Tag Archives: Univ. of IL

Consorting To Align And Undermine

Anti Fed Ed Warriors, we know the shift in education FROM academics TO workforce is NOT new.

We know the CCSS Machine sped things up in the streamlined ‘cradle to career’ shift via CC (Common Core), CTE (Career Tech Education, the ‘adult’ version for CC), STEM (Science, Technology, Engineering, and, Math), STEAM, (Science, Technology, Engineering, the Arts, and, Math), CPs (Career Pathways), CCs (Career Clusters), CTs (Career or College Tracks), and, CCR (College and Career Readiness).

We also know that federal legislation has played directly into the cogs of the CCSS Machine via WIOA, Workforce Innovation and Opportunity Act (2014), ESSA, Every Student Succeeds Act (2015), STEM Act of 2015, the re-authorization of Perkins Funding (which gives money to all 50 States for a big portion of everything you see in bold above.) We will certainly see it in the ‘new’ version of the HEA (Higher Education Act) as it continues to be ‘rewritten’.

cradlecareer

What Consortium?

Warriors, were you aware there a national consortium expressly for boosting the continued shift from academics to workforce skills? “EntreEd” or the National Coalition for Entrepreneurship Schools.
entreed
Before we move on, let me share with you another visual where ‘every student’ has been used:

hoye
(*Note, this 2017 researched article I published has quite a bit on the topic of the workforce shift in education which is impacting all choices. This image you see directly above was part of a video series I was honored to be a guest of. It is in Part One of the 4 part series. The link to all 4 parts are embedded for you. Part One’s focus? The lies surrounding workforce education.)

What does EntreEd do or carry out as their mission?

entremission

Warriors, notice the K-12 inclusion, the community alignment, the local economic boosting potentials. What you don’t see is the use of the words ‘workforce’ or ‘career tech education’. “Entrepreneurship” is being used as an educratic replacement!

If you missed it, recently I shared with you federal legislation which, if passed into law, would increase business education tracks in schools and communities. (*Note: HR 1702, the Small Business Development Centers Improvement Act will be the Bill you are looking for in the linked article above.)

Featured Image -- 751

More Copyrighted National Standards, Warriors:

Yes, Warriors, you read correctly. More copyrighted education standards. EntreEd has a direct link to the National Entrepreneurship Standards, copyright 2004. While most of our academic standards in 2004 were not CCSS aligned, they have since been. Look below to see an overview of the 15 strands of this business education standards. (*Note: we’ll get back to these Standards in a moment.)

entrenatstandard

Warriors, compare these 15 strands to the fact there are 16 Career Clusters. Most of the Clusters contain training (aka education) for those working for someone. Only a few Clusters are for those who would own or lead businesses. (*Note: You will not see the differences between worker and leader below, but look into each Cluster separately, and you’ll be able to see them.)

16cte
(Related information)

Warriors, if you’d like to access the Summary and/or Details of these Standards for Entrepreneurship, go here.

To see how these Entrepreneurship Standards combine with the CCSS (Common Core) or NGS (Next Gen Science) Standards, go here. (*Note: the K-5th, 6th-8th, and, 9th-12th Standards will download as .docx files.) Warriors, the National Network for the AESs (American Entrepreneurship Schools) reaches K-14, or, Kindergarten to the 2nd year of higher education.
To see how these CCSS/NGSS aligned business Standards are being implemented or have been already implemented in your area, read this. (*Note: SBDCs are mentioned in the implementation information. These stand for Small Business Development Centers. As in the very Centers HR 1702 involve!)

If you would like to see how the National Entrepreneurship Week (held annually since 2006) has had the Congressional backing, read this To see the active Partners this National Week has, use the highlighted ‘week’ link.

The MBA Research and Curriculum Center:

Warriors, MBA(Marketing and Business Administration) Research and Curriculum Center certainly carry the entrepreneurship beyond the 2nd year of college, but is this Center, associated with business, also in on the CCSS Machine, like the National Consortium for Entrepreneurship Education? Let’s find out.

Since there’s such a strong tie between businesses in education in the MBA Research and Curriculum Center, it’s not surprising to find there’s another Coalition contained among the MBA. It’s mission is crystal clear as to their allegiance to the CCSS Machine:
“Encourage the teaching of core business skills and economic concepts for college- and career-ready high school curricula.”

One of the ways this is carried out? PBL (Project Based Learning). Another? Extra-curricular clubs like FBLA (Future Business Leaders of America). (*Note: in my article , I show you how PBLs are ‘code’ for CBE, Competency Based Learning. CBE is an updated term for the Outcome Based Education from the 1990s. If you are not sure how the FBLA fits into the CCSS Machine, I have that laid out, here.)

Below, is a screen shot of the MBA Research/Curriculum’s website. Notice the 28 States:

mbaresearch

Warriors, notice, below, the tie between the Career Clusters and what the MBA has as their ‘Standards’:

mbacluster.jpg

Why This Should Matter:

Warriors, as the shift from academics to workforce continues, we’ll see more and more higher education institutions do away with what have traditionally been wonderfully accepted degrees for teachers and those leading our students. Majors in history, English, and, others are either declining OR are being phased out. For example, the University of WI at Stevens Point wants to do away with 13 majors.
Back in February 2018, the University of IL explained that cutting majors happens when budgets are cut. Their article also said it can be an effort to reduce student debt.

As we’ve seen, the CCSS Machine (via DC) has used ‘reducing student debt’ as a rhetorical reason for ramping up Competency Based Education. Warriors, it’s not so much about reducing debt (or taxpayer burdens). This type of rhetoric 100% supports the continued shift away from academics and plays right into the workforce training.

We also should consider that those in leadership for groups like the MBA and the EntreEd show up in other places. For example, the former leader of BOTH, MBA and EntreEd, will now lead NC in CTE (Career Tech Education) as its director.

Back in December 2017, I showed you what was coming for the Tar Heel State for Career Tech Education and how it would reach even younger students than ever before. No doubt the new CTE Director will make sure this happens…at taxpayer expense without taxpayer consent.

newncwork
(Source and Research for this image)

Warriors, who among your State education leaders used to be in another arm or leg of the CCSS Machine? Where are they now, do you know how they are continuing the workforce shift?

Closing:

While the CCSS Machine consorts and conspires against us? How will we, the Warriors, conspire and consort toward a counter-attack? Simply taking our students out of public education is not a real solution. Why? Because the cradle to career streamline will impact every single student at some point.

We must remember, ESSA (Every Student Succeeds Act) tightened the circle around all educational choices. Page 17 of the Law was deadly serious when it laid out the mandate for ALL education to be workforce readiness aligned! The goal of the CCSS Machine is to have NO choice, but a workforce training one, for every citizen and student.

nochoice

S.O.S Assessments, Pt. 2

A couple of days ago, Warriors, I shared some news about the ESSA assessments.
Today’s article will give you some of the information and research you need to know in order to understand the name game that the CCSS Machine is playing with us.

A Hidden “Gem”:

Where we left off:  U.S. PIE and their team’s worthy efforts of exposing the deceptions surrounding the innovative moves in the works for testing our students.

Among some of the evidence revealed by that team of volunteer parents for U.S. PIE, was the use of the word ‘modular’ in the language describing the ‘innovations’ ESSA’s assessments are bringing us.
From page 6 of the U.S. Dept. of Ed’s Assessment document proposing all the assessment changes (http://www2.ed.gov/policy/elsec/leg/essa/nprmassessementfedreg1b.pdf)

“We also note that, under part A of title I of the ESEA, as amended by the ESSA, States have the flexibility to use computer-adaptive statewide assessments, to administer a single summative statewide assessment, or to offer multiple statewide interim assessments during the course of the academic year that result in a single summative score and provides valid, reliable, and transparent information on student achievement (e.g., modular assessments).”
I urge you, if you haven’t seen this document, to read it. While the excerpt sounds like States will have some choices, they won’t.

Here are some synonyms for ‘modular’, see if you recognize any of them from CCSS Machine propaganda.

modsyn

 

 

2010, An International Paper by ‘Educrats’:

Here’s a screen shot of the 7 page paper, notice the word ‘flexible’ in context with assessments. Notice the international influences for education.

momass

So why did I use the word ‘educrat’ to describe the authors?

Prof. AL-Smadi is a “Google Scholar”. As we know, Google’s a huge CCSS Machine member organization.Visit his “Google Scholar” page and you’ll see tons of works/studies on assessments for students. (https://scholar.google.com/citations?user=im_3CvwAAAAJ) Now, simply being a “Google Scholar” doesn’t make this professor an educrat. No, in my research, when folks willingly and knowingly work for or promote any part of the CCSS Machine, that qualifies them.

So, what else has Prof. AL_Smadi participated in? “Learning Layers”, a global career-clusters-like project. ‘Career Clusters’, by the way are a part of the CCSS Machine for students of all ages. It’s also a “7th Framework Programme”. What is blue blazes is THAT?!
“7th Framework Programme” was a part of the European Commission. CORDIS is where old “7th Framework Programme” projects are archived. (See: http://cordis.europa.eu/fp7/)

So, what’s the big deal? The Learning Layers project the Professor worked with is responsible for the “Learning Toolbox”. What’s the “Learning Toolbox”? A work-based education tool. See the “Learning Layers” blog: http://learning-layers.eu/news/

Now, Warriors, try an internet search on your own for ‘learning toolboxes’. See my example below,

learnlab
Then, try a search for ‘digital learning toolboxes’. You’ll be sadly amazed.

What about the other professors? Prof. Guelt is also a cited Google Scholar. He, too, is deep into ‘adaptive’ assessments. See his Google Scholar page:
https://scholar.google.at/citations?user=NoAiKpcAAAAJ&hl=en
Prof. Guelt is also involved in Global Education/Learning, especially for engineering. See his website: http://www.iicm.tugraz.at/guetl

The last professor, Prof. Kannan, is a Google Scholar, too! His Google Scholar page:
https://scholar.google.com/citations?user=1nkvdhMAAAAJ&hl=en
His expertise is in data mining and human-to-computer-interaction. See:
https://www.researchgate.net/profile/Rajkumar_Kannan3

The 7 page paper these 3 Scholars wrote discussed why 21st Century assessments via computer (e-assessing) was (is) such a promising field.

If you noticed in the screen shot of their work, ‘modular assessments’ was used. If you read the rest of the paper, you’ll see the separate domains of effectiveness, the alignment of the education and/or assessment standards to be used in these electronic tests, and MORE. http://www.ijcaonline.org/journal/number9/pxc387342.pdf

 

**If you still unsure how ‘modular assessing’ works, this simple definition for modular assessing, “A modular course is defined as a part of the main course that can stand alone. The topics are related and when combined with all other parts, become the entire course. Modular courses may not exist without the main course. Some modules may be self-paced. Classes may be offered as faculty lectures, on Web, using CDs, on campus, off campus, or a combination of all of the above with an exam at the end of each module. Modular courses run full term; modules may or may not run full term.”
I found this on the Oregon State University website,
http://newdesigns.oregonstate.edu/admin/aa/apaa/modular-courses

**Remember, ESSA’s language mandates that all education, including assessments, must be streamlined to post-secondary readiness; that standards be aligned to what higher ed uses, SO by using ‘modular assessments’, it is easier to force alignment in testing/teaching.

 


A Stop in Cambridge:

From a report that appears to be from 2011,

cambridgeassess

Why pay attention to Cambridge’s findings?! Consider the global shift in education. Wherever education is, assessments will also be! Consider the American demise of shifting from one type of harmful assessing to another type.

What is interesting is that Cambridge found different students need different assessments. To see the 2005 Cambridge study of the Effects of Modularized Assessing:
http://www.cambridgeassessment.org.uk/Images/122773-effects-of-modularisation.pdf

So, how does ESSA propose to improve testing?!  “Innovative assessments”. The ‘innovation’, however, is MORE e-assessing, MORE data mining. How? Modular testing systems!

 

Warriors, if you aren’t sure how the international information ties into ESSA, see below:

essaassessglobe

Remember, those experts above have been working non-stop (so have scores of other CCSS Machine members) to make sure those modular assessments fit the requirements. Shamefully, Congress, the CCSS Machine, and others made sure this shift was embedded in ESSA.

Heading to New York:

By this time, I was gasping at all that was unfolding before my eyes. But, there’s more…. somehow in searching, this kept popping up: EngageNY. What you see below is a small sample of modular assessing.

engageny
If you would like to see the entire one page document for more modular/digital mess:
https://www.engageny.org/resource/driven-by-data-data-driven-implementation-rubric/file/196
According to EngageNY, the source for the rubric is “Paul Bambrick-Santoyo’s Driven By Data: A Practical Guide to Improve Instruction”.
This link will show you how many assessments schedules and resources are already in place for the modular/digital ‘innovative upgrades’:
https://www.engageny.org/resource/data-driven-instruction-sample-assessments-and-resources
**Consider this, while the schedules already in place are dated, they will only increase via ESSA, NOT decrease. You can be sure that Paul Bambrick-Santoyo and many others like him have already been tagged by the CCSS Machine to help with the innovative/modular assessing ESSA will deliver.

Who the heck is Bambrick-Santoyo anyway?! He’s with “UnCommon Schools”. But, that’s not all:

bambrick
To see the Uncommon Schools website: http://www.uncommonschools.org/
To see the Relay/Leverage partners: http://www.relay.edu/about/partners

If you’d like to see Bambrick-Santoyo’s work for data mining, etc. I found his research at the University of IL. Just wait until you see the collection of research for digital assessments UofIL has.
See: http://education.illinoisstate.edu/search/?site=isu_collection&client=default_frontend&clientID=COE&as_sitesearch=education.illinoisstate.edu&output=xml_no_dtd&filter=p&oe=UTF8&q=data%20improve

While Bambrick-Santoyo didn’t contribute to this ESSA paper, you need to get this one. It is detailing the focus ESSA will put on school leaders, especially principals. Be sure to read it all, including the footnotes.
http://education.illinoisstate.edu/downloads/csep/policypapers/ESSA%20White%20Pape.pdf

Related information:
The CA CORE Districts data driven assessment/modular information (circa 2013):
http://coredistricts.org/our-work/standards-and-data-assessments/
If you want to see how they are stepping in line with ESSA:
http://coredistricts.org/category/news-room/in-the-news/

The latest on modular/digital assessing and ESSA from Learning Forward:
https://learningforward.org/docs/default-source/pdf/leveraging-essa-for-effective-pl-systems.pdf?sfvrsn=2

How classroom data could be used against those assessed:
https://www.mathematica-mpr.com/commentary/to-do-essa-accountability-right-focus-on-classrooms-not-just-schools

From Data Quality Campaign (a huge CCSS Machine member organization), their ‘feel good’ data mining video:

Closing:

If you haven’t contacted the U.S. Congress yet, please do! ESSA’s innovation is the ruin of our nation. Join the U.S. PIE’s Twitter Rally set for 9/12/16, from 7 pm to 9pm. Here’s the link: http://patriotjournalist.com/RTTT2Action.php?v=0&src=Schedule

Bonus: you can tweet anytime! Each tweet goes to the Congress by Chambers AND by ed/workforce committees!