NC State ESSA Draft Plan was back in Feb. 2017. It’s where I compared the alignment of not only NC’s ESSA Plan, but how strikingly similar it was to SC’s Draft Plan at the time. If you missed the article highlighted above, I urge you to read it. Not only does it impact ALL 50 States, but there is quite a bit that those ESSA braggarts left out we need to know. (For example, did you know that ALL 50 States must meet parts of the General Education Provisions Act as well as all the mandates laid out in ESSA?)

In the most recent version of the NC ESSA State Draft, the document is 184 pages long. Oh, and more color pictures have been added. See below. The added emphasis is mine.

ncdraftsummer

If you’d like to access the entire Plan2017draft-state-plan 

 

So, are you wondering about the “Theory” behind NC’s Daft (I mean) Draft Plan? Look below. You’ll find this particular section on Page 8 of the Plan, directly beneath the snazzy color picture you see above.

ncdamnWarriors, do you see this?! Do you believe it?!

The State of NC, just like the other 49, is using YOUR child as a test subject in an unknown and unproven system with YOUR tax dollars! (*Note: back in 2016, I published an article detailing some of the ESSA experimentation which would be continuing CCSS or creating more alignment.)

The CCSS Machine is so busy pumping out the jargon of ‘personalized learning’ (which is a coded educratic phrase), that we are missing the point: teachers should gauge the learning pace, not students. Teachers should be free to use their proven ideas in the classroom, not leav it up to professionals not designed for classroom interactions.

This is like telling your 6 year old that you’ll let them get behind the wheel of your car and HOPE it all works out.

Do you see the ‘transforming from the industrial age’ statement? Yep, NC’s bent over backwards to make sure it’s one of the most digitalized and conformed States in the nation. At every grade level and for every educational choice. I’ve documentend it well, as have other citizens.

deludeded

To show you how NC officials feel about ‘personalized learning’, you need to see their words, not mine.

statepillar
Click to enlarge the screen shot (or find the evidence on Page 9). Four ‘pillars’ which are to be STATE supported, not parent chosen, for your child’s education. Since these pillars are ‘state led’, do not think the federal government hasn’t mandated HOW the leadership is to take place. If so, why are so many State Plans being rejected? It’s because ESSA’s mandates do NOT allow MORE State-led control!

As far as ‘state supported’? No, try state controlled by way of the federal government, instead.

As far as NC’s Daft (oops, I meant ‘draft’) definition of ’empowered educators’, a very loose idea. Why? It’s to fit ESSA’s mandates to allow those who partner with education to be considered an ‘educator’. Remember, the increase of the business world in education ESSA has mandated? This loose definition of ‘educator’ fits perfectly.

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Other Daft Moves by NC?

1) For ‘early education’ the B3 Interagency Council (partners the NC DPI, NC Dept. of Health/Human Services, and the NC Partnership for Children). Their overreach into the younger students’ lives? Data driven pathways.

2) For ‘early education’ continuing the CCSS aligned “NC Reads” program. It’s supposed to have kids ready to read by the time they get to the classroom. I think NC’s daftness is really showing here. For our Kindergartner students, class is where they SHOULD learn to read, not come already prepared.

3) For all students, a new interagency for the “NC Whole Child”. The premise? A ‘whole child’ in a ‘whole school’ to learn to be part of a ‘whole community’.  Note that you’ll see both the CDC (Centers for Disease Control) and ASCD as creators. Both are part of the CCSS Machine.

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To  access the entire “NC Whole Child” program, visit here.

4) For the Teachers, ‘digital competency standards’ as derived by iNACOL, a huge CCSS Machine member organization. iNACOL is part of the global push for aligned education in America. These ‘standards’ are also a continued effort for NC that have been backed by our NC General Assembly.

5) For all students, ‘global-readiness’. While NC’s been globalizing students before now, under the Draft ESSA State NC Plan, more infrastructure changes will take place to continue this alignment. What does this mean? More internet digital access, Smart Cities, global standards, and so much more. Here’s a recently published article. With all the infrastructure changes, you’ll need to look for Innovation Districts/schools, Lab Schools and similar. You’ll also find infrastructure changes in Head Start, Early Head Start, 21st Century Community Learning Centers, and more.

Of The “Proven” CCSS Aligned Programs NC will keep:

1) You’ll see Home Base (a massive SLDS system put in place by Pearson Publishing, but now run by the NC DPI). See the Financial Evidence .
2) Smart Start/NC PreK  (a 2016 look at how ESSA was to hurt the littlest learners)
3) Career and College Promise (ties to a National CBP, Competency Based Pathway System)
4) NC Virtual Public School (a 2015 exposure)
5) Positive Behavior Interventions and Supports (PBIS) The 2016 article I published revealed not only much about PBIS, but how ESSA and Pearson capitalize on this system to alter attitudes in our children. You’ll also see an SC school district’s example. You’ll also see how those 21st Century Community Learning Centers are woven in.

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Warriors, the CC Curriculum isn’t going away, even with ESSA in place.

Closing:

For more emphasis, this  2016 article where I pointed out the massive NC deceptions in much of what you see above, is offered to you.

What of similar nature is happening in your State? How ‘daft’ are our leaders? How ‘daft’ do they assume WE are?!

Lastly, Warriors, what are we WILLING to do about it? Shall we continue to offer up our students as test subjects while the powers in place try to run education?

 

CTE’s Open Memo

To: All Career Tech Educational Instructors {CTE} (K-12, post-secondary in public, private, or for-profit educational institutions)

From: The Common Core Diva

CC: All anti Fed Ed Warriors, regardless of school choice

Subject: Impact of shift from academics to workforce in your workplace

Summary: Due in part from the United States federal government’s agreement with the United Nations to uphold and adhere to the SDGs (Sustainable Development Goals); Congress’s legislation to create WIOA {Workforce Innovation and Opportunity Act} and the STEM Act {Science, Technology, Engineering, and Math}; re-write and re-authorize both the ESEA {Elementary and Secondary Education Act} and the HEA {Higher Education Act}. ESEA is now the ESSA {Every Student Succeeds Act}, HEA remains the same..for now. Also responsible for this shift in your workplace are the P3s {Public Private Partnerships}. These P3s will be either globally active or locally active; some will be both.

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Changes You May See Now, or, Will See Soon:

1) An increase in computer training to earn digital badges or credentialed certificates thereby creating a decrease in hard copy books or instructional manuals. This is usually promoted as a way to ‘go green and save paper’. In reality, it’s a way to create a ‘life-long learning’ track of employability for you. In most instances, these courses are used for giving a teacher/leader a ‘promotion’. Ususally, these are mere lateral steps, not actual promotions. As such, you may see (or not see) your income increased. These tracks are usually professionally developed by various CCSS (Common Core State Standards) supportive groups or organizations. Because CTE IS Common Core (by a different name), your training is aligned to meet THOSE standards. Most of the time, in addition to your company’s policy for training and leadership. Teachers/Leaders, remember the Business Roundtable, several unions, and almost every major corporation have backed this shift in education from academics to workforce for years. CTE has given them the opportunity to do it in the name of ‘jobs’. Our federal government uses it as a tool to sell human diginity in exchange for a better economy.

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2) A shift you will NOT see, but is happening to you is a direct result of #1. That is data mining. Yes, your computer based training is captured, studied, and shared by countless educational groups and any other group they work with or are contracted to work with. This data, is also shared on the federal government level, as well as globally. Why? Your ‘competency’ is measured to be used against you later on. If you do not ‘teach’ well, your students do not ‘learn’ well. These 2 factors are weighed against the entire school. If a post-secondary school doesn’t measure up to the accrediting body’s standards (also directly overseen by the U.S. Dept. of Education and those post-secondary accrediation organizations it works with), funding is cut. Which means, pay cuts or lay-offs become a bigger reality.

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3) CTE teacher/leader ‘incentives’  are part of the ESSA mandates for workforce-based education. On Page 17 of the Law, it is plainly stated that ALL education must be post-secondary readiness aligned as per the WIOA definition of ‘readiness’. That definition?! “Career and College Ready” (which is another name for Common Core and Career Tech Education). However, instructors, the strings by which you may earn these ‘incentives’ is hardly worth the price. Expect more monitoring of your student’s contributions in class; group based projects/group collective grades; their behaviors and attitudes (College and Career Ready calls it SEL, social emotional learning); expect that you will have to jump through more hoops than ever to be qualified to teach, but NOT how you wish to lead, but by a contrived system. As part of the re-writing of the HEA, expect more of this kind of micro-management of your schools. Consider, if your school loses accrediation for lack of credentialed leaders or enough graduates, you may be out of a job.
(Remember, as a post-secondary educational institution, public, private, or for-profit, your largest funding stream is CTE money based on students from ages 5-17, regardless of what school they attend.)

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4) How does a student become Career and College ReadyCareer Tracks!  Assessments! These do not only show up in traditional K-12th grade schools. They are present in early college programs, trade schools apprenticeships, dual enrollment, concurrent enrollment, AP courses and IB courses. All of which are accessed by ALL education choices, including home education. Any extra curricular STEM program is also part of the Career Tracking and Assessments.

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Some of the companies here love CTE and Career Pathways. They also are unabashedly supportive of CC aligned citizens.

Teachers/leaders, do not be surprised if you see an increase in the number of tests your students must take. Look out especially for the assessment called “WorkKeys”. If a student hasn’t received it in a K-12th grade institution, it may be an added requirement at your school, given upon admissions. “WorkKeys” is most definitely a Common Core/CTE alignment tool to groom students for their career tracks. These tests do not take into consideration talents or desires of students. Whatever skill -based results the WorkKeys gives, is what your student’s education will be streamlined to. Look for buzzwords like “personalized learning” or ‘personalized instruction’. These are ‘code’ for data mining, career tracking algorithms for both teacher and student.

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Questions for Reflection:
Is this why I wanted to teach? Is this how I wish to continue to teach? Will the cost of college, career schools continue to increase? If so, how much of MY tax dollars will be used? Will these dollars be used as I choose? Since I receive a portion of these tax dollars as my salary, am I okay with this shift in education?
If I stay in my teaching position, how can I fight this overreach in my school?  Is my stance helping promote this kind of governmental control to succeed, or, is there a way I can strike an effective blow?


Closing:

CTE teachers/leaders, if you have any questions, need more information, I urge you to contact me as soon as possible. I am available here, on my blog. 
commoncorediva.wordpress.com, Twitter: @commoncorediva, Facebook: Common Core Diva or U.S. Parent Call to Action

** You can also click on the highlighted words in this memo for linked and relevant articles.

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

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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.

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