Warriors Against the Core, this article will be very short.
I’m in the “Sic ‘Em” mood. I think many of us are. Today, I’m pretty much summing up our findings after all these years fighting the War Vs. the Core.
It’s been said we need to wake up more parents to join us in protecting our kids. I’ll not be presumptuous enough to claim this (what you’ll see below) is “IT”, but it sure can help.
Regardless if you are a Christian or not, everyone is familiar with the Bible’s Ten Commandments. You know the list:
1) God said I brought you out of bondage so, have no other gods before me. 2) Don’t make graven images to worship. 3) No blasphemy. 4) Keep the Sabbath. 5) Honor your parents. 6) No murder. 7) No adultery. 8) No theft. 9) No lies. 10) Don’t covet.
Warriors, stay with me…let’s take these basic commandments (which were actually guidelines to aim for) and apply them to the modern CCSS Machine education reform.
As you know, since I began writing and speaking out, I have referred to all the egregiousness as a ‘machine’. In my Warriormindset, assigning all that is going on as a result of this modern education reform, is much easier to understand.
What you’ll see below is my take of what the unspoken Education Reform Commandments are. Was there ever anything similar written down? Who knows, but it’s what we’ve been living out from the past to today.
Warriors, we must fight on to protect our students and teachers! Please use the picture to help point out to those who are still misinformed.
Speak up, speak out! Don’t simply rely on those who’ve been in this War Vs. the Core for a long time. Work shoulder to shoulder.
We see our federal/state legislation carrying out the Education Reform Commandments, daily. Look at how much of what is happening in these ‘commandments’ for money; not quality of life, but money.
This shift goes way beyond education and is attacking the entire family. It’s a chain reaction. Negatively impact education, and an entire society goes to Hell.
It doesn’t happen overnight, but it does happen. It’s up to us to throw a kink in the CCSS Machine.
Featured image is courtesy of ‘Clipart by Animals’ and was drawn by Irene Murphy
Author’s Correction on “Bamboozled”, yesterday’s article. In that article and pertaining to ESSA, page 151, I did not clearly state my concerns for teachers and students. I do ask that you forgive that error. My point to the language there is that under the present SEL training teachers are receiving, it is an over-burdening addition to their already ‘full plate’ of responsibilities. Teachers should be able to note and help point out any learning disability.
At the CCSS Machine’s beckoning, however, it seems that teachers will be asked to do much more than this. As Warriors, this is an area we must watch. Teachers and students need protecting from the harm ESSA is dishing out.
Warriors Against the Core, in the past 2 articles I’ve gone back over ESSA (Every Student Succeeds Act). As you know, I combed through it when it was first introduced, as well as re-visited it quite a bit after it became Law. So why now? Since implementation is in swing, we need to see what’s happened. We need to see how much of a lie ‘giving the States back control of education’ is being carried out on a daily basis.
My most recent ESSA reviews have covered the ‘at-risk’, or, troubled youth. Then, special needs. Today’s review? Native Americans. If you missed when I first uncovered the CCSS Machine grasp on the original citizens of our nation, you can go back and read itnow.
In that article you’ll see how 21st Century Community Learning Centers, school reform, and much more from ESSA and other federally contrived legislative acts.
ESSA: No Feather of Greatness:
Of all the student subgroups (as ESSA likes to refer to our children by), the Native Americans (including the HI and AK tribal nations) are mentioned a whopping 244 times! The first 16 are in the Table of Contents. Warriors, I do not know about you, but by the sheer number of times our fellow citizens are brought up, I have to ponder WHY so much attention is being directed their way.
No American group deserves to be more left alone by the federal government.
The ESSA Strings:
With over 200 references to the Indians of America in ESSA, I’m only going to point out the worst ‘strings’ (aka: mandates). The Sections pertaining to Native American education are: 4505 (Family Engagement in Education); 6001 and 6101 are the ‘conforming amendments’; 6121 (Improving Educational Opportunities); 6141 (National Advisory Council on Indian Education); 7004 (Impact Aid); 8004 and 8103 (BIE schools, see the article embedded in ‘now’, above), and 8535 (must consult with tribal organizations).
Page 19 of ESSA’s law mandates Native Americans must be included in State Plans. Page 44 shows how the SEAs (State Education Agencies) and LEAs (Local Education Agencies) having control over Native American education. Below is Page 51:
On Page 102, what appears to be a simple word being replaced is a ‘front’ for a much deeper agenda:
Following on Page 103:
Over on Page 125, you’ll see a ‘blast from the past’ tie Native American education to more government strings:
Notice the ‘national’ levels of control or funding on Page 143 and what it is to be used for:
On Page 219, we’ll find family engagement centers:
Page 222, full service community schools, especially in low-income areas and Native American tribal groups. Not sure what that means? ESSA’s definition: “FULL-SERVICE COMMUNITY SCHOOL.—means a public elementary school or secondary school that— ‘‘(A) participates in a community-based effort to coordinate and integrate educational, developmental, family, health, and other comprehensive services through community-based organizations and public and private partnerships; ‘‘(B) provides access to such services in school to students, families, and the community, such as access during the school year (including before- and after-school hours and weekends), as well as during the summer.”
Warriors, there is plenty more like all this above, in store for all of us.
From a fellow Warrior in WY, shared with me the day my “Captive Education” article was published, that, U.S. Sec. of Education DeVos visited an Indian Reservation’s school to help jump start her “Rethink Education”tour. It’s quite interesting (and not to mention, telling) that ‘her’ choice of wording smacked of the recently broadcast Project XQ: Super School Live! Where the entire CCSS Machine propaganda fest was geared on ‘rethinking/reforming’ high schools.
It’s ironic that the school on the Reservation didn’t have DeVos’s visit in their school news or on their calendar.
NIEA (National Indian Education Association) ispartnerswith the CCSSO (Council of Chief State School Officers), so any question of what side of the CCSS Machine they are on, is an automatic ‘supportive’. NIEA’swebsite.
The 2016 (114th Congressional Session) RAISE Act (Reforming American Indian Standards of Education)announcementcan be found on the NIEA website. You’ll want to see theReportwhich accompanied the RAISE Act. In it you’ll see how many students are involved in Native American education, how much money is involved, and also, the ‘federal education’ shift.
Current Congressional bills to reform Native American education are: HR 1528 (Native American Indian Education Act) will amend the HEA (Higher Education Act) to continue federal mandates for Indians in post-secondary education. S 660(Native American Indian Education Act) this is the Senate’s version of the HR 1528. S 934 (Johnson-O’Malley Act) would data mine students for the sake of ‘modernization’. S 1294 (Native American Education Opportunity Act) will give education savings accounts to the Native American students. HR 2727(NEST Act or Native Educator Support and Training Act) amends the HEA and will give scholarships for Native Americans to become teachers and school administrators. S 458(NEST Act)this is the Senate version of HR 2727.
Warriors, there are more like these, as well. You can find any federal legislative bill by using the website: https://www.congress.gov
State Levels of Control?
Since my fellow Warrior is from WY, I thought we should end with looking at what is happening to our Native Americans at the State level. We see the alignment and confinement from the federal level, above. Below is a blog entry I thought you, Warriors, would ‘love’:
If you’d like to read that Dec. 2014 article, here itis.
WY has aTribal Children’s Triad. This is a partnership between communities and schools. ESSA‘loves’ these kinds of relationships. In fact, in some of my earlier ESSA research, I shared with you howentire communitieswill be assessed/measured/tested for alignment to ensure ‘student success’.
According to WY’sESSA State Plan, a mere $6.6 million will be used for 21st Century Community Learning Centers, which the ESSA law mandated. Page 51 of thePlan, is where you’ll find this figure.
Warriors, I trust you will find this information helpful wherever you live in America. One last thought I’d like to leave you with. You’ll see it below. Share it if you like.
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.
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.
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, MoreThem”)
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:
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!
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’:
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 statelegislation, 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 hugeCCSS 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:
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 learnwas 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)
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.
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.
Warriors Against the Core, Anti CCSS Warriors, and Anti Fed Ed Warriors: School’s back in session, or almost ready. Are we?
Thanks to the CCSS Machine’s grasp on the classrooms and every outlet connected to them, (ie: public libraries, museums, etc.) Several States have begun pushing their ‘academic’ calendars up so much, there’s hardly any summer vacaction at all for the teachers, leaders, or students. Think of it as “Live From the US: Conformity!”
Why? You can look to ESSA’s (Every Student Succeeds Act) codifying the CCSSI’s (Common Core State Standards Initiative) ‘lifelong learning’ phrase.
You see, to have ‘lifelong learning’, you have to produce an atmosphere of constant information being fed into the minds of those ‘learning’.
As far as the CCSS Machine is concerned, once your student (or, even you as a student) is hooked into the ‘lifelong’ part of education, they will not be free of it. That’s why ESSA was so heavy on the digital and technology portions of the mandates.
Remember, Warriors, I shared with you over 1 year ago how the digital overloads in ESSA were setting us up for 365 days of 24/7 computer access. If you missed it, find it here.
Of course, since ESSA’s passage into law, you’ve seen many of the CCSS Machine member organizations bend over backward to bring you every conceivable digital and technology based known to humans. This applies to our States, as well.
The accepted ‘sales pitch’? All this technology will lead to jobs..jobs for the 21st Century. No, the ugly reality is it isn’t about giving Johnny and Suzy a leg up, it’s about controlling Johnny and Suzy’s lives.
Because ‘lifelong learning’ is now a de facto part of education, we’ll continue to see a constant flow of data. Accountants would refer to it as FIFO, ‘first in, first out’. Data makes money for everyone in the CCSS Machine..as well as everyone connected to that Machine, EXCEPT those being educated/indoctrinated.
Look below for a photo by Will Lion depicting the data overflow:
According to the article this photo was featured in, our brains take in as much information in a single day, as one of our 15th Century counterparts would take in throughout an entire year. This article also points out that when it comes to too much computer time, it’s still a people problem, not a machine’s.
However, Warriors, consider this in the context of school days. So much pressure is exerted to learn more, learn quickly, and then take a test. This doesn’t even cover the constant assessment algorithms embedded in every computer activity used in education. This applies to teachers and students.
Again, ESSA’s assessment mandates will keep the alignment to these constant measures up. Most, without parental consent or knowledge.Think of this as “Live From the US: Mental Abuse!”
**What if you have an older student, or, are the adult student? Because ESSA’s education standards are aligned to the ‘post-secondary readiness’ standards of WIOA (Workforce Innovation and Opportunity Act), you’re hooked in as well!
Education is being revamped SO much so, it hardly resembles anything worthy of participating in! Our teachers are being conformed to a strict format, our students are being plugged in younger and younger each year..and for longer periods of time. Think of this as “Live From the US: Intentional Frustration!”
“Live From The US, The UN!”: It’s all part of the slick propaganda to ‘rethink’ how we learn or educate others. It’s also a big step to global conformity. (*Note: the global conformity is even being unleashed on private education and home education. In this previously published article, I showed you how UN (United Nations) ideology is ushered in via clubs. Toward the close of this article, you can see the same ideology ties to STEM.)
One of the biggest “American” education propaganda pieces which fits nicely into the global conformity is STEM (Science, Technology, Engineering, and Math). STEM is embedded in ESSA and WIOA (don’t forget the HEA, Higher Education Act) in several ways. Mainly: Career Tech Education, Career Clusters, Career Paths (or Pathways). STEM also will unite the ‘lifelong learning’ to jobs (ie: workforce). If you doubt the connections between STEM, the UN, and the workforce, I urge you to read and consider this.
Before we move on, be sure to read about the Global STEM Alliance (started right here in the USA) as part of First Global (Dean Kamen).
The connection to the CCSS Machine is quite simple: Dean Kamen (think Segway inventor turned STEM guru) has received funding from Coca-Cola, The Gates Foundation, Toyota, and Johnson/Johnson for some of his work in health care equipment. For the First Global? The main funder:Toyota, a well-known CCSS Machine global member organization. Toyota’s also big on STEM. (Source) If you’d like to see how the World Bank (also tied to the global education reform) is working with Kamen’s First Global, visit the blog.
“Live From The US: New High School?”:
I recently saw this (below) in a well known magazine which has zero to do with education.
The full page ad shared a little about how over the past 100 years, our education system has remained the same and how it’s time to ‘rethink’ it, especially for high school.
I first wrote about XQ back in 2015. Then, I recently re-visited the CCSS Machine member organization. The earliest article (Sept. 2015) exposed “Project XQ’s” part in “Redesigned High Schools”. Also involved? Apple, Inc., ConnectED, and other educratic partnerships. The second 2015 article featured the CCSS Machine’s chokehold on network TV for ‘educational purposes’. You’ll be able to see other CCSS Machine member organizations and how XQ became partners with them for “National Graduation Day”. Warriors, think of it as “Live From the US: Indoctrination by Broadcast!”
Speaking of ‘broadcast’, below is XQ’s Super School Movement. There are already 10 in operation across America.
Now, let’s look at the colorful ad again, this time notice the highlighted portions.
Warriors, do you notice XQ can be tied back to the U.S. Dept. of Ed as well as Steve Jobs’ widow? (or visit here) Warriors, the EIF (Entertainment Industry Foundation) was begun in the 1940s. It’s got globally reaching arms in education, cancer research, and other projects. From their 2015 Annual Report, “Think It Up” page, you’ll see the globally overreaching CCSS Machine members: The Gates Foundation and EXXON Mobile as key ‘support’:
Warriors, according to the EIF 2015 990 form, the group has lobbying power as well as foreign grant making powers.
Live From The US: Digital Promise, ESSA, XQ, and UN’s SDGs!:
Warriors, ESSA has mandated Digital Promise (a White House created initiative)!
If you didn’t know this, here’s the original documentation from the Obama Administration, creating DP.
If you missed the ESSA’s embedding for DP, find the references to not only DP, but the other digital/technology ESSA strangleholdshere. (*Note: this article also reveals how Digital Promise was embedded in the HEA, Higher Education Act.
By ESSA tying to WIOA and HEA, what’s in one law, will show up in all 3 in some fashion.)
If you’d like to see how the ESSA/DP is playing out in real time in NC, click here.(*Note: look at the leadership involved in your State. Are they pushing for digital overloading your schools?)
So, how does DP play into the UN’s Sustainable Development Goals? How does XQ fit into all this? Digital Promise’s own documents! For starters, look at the CCSS Machine members who are funding DP:
Then, look at this evidence which ties DP to the UN’s SDGs(*Note: Digital Promise Global was launched in 2015):
You can access the DP 2016 Annual Report here. As far as the teachers, DP has much to do with their alignment to digital CCSS Machine ways. Because of this, you’ll see LESS deviation from a prescribed format. This means LESS freedom for HOW teachers will be able to exercise teaching abilities.
Warriors, think of it as “Live From the US: Globally Aligned Manipulation”!
Warriors, earlier in 2017, I showed you how Project XQ was part of the undermining of local schools..the very ones your students may very well be in or heading to.
If you wish to see for yourselves the UN’s plans for ‘lifelong learning’, visit their 2009 Education Return on Investment document. What you see below was featured in this article where ‘lifelong learning’ was also discussed.
Anti Fed Ed Warriors, it is crystal clear where the heart of our Congress members is these days. At almost break-neck speed, we are seeing proposed bill after bill hastily written at the beck and call of the lobbyists and corporations. No longer is Congress, or our current adminstration, being shy about drowning out the voices of America’s people when it comes to education. When Congress was established it was to SERVE the citizens and REPRESENT them. In the ever-present march to globalization, however, we see CongressSERVING citizens up as pawns on an international chess board. Congress has chosen to REPRESENT the lobbyists and corporations instead of her people.It appears our administration has sided more on the side of global good than true American greatness.
While we are hearing from D.C. many mixed messages about ending federal overreach in education, we are NOT seeing it. Rather, we are seeing an INCREASE. Warriors, thanks to the U.S. participation in the U.N., G20, and all the other international clubs bowing to the UN’s GEF (Global Education for All) scheme.
Warriors, quite simply, America is being detracted from the truth.
How? For example, while there’s an order to halt the federal overreach in education, it only stops at the U.S. Dept. of Education..it does not include the other Cabinet level agencies also actively involved in the federal overreach! That’s like saying I have a roach infestation and only kill the one roach which dared to cross my path. Several others are lurking about.
So, what’s a Warrior to do? Fight like hell. Get so angry you actually stop Congress. Like bugs which dare to go out alone, we’ll be squashed. BUT, if we unite more focused than ever, WE can STOP Congress. Our forefathers and mothers certainly had no problem using gumption and truth, neither should we.
Consider for whom you fight everyday in the War vs the Core. Is it your children? Is it a family member? Is it a neighbor? Are you fighting because you are sick of illegally based federal power causing so much damage and abuse?
Why should we continue to be armed and fight the CCSS Machine? (remember, the Machine is made up of corporations, legislators/legislation, the people in each and connected, as well as the investors.) It should be because it’s the right thing to do or a similar motivation.
As you know, earlier in the summer, I shared a 4 part series available on You Tube. The series is designed to arm all of us involved in education with important facts based on research, not corporate propaganda. More recently, a quarter of Warriors, created a 2 part interview with the latest Congressional deception bills (for ‘free college’), as well as HOW these ‘American ideas’ tie directly to the global models of continuted education overreach.
ICYM Them or want to be as armed as possible…
You Tube Series: Part One: Shifting Education to workforce needs not academics will harm every education choice and impact every citizen.
Part Two: How the digital technology and data mining lurk to unite work and education to a global good, not an American greatness.
Part Four: Who is really in control in ‘local education’? It isn’t who we think!
One of our active Warriorsrecently created the screen shot you’ll see below to sum up the angst among us over the workforce/global federal overreach into our classrooms. My thanks, to Paul Raymond for this.
I found similar news in England, Warriors. According to the publication, The Guardian, a government levy (tax) is to be imposed by 2020 for business funded apprenticeships. The article suggests the apprenticeships are a ‘comeback kid’ for their nation. If we heard any news from D.C. last week, it included American goods made in America. Warriors, that means jobs. Jobs mean apprenticeships are a distinct possibility. We know from previous research how deep the union between work and education goes.
If you wonder if America’s Congress will have business fund more items in education, you should know that ESSA increases the footprint for business/corporate intrusion. So do the ‘free college’ proposed bills currently in Committees of both the House and Senate. (You’ll find that information in the Truth for Our Time, Part Two segment.)
Related to the Global Push for American education: The first UN higher education facility is underway. How soon will we see this in our nation? A new report (2016) for grooming teachers and students in the UN way, can be found here. As I asked on Facebook, if your teachers were being groomed in this manner, would you still send your kids to school? The report specifically states that the guiding force is not American, but adheres and supports the Sustainable Development Goals (education is #4) and how education is the perfect change agent.
How apprenticeship legislation from America (and other countries fits the global framework (look for the ‘human capital’ circle at the bottom of the picture) You can access the map for yourselves (will be easier to read), just scroll down the page until you see the same as below.
To learn even more about Global Eduation for All (and how business is a key participant), find that here.
How does the UN‘measure’ humans? You be able to learn how in the embedded 2016 Report. See the ‘why’ (below).
Warriors, as you can see, a lot is going on. We cannot be complacent. We must use information such as this to keep not only ourselves ready for fighting, but those around us. Warriors, it’s not just about education..it wasn’t supposed to be. The American reform we are seeing and living in is more about reshaping our nation. Education just happens to be the favored conduit by which to quietly align America with.Question is: will we make noise?!
Finally, Warriors, trust no one in D.C. when it comes to education. After all, that is none of their business!
For those of us dedicating our lives to fighting to preserve American education and its freedoms, some things are easier to learn than others.
It was easy to learn what goes on behind the scenes in our school districts, for the most part. It was harder, however, when we discovered how much of what goes on means to undermine our children, not equip them.
It was easy to trace the CCSS Machine (and still is). It’s not been so easy getting those around us to get involved in stopping the manaical agenda that comes WITH the CCSS Machine.
Some of us have becomeWarriors Against the Core. Others, have remained by-standers. Likewise, on the OTHER side, there are Warriors For the Core. Then, there are those who pretend to be by-standing all the alignment, data mining, and just plain egriousness of it all.
We’ve learned about many of these types of education posers through the years, right, my fellow Warriors? Well, I’ve got one more..maybe you know this group; maybe not.
“Stand For Children Leadership Center”:
I first learned about this noble-esque sounding group a couple of weeks ago, while researching the SMART and HARD Goals originally designed for business and being liberally applied in classrooms now.
While the ‘Stand for ChildrenLeadership Center’ didn’t invent either of the Goals, it’s interesting to learn what type of ‘standing’ the organization DOES do. Simply put, lots of collective plotting and planning for a) ‘college readiness’, b) school choice, c) the type of educational standards used, e) engaging the family, f) STEM, and many other education-related issues. See their entire menu of stances.
Warriors, in other words: “Stand for Children” should be re-named “Stand for the CCSS Machine”. Why? Our first clue is below.
The Bill and Melinda Gates Foundation have been funding“Stand for Children’s Leadership Center” for many years.
A second clue? “Stand for Children Leadership Center” is a part of a bigger group by almost the same name. That name is “Stand for Children”. This separate website can be found here.
The mission for this group? “Our mission is to ensure that all children, regardless of their background, graduate from high school prepared for, and with access to, college or career training.”
Here’s a sample from their website. I’ve summarized some of the information.
While the “What We’ve Done” website page didn’t reveal activity in OK, the 2016 Annual Reportdoes. In fact, the Annual Report shows how “Stand” fought to keep aligned assessments, CCSS, and even which candidates were financially supported. Stand’s entire group is a non-profit with over 500 state-level associated groups. You can also find out who and/or what organization gave funds to Stand for Children. While Gates funds the Leadership Center; you’ll find Bloomberg Philanthropies and Education Reform Now as donors to the Stand for Children portion of the overall non-profit.
Tied to the Stand for Children, you’ll find two Board members have had previous (and who knows if these connections are not still viable) positions with:
a) Stand for Children’s Chair Board member is an active working member with the Emerson Collective (where you can find the XQ Super School Project). The President of Emerson Collective also sits on the Boards of Teach for All, New Schools Venture Fund, and others. Her name is Lauren Powell Jobs. She also founded College Track.
I wrote about the XQ in 2015. Emerson’s update on the XQ from May 2017.
You can find one of my New Schools Venture Fund articles, here.
If you’d like to learn more about Teach for All, look below for a quick summary:
b) Another Board member is tied to KIPP Schools, and founded a non-profit called Murmuration. It’s a politically active education group. Her name is Emma Bloomberg (daughter to Michael Bloomberg). She is the CEO of Murmuration. If you’d like to see the Murmuration campaign donations, Emma Bloomberg made, see them here.
Warriors, as you can see from above, lots of inner connections back and forth to the same old well-known CCSS Machine members and their organizations. It appears Stand will expand their impact from 11 States to all 50 at some point. Project XQ is tearing through our nation’s middle section with a reform bus (literally) full of propaganda to spread. KIPP, as we know is all about charter schools and reform agenda. As we can also see, political funding is ripe in the CCSS Machine.
As Warriors, we’ve learned (easily) that throwing money at anyone or any thing does not FIX education. We also have learned (painfully) that aligning education does not FIX it either. So, why is the CCSS Machine grinding America down to support alignment?
I believe, from researching, it is to wear us down to the point we give up and give in.
What can we take forward with us from all this information? To remain firm and strong. Look how many have become by-standers at each advance of the CCSS Machine. Will we be next in bowing down to it? While it is the Machine’s goal, it isn’t ours.
It’s clear that the stance by the sold out CCSS Machine members and groups is one of total conformity. We MUST make it clear that our stance is one of fierce protection. We cannot afford the stand and look the other way any longer.
Warriors Against Common Core, how well do you know your local school board? Are you a school board member? If so, how well do you know the State laws for your important position in the community? If you are a school board member, read what I’ve found and ask yourself, ‘Am I okay with this?’
These questions and more await us in today’s in-depth article.
The Search Began:
I was recently contacted by a concerned NC citizen. She needed help in figuring out what is State law for school boards, does local policy adhere to State law, and, is there any policy which side-steps the State, and goes to a federal level of compliance. All excellent questions.
I shared with her I’d already found one NC county school board with a local policy which, from all appearances, seems to side-step the State of NC and pledge compliance to the federal level. (See below)
Warriors, I profess that I am not a lawyer, but with a policy which reads like this, it certainly calls into question, why is a county school board appearing to go around the State law to pledge adherence at the federal level?
FYI: The ‘NC Standard Course of Study’, aka, ‘Essential Standards’ (Common Core rebrand) are written into State law. Look for NC General Statute 115C, Article 8.
While I didn’t find a similar policy for the county I was contacted about, what I found in our State law is worth sharing. It also gives us some BIG questions to have answered!
The School Board Laws In NC General Statute 115C, Article 5:
1) Access the Statutehere. You’ll notice that the specific legislation is 22 pages. One of the most immediate concerns we should all be thinking ahead about: Will school boards across America change much under the ESSA mandates?
1’s Reality: Here in NC, our school boards are locally elected. However, not every State is the same. Elected or not, what does it mean locally? ESSA increases power, both at federal and State levels.
2) In the paragraph marked 115C-36 (Page 1), “Said boards of education shall have general control and supervision of all matters pertaining to the public schools in their respective administrative units and they shall enforce the school law in their respective units.” The big questions:What is ‘school law’? Does the ‘enforcement’ mean ‘any and all measures’? What group holds the school board in check to ensure local citizens there’s no manipulation of the assigned power?
2’s Reality: Under ESSA, all education MUST be aligned to post-secondary readiness as defined by WIOA (Workforce Innovation and Opportunity Act). WIOA is not a specific ‘school law’. It DOES encompass education, but it is, after all, a U.S. Dept. of Labor law. How will NC, or, for that matter, ANY State, fare locally with their school boards when a workforce based law dictates education?!
3) Near the bottom of Page 2 and continuing on Page 3, “The local board of education shall revise electoral district boundaries from time to time as provided by this subsection.” Wait, What?! Yes, according to NC Law, local boards can adjust districts. BUT these are depedent on federal Census information. Supposedly, the benefit is financial, BUT, consider these realities, Warriors: a) The Census is being used by the CCSS Machine to orchestrate neighborhoods, manhandle museums and libraries, and more. From right here, in the town I live in, an excerpt from this article about local control and federal overreach. “* You will see lots of data (includes the U.S. Census) and graphs used to support the moves; you’ll see the increased push for social and economic equality;”
b) ESSA’scodification of Promise Neighborhoods, as well as the continued creation of 21st Century Community Learning Centers.
c) Does your State have‘Prosperity Zones’? NC does. There’s even another State Statute in place to streamline jobs and their training. By now, we know that ESSA is the ‘missing link’ between jobs and training. While the article about the Zones is from 2015, you can see just how overreaching the federal government is and how State districts will directly play into the overreaches.
4) Page 4, under the paragraph 115C-40, this excerpt, “Local boards of education, subject to any paramount powers vested by law in the State Board of Education or any other authorized agency shall have general control and supervision of all matters pertaining to the public schools in their respective local school administrative units;” Your big question here should be, does my State have similar language? If so, what other agencies in addition to the SBE, have control over my school board? What about heavy influence over the school board, is there a tie to the CCSS Machine?
5) Pages 9-21 spell out the 63 responsibilitesand powers local school boards in NC have, as well as are authorized to carry out. I won’t list all 63, but, I will point to the ones we should all be looking at, regardless of where you live. Each will be followed by a question to consider. 5’s Realities: a)“To Provide the Opportunity to Receive a Sound Basic Education”, page 9.
Who decides the soundness of a basic education? ESSA says the States must have the Secretary of Education’s approval for what’s taught. Where’s the local control there?
b)“To Regulate Extracurricular Activities”. With ESSA’s 24/7/365 mandate for anytime, anywhere learning (you can’t have student achievement without being hooked to a computer device), this is going to be almost impossible for local school boards to carry out. (Refer back to the embedded articles above about wrap around services in the community.)
c)“To Accept and Administer Federal or Private Funds”, page 10. Warriors, this is huge! ESSA increases the amount of P3s in our schools. P3s are public-private partnerships. We have seen the damage of P3s in our educational systems across America. One of the biggest supporters for interferring business with education is Business Roundtable. BR was big on Common Core; they are also behind CC’s other names: CCR (College and Career Ready) and CTE (Career Tech Education). Let’s not forget some other big names in creating P3 overload in our local schools: The U.S. Chamber of Commerce, your State Chambers, and Bill Gates. (*Note: Items 32, 32a, 34, and, 34a on Page 15 are directly related to MORE P3 education through Career Tech Education, Community Colleges, or School-to-Work.)
d)“To Sponsor or Conduct Educational Research”, bottom of Page 10. ESSA’s ‘educational research’ includes an in-home assessment for how well connected to the internet everyone is America is. See my article.Also, Warriors, any time you see ‘educational research’, think of what the underlying activity: data mining. Then, the big question: What group or groups did my local school board hire?
e)“To Adopt Rules and Policies Limiting the Noninstructional Duties of Teachers”, Page 13. ESSA’s not kind to teachers at all. They are expected to teach to post-secondary readiness, regardless of age or grade, their pay will be factored by overall student success and engagement, AND, they will become quasi-doctors via the social emotional learning and behavior interventions. (*Notes: Look directly below the ‘teachers’ on Page 13 and you’ll see their training, as well as principals. Use all 3 embedded links directly above and apply. Then, refer to Page 18, Items 43 and 46) Our big question here: What pro CCSS/CCR/CTE/STEM groups is my school using at their discretion OR the State’s bidding which train, incentivize, or other wise reward for aligning teachers to ESSA?
f) Page 15, “To Appoint Advisory Councils”. This is legalized in yet another NC State General Statute. Appointing key positions is dangerous. No vote means no voice. This, in the long run, mutes the taxpayer’s and parent’s voices. Big question: Are these ‘advisors’ local or are they somehow connected to the educational reform?
I noticed in searching some of the NC local school board policy pages, that more than 1 have not only our State Board of Ed to satisfy, but AdvancED, too. What is AdvancED? A sold out CCSS Machine member organization. In my County, the exact words are: “Maintain accreditation of its schools by AdvancED and/or the State Board of Education.”
We’ll pick this up in my next article, Warriors. We’ll also address how city school boards, private schools, home education, and, charters authorities will be treated in the ‘ESSA Era’.
Anti CCSS Warriors and those Against the CCSS Machine, have you seen the delusions of grandeur being manufactured at almost break neck speed lately?!
Between the stacked deck of pro CCSS folks being tagged for leadership and the main stream media cranking out plenty of false positives about education, it’s enough to make our heads spin.
For example, recently Tom VanderArk’s “Getting Smart” website shared a guest written article about personalized learning in the classroom. Now, if you’ve heard of Mr. VanderArk, you know he is a master deceiver when it comes to a quality education. He’s absolutely, 100% sold out to the CCSS Machine’s reform. Part of the reoccurring message he (and others like him) shares is how fantastic ‘personalized’ learning is.
What these deceivers don’t count on is that we, the Warriors, are onto their delusions. “Personalized” learning in the “Era of ESSA” is code for ‘competency based education designed to NOT teach, but to CONFORM’.
“Personalized” learning is also code for digitally based data mining. “Personalized” learning is also being used to create false positive results when it comes to assessing how much our students are learning. Put another way, the digital based ‘personalization’constantly grades on a steep curve.
In this context, the CCSS Machine banks on the fact that the general population HEARS‘personalized’ as ‘custom’. It banks on the fact that when we hear ‘custom’, we PERCEIVE it as ‘exclusive’.
As a society, we are taught that ‘exclusive’ is special, is to be sought after. That somehow ‘exclusive’ means BETTER than everything else.
We are taught that by having something ‘exclusively’ means we have something NO ONE else can have.
Warriors, ‘personalized learning’ via ESSA (Every Student Succeeds Act) is a masterful delusion of epic proportions. ESSA also has a tremendous amount of Competency Based teaching/learning. ‘Personalizing’ it mocks true teaching/learning.
EVERY student will have the same type of education, there is NO true “personalization”! Only illusions.
As long as education is funneled through competency based Common Core/Career Tech Education/College and Career Readiness and all that goes with it, the delusions live on.
“Getting Smart” featured a letter to the President-elect/new administration written by a KnowledgeWorks staff member, Lillian Pace. Warriors, KnowledgeWorks is another 100% sold out to the CCSS Machine member organization. I’ve researched them in the past and have shared with you how deeply their allegiance to the education reform runs. This group is not after our students aligning, it is after our ENTIRE communities being aligned to conformity based education, life, and everything connecting the two. Below is a screen shot from one of my 2014 articles. This was the first one I wrote about KnowledgeWorks (KW).
To access the entire article: https://commoncorediva.wordpress.com/2014/10/24/fom-friday-knowledgeworks-or-knowledge-quirks/
The Deluded Sales Pitch Points:
a) “leverage the vast amount of innovation occurring across the country to help States and school districts build an education system that provides all learners with access to a personalized education that enables them to master the knowledge and skills critical to success in college and career” How did KW propose the President-elect and his staff accomplish this?! MORE incentives! As if Race to the Top’s incentives didn’t teach our nation about how badly the carrots-on-a-stick delusion worked.
b) Post-secondary Transition Innovation Funds where the money would be “administered jointly by all Department offices with a stake in K–12 and post-secondary policy”
c) Create a Pathway Program for employment.While WIOA (Workforce Innovation and Opportunity Act) already ‘gave’ us ‘personalized learning for employment’ (Career Tech Education, Career Pathways, Career Tracks, Career Clusters, American Apprenticeships, etc.), this NEWPathway “would have the “federal government and the employer would equally share the cost of tuition; however, the federal government would reimburse the employer if it employs an individual for two years after obtaining a credential.”
d) Increase dual enrollment and early college high schools. Warriors, each of these are already ‘personalized’ to not only WIOA, but to CCSS, CTE, and will increase via ESSA! We do not need MORE of what has already been passed into law. The same can be said for Points A, B, and C!
If you’d like to see the slick CBE (Competency Based Education)‘personalized’ learning sales pitch KnowledgeWorks has produced to help our nation see how valuable it is.Listen for the key educratic buzzwords, as well, Warriors. Especially ‘every child succeeds’.:
Warriors Against the Core, it’s not a festive report I bring to you today. However, it IS relevant to our War Vs Fed Ed.
That stated, I would like you to recall the ancient tale of the Pied Piper. You may remember the version where the Piper would play his flute to lead the rats away. However, the original version of the tale is a bit more sinister. In that version, the Piper returns to the village for payment for removal of said rats. His payment? The children. I’ll leave it at that. However, if you wish to read the more ghastly version: http://www.ancient-origins.net/myths-legends/disturbing-true-story-pied-piper-hamelin-001969
So how is the CCSS Machine playing its own version of the Pied Piper?
I think, we, as educated anti CCSS Warriors, know how: with deception at almost every level of existence.
Depending on what type of deception is needed determines what tune the Piper uses on the flute. Depending on what level of ‘accountability’ is being performed determines just who the Piper may be at that moment. For example, The Pied Piper of ESSA has to be Sen. Lamar Alexander playing his ‘song’ of ‘returning education control to the States’. However, the Piper’s tune for something like ‘filling the skills gap’ or ’21st Century Skills’ could be led by many groups anxious to lead our students away.
In the remainder of this article, our Piper for the “21st Century Skills” is the U.S. Chamber of Commerce.
So, Warriors, just WHAT does this organization do to lead our students off to a CCSS/CTE/Workforce Educated demise?! Here’s an excerpt from Oct. 2016: “The U.S. Chamber of Commerce Foundation (USCCF) announced today the first cohort of nineteen participants in the Talent Pipeline Management Academy which is supported by a $2.5 million grant from USA Funds. USCCF’s signature workforce development initiative, Talent Pipeline Management (TPM), is a new way of addressing the nation’s skills gap by positioning employers in a more central role as key customers of post-secondary education and training providers. The TPM Academy consists of workshops led by USCCF for business professionals to receive instruction on talent pipeline strategies and guidance for implementation. In addition to a curriculum, technical assistance, and a peer-to-peer learning network, a key resource to be developed as part of the Academy will be the next generation of software tools and applications that support ongoing implementation of signature TPM strategies.”
The Talent Pipeline has regional hubs, “The regional partners include the Arizona Chamber Foundation, Vermilion Advantages in Illinois, the Governor’s Council of Economic Advisors in Kansas, Impact Northern Kentucky, Michigan Energy Workforce Development Consortium, the Greater Houston Partnership, and Elevate Virginia.” To see the Talent Pipeline “Piper’s hubs”: https://www.uschamberfoundation.org/center-education-and-workforce/talent-pipeline-management-learning-network
More Piper Tunes: One of the ‘biggest’Piper tunes the CCSS Machine churns out and that ESSA (Every Student Succeeds Act) plays, leads students astray via business/corporate overreach into the classroom as the answer to lots of ‘skill gap’ problems.
GradsforLife plies this ‘tune’, “The talent pipeline is developed with specific needs and current challenges in mind. Standards developed by the employer coalition are constantly changing based on the current economic environment. It is, therefore, more impactful for the business community to define what skills its workforce needs than to wait for the world of academia to catch up. At the same time, this progressive approach may incentivize academic chiefs to develop reforms.”
Warriors, we’ve seen enough non-educator based disaster via the CCSS Machine. We do not need more. Yet, between ESSA, WIOA (Workforce Innovation and Opportunity Act), and HEA (Higher Education Act) have laid a road for the “Pied Piper” where businesses and corporations INCREASEtheir overreach into the classrooms.
Of the Case Studies the U.S. Chamber’s Talent Pipeline has conducted, at least 2 are corporations and/or businesses are ones I’ve researched and published my findings as to each of their “Pied Piper CCSS/CTE” tunes. Toyota and General Assembly. To see the Case Studies, https://www.uschamberfoundation.org/talent-pipeline-management-case-studies
Warriors Against the Core, I do not wish to leave you on such a drastic mental image. However, I am not the only Warrior who’s compared what is happening to our students to awful things. I am not alone in hating what is going on in America, as far as our education system being so overrun with Pipers who deceive, indoctrinate, and conform our students.
We must mute their tunes! We must stand between the Pipers of Reform and our students, regardless of their age. The Pipers of Reform are here for EVERY student, not a select few.
Would any of you Anti CCSS/Fed Ed Warriors care to guess how the Center for Education Reform (CER) is spinning the 2016 Election results?!
If you don’t know the CER, here is my published article about them from earlier this year: https://commoncorediva.wordpress.com/2016/06/21/shrills-call/(*Note: you’ll learn how the CER is ‘buddy-buddy’ the BRT (Business Roundtable); how their I+O (Innovation plus Opportunity) Manifesto is reshaping education; and more.)
Because we know BRT has long ago sold out to the CCSS Machine, it isn’t hard to imagine CER has also jumped in the Machine as well.
Read, watch, or listen to either of these two organization’s propaganda long enough and you’ll see the spinning is always geared to CTE (Career Tech Education), CC (Common Core), STEM (Science, Technology, Engineering, and Math), and most recently..CCR (College/Career Readiness). Yes, the ‘brain bleach’ is served up daily!
Bring On the “Soap Sales Pitch”!
On 11/9/16, the CER CEO, Jeanne Allen offered her congratulations to President-elect Trump. Like a great soap saleswoman, Allen laid the innovation and opportunity agenda thickly. Here is most of what she stated, ” “Our hope is that in the coming days President-elect Trump and his transition advisors will consider all good ideas and begin to learn from the myriad people working throughout the nation who are transforming their schools and communities. President-elect Trump – We believe there is much you can do to address the hopes and dreams of all who elected you. We hope you will embrace innovation, applaud and incentivize ambitious state efforts to create opportunity for all learners at all levels, reject the status quo and think hard about all those you appoint to support you and the needs of citizens everywhere. We will provide concrete recommendations for you to consider in the days and weeks ahead. Until then, congratulations. And welcome to Washington.” ”
Warriors, do you see the problems?
1) IFTrump is to reject ‘status-quo’ education, it would mean his promise to pull the plug on Common Core would be the way to go, NOT have the CER and similar groups already knee deep in a bucket of CCSS/CTE‘polluted water’, influence him. However, we saw this very scene play out when Obama took office…those who advised him steered him right into the CCSS Machine.
2) By encouraging Mr. Trump to CONTINUE to incentivize States is a replay of the Obama/Duncan RttT funding! How in the name of ‘clean laundry’ will we EVER be free from the CCSS Machine with advice like this?!
3) “All learners at all levels”..what an overloaded lint trap of danger that statement is!! Warriors, repeatedly, I (along with other anti CCSS Warriors) have proven to you that between the toxic trio of ESSA, HEA, and WIOA (Every Student Succeeds Act/Higher Education Act/Workforce Innovation and Opportunity Act), the workforce based education reform spans from babies to grandparents! I have to pause here for a moment to interject that I think someone has gotten a bit too close to the electrical outlet.
CER’s Look At Governors:
Because the CCSS Machine has done a spiffy good job of top-down-micromanaging our education system, CER would be remiss if it didn’t ‘check the pockets’ of each of the 12 Governors seeking office. That stated, CER keeps all 50 Governors on a tight laundry schedule. (See the Governors’ grades at CER’s “Education 50” webpage: https://www.edreform.com/education-50/)
Of the 12 Governors, only NC’s (where I live) is too close to call, as of this article.
Wait! Senators Ahead!
As far as how ‘fresh’ the Senate will be in the coming D.C. Session of lawmaking, see below.
Warriors, I do not know about you, but I’m seeing quite a bit of ‘dirty CCSS/CTE laundry’ in this screen shot. If you know of just how sold out to the CCSS Machine any of these people are, please be sure to share your information.
It is only then that we, the Anti CCSS Warriors, can ‘clean their clocks’!!
For ‘my’ Senator (Burr) here’s what I know about his ties to CCSS and/or CTE, (use this as an example of how you can tie your leaders to the CCSS AND CTE overreaches)
a) Much of his work to re-arrange Title One funding formulas made it into ESSA.
e) He has worked hand-in-hand with Sen. Mikulski on getting Child Care and Development Block Grants(CCDBGs) updated. While the main federal agency this is housed under HHS (Health and Human Services), it also has SOME shared programs with the U.S. Dept. of Ed. I found the CCDBGs in the U.S. Dept. of Ed’s Office of Non-Public Education. (See: http://www2.ed.gov/about/offices/list/oii/nonpublic/childcare.html) With ESSA encompassing early education and in-home visits/assessments, this is a big deal.
f) Lastly, Burr is a member of the U.S. Senate HELP (Health, Education, Labor, and Pensions) Committee. Look below to see how many of the Committee members were just re-elected and given a ‘shout out’ by the CER (Center for Education Reform):
Pre-treat Those “Education Stains”:
If you are not sure why the S3271 and HR5587 are more ‘dirty laundry’ created by the CCSS Machine, please use this side by side comparison chart I created a few months ago. You’ll note that there are also 2 other Congressional Bills I included. Please, look closely, you’ll see why. (*Note: S3190 is Sen. Franken’s ‘load’; S3174 is a huge warning to us all we need to move quickly to halt this activity!)
If you’d like to see the CCSS Machine sold out group, The First Five Years Fund and what they have to say about those Child Care Development Grants: http://ffyf.org/our-focus/child-care-development-block-grant/(*Note: be sure to look to the left to see their white paper on the ESSA’s Preschool Development Grants. Both will be used together for education to fit the CCR (college/career readiness).
Getting Hung Out to Dry:
The CER also shared in their 2016 Elections Results that 2 State School Superintendents lost their re-elections. One, was Dr. June Atkinson from here in NC. While we, the local anti CCSS Warriors are thrilled she will be leaving, the rest of the nation needs to watch her. Why? She is the President of the CCSSO (Council of Chief State School Officers).CCSSO not only owns 1/2 of the copyrights to the CCS Standards, they have produced mounds of alignment materials to CCSS, CTE, and now ESSA. If you want to see the CCSSO’s CCR (College/Career Readiness webpage) and how this ties to CTE, http://www.ccsso.org/resources/programs/career_readiness_initiative.html (*Note: if you are curious if CCSSO has anything to do with the HEA, Higher Education Act, be sure to do a general search on their website.)
Warriors Against the Core, we have got to get D.C. out of education NOW. Having these career politicians (and yes, some new comers who’ve sold out), we are going to keep seeing our country digress. It’s kind of like having someone throw a red sock in a load of white socks. They all come out the same shade of ruined laundry.