Tag Archives: What Is Common Core blog

Who’s Watching?

Warriors, It’s becoming increasingly clear that the leaders in D.C. have gone as far away from the protections of our U.S. Constitution as humanly possible.
HR1313 is in the news right now, but what about BEFORE HR1313? What is HR1313?
(*Note: While I am not the first person to write about HR1313, I will be the first one to come at it from an anti CCSS viewpoint.)

Our Task:

From the title of this article (and hopefully the featured picture), you know this will be about data mining. But, my fellow Warriors, it will go beyond ‘just’ data mining…down to our very DNA. Our task, Warriors, is simply this: learn all we can from the researched facts and share it.

The Force Behind the Bill:

The Bill, HR1313, is known as “Preserving Employee Wellness Programs Act”. It’s sponsor is ‘our’ sold-out CCSS Machine member, Rep. Foxx from NC. Mrs. Foxx is the lead Chair of the U.S. House of Representatives’ Education and Workforce Committee. While Mrs. Foxx has claimed she isn’t a fan of CCSS, she sure does love its ‘alter ego’, CTE (Career Tech Education). While she’s claimed to not be a fan of the U.S. Dept. of Education, she sure doesn’t appear to have a problem with accessing their shared data.

Foxx, in case you didn’t know it, was key in helping get the 2014 Workforce Innovation and Opportunity Act (WIOA) to become a federal law. Since CTE  is woven into WIOA at least 21 different times it’s easy to see WHY she has been quoted as saying ‘All education is Career Tech Education.’ 

(*Note: In researching WIOA, I found an alternative phrase used in the place of ‘Career Tech Education’; CP or ‘Career Pathways’.)

If you access the highlighted key’, or ‘all education…’ above, you’ll also learn that Foxx is a fan of ESSA. Needless to say, she ignored every single bit of voter/anti CCSS or anti Fed Ed contact urging her to vote ‘no’ on ESSA (Every Student Succeeds Act).

What’s So Damning About HR1313?

First, Foxx’s ties to the CCSS Machine.
Second, the data mining will extend from the U.S. Dept. of Labor to the U.S. Dept. of Health and Human Services and the U.S. Treasury.  What federal agencies AREN’T mentioned should be on our radars. They also share data with agencies mentioned. An example would be the data which flows freely between the HHR/Labor/Education. But, does the data pass between the Dept. of Ed and the Treasury? Look below:

edtreasure

We Need To Stay Diligent:

Another thing that should be on our anti Fed Ed Watch is the fact that the LADDER Act would create a NEW National Workforce Council where each of the federal agencies (picture below) would have more access to your data.
(*Note, they can access it now, but the Council would have even greater access.)

While HR1313 is geared towards those with jobs, we need to remember with the CCSS Machine’s shift TO a work-based education, it is all about the jobs and the economy, NOT education! So combine HR1313 with the Ladder Act and the control/data mining will increase at an insane rate!


ladder


More Troubles With HR1313:

The most troubling about HR1313, is the biometrics it will use. On Pages 1 and 2 of the Bill,  you’ll see the words ‘assessment’ and ‘biometrics’.

Warriors, I am not the biometrics expert on education. However, I find a connection to education via ‘biobanking’.  Microsoft’s data collection is linked to the Special Olympics. The Special Olympics uses ‘biobanking’. So does the Dept. of Health and Human Services through their sub-agency, the NIH (National Institutes of Health ). If you aren’t sure what ‘biobanking’ is, here is the definition from my previous article, “What is ‘biobanking’? It refers to banks where human tissue samples, their DNA, and other such personal items are stored.”

 Here’s the entire article: NIH data mining
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According to this 2011 Biometrics Research Paper, the technology behind invading our privacy will increase, become more important, and..impossible to lose.

While HR1313 is targeting adults, let’s not forget that the CCSS Machine is a ‘seamless transistion’ intended for cradle to grave. So, what happens at the beginning, happens repeatedly.

What has already happened in data mining for our K-12 students, is happening with our adults. SLDS (Student Longitudinal Data System) and WQDI (Workforce Quality Data Initiative) take care of that. It’s happening with biometrics as well.

biometricstudy

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See these excellent connect-the-dots resources on the damages of intrusive data mining:
1) For our Students:
a) Michelle Malkin’s
2013 article on the collection for federal control.
b) Michelle Malkin’s article on eye scans taken without parental permission.
c) “What Is Common Core?” blog articles for CEP (Commission on Evidence Based Policy Making) which uses student data/biometrics.
d) From the New American Magazine, this 2013 article, shares a mom’s real life story of biometrics. (*See the screen shot below.)

marybiometric
Related:
If you are concerned about the amount of ‘research’ ESSA will meter out to your student or your family, read this. Be sure to look for the “Brain Initiative”. Since it’s a White House led program Obama started, will Trump extend it?

2) For Our Adults:
a) This 2016 Slate article is jam packed with evidence about the falsehoods of the incentive-driven wellness programs HR1313 wants to mandate. It points out how the government is pushing companies (never a good sign) to use wellness programs to save money, yet the truth appears to be while the healthy workers get a discount, the non-healthy absorb the costs to make up any differences. On paper, everyone wins. In reality, only a select few.
b) “Total Wellness’s” website published this article questioning how legal employer based wellness programs are. (*Note: Be sure to read the comments about real life experiences.)
c)
This 2013 Joint Concensus Journal explains biometrics and the need for them in the workplace. The evidence is based on the following definition, “The US Centers for Disease Control and Prevention defines biometric screening as the measurement of physical characteristics such as height, weight, BMI, blood pressure, blood cholesterol, blood glucose, and aerobic fitness that can be taken at the worksite and used as part of a workplace health assessment to benchmark and evaluate changes in employee health status over time.” (*Note: Refer back to the NIH embedded article to see how the CDC is included in data mining.)
 d) COABE_stratg_broch_v4 From my 2015 article, this document gives the strategy for using research data (includes biometrics) to spread WIOA’s influence in your community. Note that the CCSS Machine member organization, McGraw-Hill underwrote the document.

Other warning signs about HR 1313 include:
Page 3, with its’ ‘Uniformity Across Federal Agencies’ clause.
Page 7, gets into family genetics and personal information your employer can access.
Page 8, ‘earn a reward’. The government’s idea of a bad joke?

Closing:

This last article shares that HR1313 is following political party lines. Rep. Foxx’s party, the Republicans, are ‘winning’ so far. Warriors, as we know the fight to save our students has become a fight to save our citizens. Why? Because, as has been pointed out, it’s no longer about education, it’s all about the jobs.

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Assessment Quest, Parts 1 and 2

Part One

We, anti CCSS Warriors know how crafty the CCSS Machine is in playing word games with us. So, consider the names used (or variations) of names used in some of the CCSS Machine products, legislation, assessments, and anything else connected to it. For example, the ESSA, Every Student Succeeds Act is named as it is to SUGGEST positive results. However, we Warriors know, the Law actually means “Every Student Confined”. There are plenty more examples out there, but I want to look at the assessments in particular. Why? Again, the names the CCSS Machine has given each, points to success, but leads to alignment of epic proportions!

In previous researched articles, I have revealed for you how SpringBoard (which offers another service called Learning Walks to partner with schools for CCSS/Competency Based Education alignment) Plan, Aspire, WorkKeys, MAP, Skills Navigator,ProMetric, Certica, and TestWhiz all sound like great and positive assessments for your students, but are really purposed tools to force an aligned, globally competent worker. I know there are others, but you get the idea.

Other assessments with not so positive sounding names (but with the same purposed agenda tool results) are Iowa Assessments, Standford 10 , ETS, ERB, SBAC, PARCC, SAT, ACT, CLEP, College Board, and ASVAB.

One with a former not so positive sounding assessment is the GED, it has been rewritten and renamed to HiSET (High School Equivalency Test). Pearson Publishing has copyrighted the GED and aligned it with CCSS. See:
https://www.washingtonpost.com/news/answer-sheet/wp/2015/07/09/the-big-problems-with-pearsons-new-ged-high-school-equivalency-test/

More recently I exposed the partnership between Act, Inc. and Envision. Act., Inc. provides the assessments for workforce based education paths (also known as competency based education) and Envision collects the data for global purposes. Envision has been successful in this alignment, I believe, because they have named the program involved with one that suggests positive, but hides the agenda. In case you missed this article about assessments and global data mining:
https://commoncorediva.wordpress.com/2016/06/24/envisioning-you/

One State Goes on a Quest:

Recently, one of my dearest friends and among the most dedicated anti CCSS/Fed Ed Warriors I know, contacted me. Karen lives in TN. She asked me if I had ever researched the Questar assessment.  Karen has researched some about Questar on her own. She knows the assessment is tied to IMS Global.  What I have found is below and follows up what Karen found. Knowing the ‘quest’ in the title suggests something positive, I found quite the opposite.


Questar:

Website: http://www.questarai.com/

questaracct

According the ‘About Us’ page on the Questar website, the company is at least 40 years old. Their slogan, “Bridging the Gap” seems to fit right in with the CCSS Machine agenda. This assessment provider (K-12 grades) is based in MN.
Among the leaders of Questar, is the President and CEO, Jamie Post Candee. Candee got her start in banking before shifting to education related jobs. If you look at her biography, you see she was formerly employed by PLATO Learning. PLATO Learning also has a former name, EDmentum. Included in her bio is this quote, “Jamie is the driving force behind Questar’s commitment to creating meaningful assessments that give educators the insights they need to fully prepare students for college or career.”

platoedI previously wrote about Edmendtum and a host of other assessment aligners in 2015.
See: https://commoncorediva.wordpress.com/2015/09/01/ftf-ascending-and-aligning/

Edmentum is tied to Providence Equity Partners, LLC. Please, read the above archived article. It has many twists and turns (much like a journey’s trail) but you need to see just how multi-strung these private groups are when it comes to education!

Back to Questar’s Leaders, the Chief Assessments Advisor? The Former U.S. Dept. of Education’s Standards and Assessments Director, Dr. Timothy VanSickle. (*Interesting note: in 2011, he was named as a CCSSO (Council of Chief State School Officers) Partner.) Also a Chief Assessments Advisor for Questar is Dr. Katie McClarty. McClarty was previously employed by none other than Pearson Publishing! Here’s how, “Before joining Questar, Katie served as the director for the Center for College & Career Success in Pearson’s Research & Innovation Network. Her signature work for the Center included the co-creation of a holistic college-readiness index for middle school students and the co-design and facilitation of standard-setting meetings and research projects for the Partnership for Assessment of Readiness for College and Careers (PARCC). Prior to directing the Center, she was the chief research scientist for the state of Texas general education assessment programs.”

Other leaders tied to the CCSS Machine are present as well. CCSS Machine organizations represented include eInstruction, ConnectEdU, AIR, Inc. (AIR stands for American Institutes for Research and are tied to SBAC assessments.), Advanced Systems in Measurement and Evaluation (now Measured Progress) and Data Recognition Corporation (Jim McMann). McMann was responsible for several States assessment contracts when he was with Data Recognition Corp.

Board members for Questar also have plenty of ties to the CCSS Machine. One huge one is
New Market Ventures Group. New Market has a portfolio where other educational companies are included. Here is a screen shot:

newmarket
To see the entire list of portfolio companies, http://newmarketsvp.com/portfolio-companies/
You also may be interested in New Market Venture’s recent news release about Graduation Alliance and ACT, Inc. partnering together for new career readiness certificates. (Also assessment based) See:
http://newmarketsvp.com/2016/04/18/graduation-alliances-diploma-program-expands-to-include-career-readiness-certification-through-collaboration-with-act/

You can see all the Questar leaders and Board Members information: 
Board: http://www.questarai.com/about-us/board-of-directors/
Leaders: http://www.questarai.com/about-us/leadership/

To see Questar Large Scale Assessments (where they take in entire States, school districts, etc.), click on their “Large Scale Assessment” tab.
(*Note: in Large Scale Assessments, there are 5 Steps. Be sure to look at each one. Every symbol more information about it when you click the symbol. For example, I clicked on the light bulb in Stage 2 (Assessment Design) and found all kinds of information on psychometric assessment.)
To see Questar Literacy Assessment (for Students), then click on their “District Literacy” tab.(*Note: This assessment is backed by the CCSSO. Remember, CCSSO owns half the CCSS Copyrights.)
You will want to access the research behind all these assessments. Questar’s White Papers on Assessments (includes Next Generation Assessments). That is in the “White Papers” tab (second row of tabs in blue font).

Part Two:
So Where is IMS Global?

Warriors, so far we have plenty of evidence for CCSS Machine allegiance from Questar. We have seen how these people are coming from one part of the agenda to other part. But how does this tie to Questar? How does this tie back to the ESSA? Let’s find out.

IMS Global is a Consortium for Digital Learning. Here is a screen shot illustrating their reach in education. A small bit of their history, “In 1995, IMS came into existence as a project (the Instructional Management System project) within the National Learning Infrastructure Initiative of EDUCAUSE. In 1999 IMS Global spun out of EDUCAUSE to become an independent non-profit organization.” (*Note: the ‘IMS’ stands for ‘Instructional Management System’)

imsglobal

From the 2015 Annual Report, IMS Global gloated about its integral part in Race to the Top Assessments. That’s just in the USA.
Other similar assessments are in other countries. (Page 10).
Also from Page 10, this excerpt which ties Questar directly to IMS Global,
“To further accelerate progress of the IMS e-Assessment Initiative, IMS formed the Executive Board on Assessment (EBA) to help remove the barriers to broader adoption of QTI and APIP. The EBA serves as an extension of the IMS Board of Directors and is open to all IMS Contributing Members, but requires an executive pledge to provide the leadership and resources needed to lead the market in charting the next phase of QTI and APIP standards to build strong end-to-end interoperability and accelerate standards compliance. Charter members included ACT, CITO, College voor Toetsen en Examens, ETS, Florida Virtual School, Houston ISD, McGraw-Hill Education, Measured Progress, Minnesota Department of Education, National Center and State Collaborative (NCSC), NWEA, Open Assessment Technologies, Pacific Metrics, PARCC, Questar Assessment, Smarter Balanced, and WIDA.”

To access the IMS Global Annual Report (2015)https://www.imsglobal.org/sites/default/files/2015annualReport.pdf
(*Note: Page 13 names all the assessments involved in digital education, names all the people involved, and names the Executive Board responsible for the EBA.)

I was able to find a 2002 research paper from IMS Global on defining these on-line credentials for global competency our education reform in pushing so hard to convert to. Known as a ‘RDCEO’ (Reuseable Definition of Competency or Educational Objective), these objectives are usually open-ended, loosely defined so that anywhere across the globe they can be user-friendly. They can be used over and over again, anywhere, by anyone.
You, as a Warrior Against the Core, simply must read the rest of this paper!
Access it: https://www.imsglobal.org/competencies/rdceov1p0/imsrdceo_infov1p0.html

You will also need to access and read the IMS Global 2015 Learning Impact Report. It is also key in the War Against the Core! Get it: 
https://www.imsglobal.org/sites/default/files/2015LearningImpactReport.pdf

If you want to see IMS Global’s K-20 Digital Badge program, Getting Smart (very CCSS Machine Supportive, in my opinion) published this write up:
http://gettingsmart.com/2015/04/mozilla-ims-team-up-for-badging/
(*Note: helping fund this K-20 Badge project is the MacArthur Foundation, a well known CCSS Machine member.)
All the other funders, backers are named. But the biggest take away is that this CBE (competency based education) shift will promote IMS Global as one of the biggest leaders in it in the world!

We still don’t see how IMS Global ties to ESSA. Below is a screen shot. It is from our dear Warriors, the “What Is Common Core?” Blog. Here is the link to their entire article. Note the highlighted portion of the picture.
 https://whatiscommoncore.wordpress.com/2015/12/02/this-is-the-moment-congress-we-are-watching-you-vote-and-we-know-whats-in-this-bill/

whatims
Among IMS Global Members: Pearson Publishing, Questar, PARCC, the Gates Foundation, and many more.

Related: EdUCause is tied to the CCSS Machine and really loves higher education. Here is my article about them from early 2015:
https://commoncorediva.wordpress.com/2015/01/29/tech-thursday-educauses-higher-education-project/

Since IMS Global is helping set the bar for digital standards, I thought you might like to see how ESSA has provided for each State to be digitally made over. See:
https://commoncorediva.wordpress.com/2016/02/04/essa-and-digital-overload/

Closing:

Warriors, this is a tremendous journey, I know. Please break it down as you need to. There is much here. For my friend Karen, I hope it is enough to help TN. While it appears IMS Global is set to be among those mastering digital education, at least we know the members of not only the CCSS Machine, but now the IMS Global contain many of the same groups/people. That makes our job of knowing where to look that much easier!

 

FTF: “Human Capital”: The ‘New’ Name for Citizens

How the Initiative behind all that Common Core encompasses SEES your students like this.
How the Initiative behind all that Common Core encompasses classifies your students. 

Well, Anti CCSS Warriors, Labor Day Weekend 2015 is behind us. Yet the Common Core State Standards and its Initiative (which includes CCSS, Career Technical Education, College and Career Readiness, Aligned Apprenticeships, STEM, and SO much more) continues to grind away at our students…of ALL ages. How does an upcoming UN General Assembly play into all this? Let’s find out today! Then, catch me tomorrow morning on my weekly guest radio appearance as we discuss this and more about ‘human capital’!

First, the Upcoming Assembly:

The United Nations (UN) is getting set in to have its General Assembly. When is it? September 15, 2015. Where will it be held? In New York City, New York. How will education, especially geared to become ‘human capital’, be involved? Read on, my fellow Warriors!

Secondly, the “Human Capital” Agenda:

What is the definition of ‘human capital’? Well, that depends on which resource you use. For example, I’m using the “World Economic Forum” descriptions as evidence. Why the WEF? I chose this one as it uses the UNESCO/WHO/ILO (United Nations Educational Scientific and Cultural Organization/World Health Organization/International Labor Organization) and other international groups’ pillars for ‘human capital’! While I’ll share the entire report’s link with you, here’s an excerpt which will explain the pillars of being ‘human capital’.

“The Four Pillars are:  The Index a) The Education pillar contains indicators relating to quantitative and qualitative aspects of education across primary, secondary and tertiary levels and contains information on both the present workforce as well as the future workforce.  b) The Health and Wellness pillar contains indicators relating to a population’s physical and mental well– being, from childhood to adulthood. c) The Workforce and Employment pillar is designed to quantify the experience, talent, knowledge and training in a country’s working–age population. d) The Enabling Environment pillar captures the legal framework, infrastructure and other factors that enable returns on human capital.”

The Report will go on to share with you that in all, there are 51 indicators of measuring humans as ‘capital’. In Pillar A, there are 12; in Pillar B, there are 14; in Pillar C, you’ll find 16; and in the last Pillar, D, there are 9. Below is a screen shot of Pillar A (they refer to it as “Pillar One”).
pillarhumaned

Also featured in this report are all the ‘sub-categories’ used to measure citizens. Among them: their private data, their talents, and, their well-being. Get the entire report:
WEF_HumanCapitalReport_2013 (Please note, this report is from 2013, but the information is still very important to those of us in the War Against the Core. It is also over 500 pages.)

Human Capital via OCED (Organization for Economic Co-Operation and Development) and the UN:

Back in 2009, there are was a meeting hosted by OCED. A big topic, which was receiving much attention, was ‘human capital’. The entire pdf presentation is included in this article for you, but, I’ve got a screen shot you need to see.
2009humancapital

One of the ways to measure ‘human capital’ revealed in this pdf presentation was the PISA assessments. (PISA stands for Program for International Student Assessment). The Warriors at “What Is Common Core” have an article which I’m including the link to. Questions 33 are 34 concern the PISA and CCSS. See: https://whatiscommoncore.wordpress.com/tag/pisa/  Then contrast that with the OCED’s CCSS and PISA report. See: http://www.oecd.org/pisa/keyfindings/PISA2012-US-CHAP4.pdf
Once you read their ‘rhetoric’, be sure to balance it with the real truth about PISA and CCSS! See my fellow anti CCSS Warrior, LadyLiberty1885’s scorcher about Pearson Publishing’s ties to the PISA. Access: http://ladyliberty1885.com/2015/03/04/pearson-is-everywhere-pisa-2018/

Get the 2009 OCED pdf presentation: OECD2009

Back to the Upcoming UN General Assembly:

So, my fellow Anti CCSS Warriors, what will the 2015 UN General Assembly hold for education? Well, aside from the above, the Assembly will consider 2 resolutions which will definitely have MORE aligned education/human capital components! One resolution contains the MDGs from the UN (Millennium Development Goals). Of those goals, at least 2 will further the UN’s push for ‘global education’. One goal will target the youngest learners; another goal will use educational lessons to further the social justice surrounding gender issues. To see all the MDGs: http://www.un.org/millenniumgoals/
To see the Resolutions for adopting more MDG/educational/human capital programs, visit:
http://www.un.org/en/ga/search/view_doc.asp?symbol=A/res/69/244
http://www.un.org/en/ga/search/view_doc.asp?symbol=A/res/65/1

To see the entire UN General Assembly schedule: http://www.un.org/en/ga/info/meetings/69schedule.shtml

To join the radio broadcast in the morning (Wednesday, 9:30 am), call the BlogTalk Radio Network’s “Negdog Radio” at 347-843-4165. Questions are welcome! Please remember, due to the appearances on both the morning radio show and my usual participation in the Women on the Wall conference call, I will not be posting a Wednesday article. Be sure that on Thursday, you’ll get a new article of anti CCSS information! (Women on the Wall’s free phone number is 302-202-1110, conference code: 702165.

Monday Musings: Supportive Acts to Back the Initiative

While this cartoon was depicted a U.S. Congress run by monopolists, it can easily resemble the 'CCSS Machine' running education.
While this cartoon was depicted a U.S. Congress run by monopolists, it can easily resemble the ‘CCSS Machine’ running education.

Much has been written lately about the S1787 (Senate Bill 1787) which is to continue to implementation/support of the ‘Community Schools’ overhaul.  This means, the neighborhood schools you know as they are NOW will be laced with the Common Core Initiative (meaning it will be not just the Standards being embedded,  but ALL the other resources identified as part of the agenda BEHIND all this alignment. In practical terms, this means: one one stop community place where everyone will go for everything they need government wise. It’s a social justice makeover for your towns. The biggest insult to us as citizens? This is all done in the name of education reform!

Don’t believe what I’m saying?! There are many credible pieces of evidence available to prove out my statement. (for example, Charlotte Iserbyt’s resource: http://abcsofdumbdown.blogspot.com/2015/03/21st-century-schools.html) Try Anita Hoge’s resource, http://abcsofdumbdown.blogspot.com/2014/06/the-school-of-hub.html

This screen shot is from Mrs. Hoge’s article and is a copy of an actual document!

How is the "Community School" makeover thriving? "Promise Neighborhoods".
How is the “Community School” makeover thriving? “Promise Neighborhoods”.

If you missed my “Weekend News” posted yesterday, the “Women on the Wall” Conference Call went into this subject of 21st Century Community Learning Centers to some degree. The subject also was discussed on the “Negdog Radio” interview. Here’s the link to both:
https://commoncorediva.wordpress.com/2015/08/16/weekend-news-anti-common-core-media-files/

To access my previously published expose of the “Community Schools”, see:
https://commoncorediva.wordpress.com/2015/06/19/fom-a-new-ccs-coalition-for-community-schools/

What I’ve Found About S1787:

Not to repeat the excellent in-depth writing of those who’ve targeted this particular bill, (links will be posted below) I wanted to share with you what I found. All of the bills (S1787 and the others mentioned are amendments to the re-authorization of the ESEA (Elementary and Secondary Education Act of 1965).

1) The Bill is ‘in Committee’ (This means it is being looked over by the HELP Committee (Health, Education, Labor, and, Pensions Committee). In case you aren’t familiar with HELP, the committee was key to the passage of the Senate’s re-authorization of the ESEA (Elementary and Secondary Act of 1965) known as “Every Child Achieves Act”.
2) Related in some way to S1787, are currently 6, 260 OTHER bills! (This means that there are many angles to pulling together education reform from a federal level and there’s obviously mulitple bills to cover those overreaches.) Among the related bills? BOTH the “Student Success Act” (HR 5) and the “Every Child Achieves Act” (S1177).
3) Directly related is the “Promise Neighborhoods Act of 2015”, H2882 written and sponsored by Rep. Payne of NJ. The Senate has their version (same name) sponsored by Sen. Murphy (CT). Payne’s version has 20 co-sponsors; Murphy’s has 5. Payne’s version is currently in the House’s Education and Workforce Committee; Murphy’s is in the HELP committee’s hands. What the alarm should be about either of these: a) they are updated versions of previously introduced legislation from past sessions of Congress b) they support a federal program ALREADY in place. (See: http://www2.ed.gov/programs/promiseneighborhoods/index.html) According to the U.S. Dept. of Ed’s “Promise Neighborhoods” page, the following is already in place:

“Promise Neighborhoods, established under the legislative authority of the Fund for the Improvement of Education Program (FIE), provides funding to support eligible entities, including (1) nonprofit organizations, which may include faith-based nonprofit organizations, (2) institutions of higher education, and (3) Indian tribes. The vision of the program is that all children and youth growing up in Promise Neighborhoods have access to great schools and strong systems of family and community support that will prepare them to attain an excellent education and successfully transition to college and a career. The purpose of Promise Neighborhoods is to significantly improve the educational and developmental outcomes of children and youth in our most distressed communities, and to transform those communities by a) Identifying and increasing the capacity of eligible entities that are focused on achieving results for children and youth throughout an entire neighborhood;  b) Building a complete continuum of cradle-to-career solutions of both educational programs and family and community supports, with great schools at the center; c) Integrating programs and breaking down agency “silos” so that solutions are implemented effectively and efficiently across agencies; d) Developing the local infrastructure of systems and resources needed to sustain and scale up proven, effective solutions across the broader region beyond the initial neighborhood; and, e) Learning about the overall impact of the Promise Neighborhoods program and about the relationship between particular strategies in Promise Neighborhoods and student outcomes, including through a rigorous evaluation of the program.”
4) Another directly related bill to the “Community Schools” overhaul is S412 “Schools Utilizing Comprehensive and Community Engagement for Success” by Sen. Mikulski (MD) This bill has one co-sponsor and is the the HELP’s hands as well. It’s  based off the “Judy Centers” success Maryland has experienced. Here’s an excerpt from the bill,Integrated services and comprehensive supports, such as before school, after school, and summer activities, family engagement, health and mental services, and other services and supports, are necessary components of effective, school-based efforts to dramatically affect dropout prevention rates, increase graduation rates, and improve student achievement. In one national study, 98 percent of students receiving such services and supports stayed in school, 89 percent had fewer suspensions, and 85 percent of such students who were eligible high-school seniors graduated. Through the Judith P. Hoyer Centers, or Judy Centers, the State of Maryland has operated an integrated services and comprehensive supports model geared towards young children, and their families, and have seen remarkable increases in school readiness among children who enter kindergarten having attended a Judy Center.”

To learn more about “Judy Centers” (be sure you note the Kindergarten Assessment), see:
http://www.judycenter.com/

5) H718, “Supporting Community Schools Act of 2015”, sponsored by Rep. Honda (CA) is also directly related to the all the communal alignment efforts. It’s a ‘recycled’ bill (meaning it has shown up in previous Congressional sessions), it has 7 and is being reviewed by the  Early Childhood, Elementary and Secondary Education Committee. This is a sub-committee of the House’s Education and Workforce Committee.  What we need to know about this one is laid out in the “Congressional Findings”. (in other words, what they’ve deemed as worthy of creating legislation for) The excerpt:

The community school model effectively leverages multiple education funding streams, which results in greater resources for a school. Community schools increase and sustain capacity through diversified financial support and leverage, on average, 3 dollars from private and other sources for every 1 dollar of State funding provided to the schools. According to Secretary of Education Arne Duncan, for every dollar spent on community schools, the United States is getting back 5, 6, or 7 dollars from the business community, nonprofit organizations, social service agencies, and State and Federal governments.  According to Linda Darling-Hammond, the Charles DuCommon Professor of Education at Stanford University, community schools, which make local schools the hub of education and health services for children and families, have proven to be highly successful and are cost effective and replicable. Community schools are a force for development and stability that strengthens families and communities, and such schools offer childcare and early learning, family literacy and job-training, tutoring and enrichment before and after school, and on-site health clinics.”

Are There More Like These?

Absolutely! I’ll be looking into some of the others over the next week or so. What we, the opposed to the overhauling of our communities via the collective mindset of the CCSS Machine (or the Common Core State Standards Initiative), need to do is contact Congress BEFORE they head back to D.C. Why?! When these leaders are at home, they are more accessible. It is easier to gain an audience with them.

As you can see, each of these bills is laced time and time again with some of the same folks we’ve seen responsible for the educational nightmare we’re in; we’ve seen reform from the public-private partnerships now being supported by legislation which could become the law of the land; we see the same agenda points of rigor, assessments, college and career readiness, and more from these few bills above. While the statistics show some of these are facing a slight chance of passage, ANY of these bills could be easily promoted IF we do nothing.

Access to the articles about S1787:
https://whatiscommoncore.wordpress.com/
http://curmudgucation.blogspot.com/2015/07/christies-education-truth-gap.html

Monday Musings: CCSS Subjective/Objective

CCSS: Using subjective groups to appear objective to us.
CCSS: Using subjective groups to appear objective to us.

Let me ask you a question, my fellow anti CCSS warriors. When it comes to objective critiques, do you ask yourself or someone very close to you for the help? If you’re like me, you determine to ask someone who ISN’T in your immediate circle of influence. That way I know I can better rely on things I didn’t take into consideration. I also know when I do this I can spare my close family/friends any fallout that may occur over whatever needed critiquing in the first place.

However, like we’ve seen with the CCSS Machine before, objectivity gets blown out the door when it relies on its own resources to APPEAR ‘on the level’.  Let me give you the recent announcements that surfaced late last week as evidence about CCSS’s lack of objectivity.

The Washington Post’s article:

Many of us rely on this famous newspaper for objectivity. This article (link is below) appears to be no exception. The writer tells you there’s a new “Consumer Report” like non profit called “EdReports”. It tells you the group found several CC aligned materials, including textbooks,  lacking (gasp, say it isn’t so!) in their ability to successful meet the CC Standards. If you’d like to read the entire article for  yourselves, http://www.washingtonpost.com/local/education/new-consumer-reports-for-common-core-finds-learning-materials-lacking/2015/03/04/3153d264-c1f6-11e4-9ec2-b418f57a4a99_story.html?postshare=6321425571619494

The author even goes on to share that the following Foundations which GAVE to CCSS to help create it, push it on us are the VERY same ones funding THIS ‘non profit’, “Consumer Reports” like group!!

Here is what the EdReports ‘About Us’ page stated, “EdReports.org is funded by Broadcom Corporation, the Bill & Melinda Gates Foundation, the Helmsley Charitable Trust, the William and Flora Hewlett Foundation, the Samueli Foundation, the Charles and Helen Schwab Foundation, and the Stuart Foundation.”

Now, while I couldn’t be happier to see real evidence that the CC aligned textbooks and other resources didn’t measure up, I have to wonder HOW truly objective EdReports can be. We know the CCSS Machine grinds out rhetoric, materials, and more lies than you can keep up with BUT to also state their own stuff stinks?? While on one hand this tactic can be consider brave (as in “I’ve made a discovery about myself and I can change it for the better.”), I am leaning more toward the side of ‘they’re up to something’. Think about it…too much time, energy,  and money has been poured into CCSS! In my researched opinion this move is more like placing a screen door on a submarine and hope it doesn’t sink!

How EdReports Made Up It’s Mind:

Website: http://www.edreports.org/ According to their March 4, 2015 Press Release, much help was sought out in creating these ‘first ever, free reviews’. When did ER begin? Who was there? ER was a think tank creation from the ” Annenberg Retreat at Sunnylands by a Design Team of the nation’s leading minds in math, science, K-12 and higher education in response to fill this gap by reporting on the alignment and quality of instructional material programs.” Then, there’s this,  “Instructional materials that claim to be Common Core-aligned have saturated the market. Yet we know many of those claims have not been verified by a reliable source. Without an independent review to identify quality materials, the promise of Common Core cannot be realized.”

Notice in the above, who created ER is somewhat identified, but there’s no date. Why the Annenberg spread? Why not the local schools or civic meeting houses? I think we warriors might be able to guess when you read what level of leaders meet at Sunnyland.
(see: http://www.annenbergfoundation.org/) The website tells you world leaders meet here, top educational folks, diplomats, and many others convene here to shape many things which impact us all.
Annenberg’s Ties to CC:

The website for the Foundation has much evidence that we anti CCSS warriors know connects more dots in the puzzle of all things CCSS related.
When I looked at some of the grants that the AF has given I noticed something we need to know.

Annenberg Foundation has given several millions to well documented CCSS supporters/creators of initiatives. For example, one of the biggest recipients is Harvard University. Oh, Harvard hasn’t created CCSS initiatives or resources, you may say. However, they have done exactly that. If you’ve heard of the Pearson/Harvard “Pathways to Prosperity” initiative, that’s adult level CCSS via Career Pathways. Many of our fellow warriors (including myself) have written about the efforts of Harvard and how CC was the recipient. (for one example, see the “What is CC” blog’s 2013 article, https://whatiscommoncore.wordpress.com/tag/harvard/

You can see some of the other grantees when you look at the “Milestones and Moments” timeline. (see: http://www.annenbergfoundation.org/about/milestones-and-moments) See if you can immediately spy any other CCSS tied groups.

More Ties from Annenberg to the Core:

Annenberg Learner Express (http://www.learner.org/series/modules/express/) Has STEM and CCSS modules

This 2013 EAG News article lays out how Coleman (aka “CC architect”),  and the Annenberg Challenge, which tie him to Billy Ayers and the sitting President. See: http://eagnews.org/common-core-architect-david-colemans-history-with-the-ayers-and-obama-led-chicago-annenberg-challenge/  You can also see “Before It’s News” and their 2013 article about the Coleman/Anneberg/Ayers relationship,

 http://beforeitsnews.com/opinion-conservative/2013/06/david-coleman-common-core-rewriting-psats-sats-coleman-connections-obama-bill-ayers-chicago-annenberg-challenge-2667402.html

The Annenberg Institute for School Reform (housed at Brown University) is a big time champ of changing not only public education, but impacting charter school, college and career readiness, etc. See the link for all the resources CC related from their website:

http://annenberginstitute.org/?q=search/node/common%20core%20standards

As far as education dollars spent, look at the screen shot of the Annenberg’s Interactive Grant Locator. You can click on the bubbles with figures to get more information. When I clicked on some, not information was available at all. Two of the CA grants was for EnCorp Teachers. That’s a group to increase the number of science and math teachers in the state. To see the grants, use this link and click on ‘interactive grant map’. http://www.annenbergfoundation.org/grantmaking

No telling how much of this $$ is for CCSS.
No telling how much of this $$ is for CCSS.

Let’s Go Back to EdReports, Shall We?

While the Annenberg tie is key to our anti CCSS fight, let’s go take a look at HOW EdReports graded CCSS. Here’s the pdf of methodology, EdReports Methodology

What was measured was ONLY the student text and the teacher text. So, if there are homework resources, for example, those DIDN’T get the EdReport “Consumer Report” like treatment. So, while the one page says they critique quality materials, anything OUTSIDE of the text books isn’t being measured. Remind me, how’s THAT objective? You have to look at all the resources, otherwise it’s a false positive! C’mon, does the CCSS Machine think we’re really that fallible?

If the CCSS material or resource got at least a 10% market share, it was critiqued by the over 20 hours of ER training those who perused the resources received. If at least 2 state level educationally minded groups approved or has suggested the resources for use, it was critiqued.

See this screen shot of the ‘quality control’ model for finding out if the CCSS materials/resources are up to their task.

edreptrain

According to the report for quality and measuring, the following excerpt, “The tool builds on the experience of educators, curriculum experts and leading rubric developers and organizations – such as Achieve, Inc., the Council of Great City Schools, the Dana Center, Illustrative Mathematics Project, the National Council of Teachers of Mathematics and Student Achievement Partners, among others – that have conducted reviews of instructional materials, lessons and tasks. To create the evaluation tool, EdReports.org conducted research into the use of more than 11 commonly-used rubrics, observed review process.” In the footnotes were the names of other groups. Brookings Institute, Cambridge, and Harvard received special notice. See the entire document, EdReports-Quality-Instructional-Materials-Tool-K-8-Math

Now It All Makes Sense:

It wasn’t until I watched the short video provided by EdReports that I understood WHY those in support of the Core created this ‘Consumer Reports’ like non profit. It’s to ensure that if a product says CC aligned, it better be aligned 100%. See the video for yourselves and see what you take away from it.

Oh, by the way, EdReports calls Durham, NC home. That was buried on the ‘Contact Us’ page of ER’s website.

 So while we don’t know when exactly ER was crafted, we at least know which way the CC wind is blowing.

Closing:

I can’t help but be reminded of whom ever leads our leaders, is in control. If we look at the CCSS Machine’s creation of a supposedly objective task, add the CC subjectivity and then glory in the fact that a collaborative group gave it the pass or fail, we can then somehow rest than all is well in CCLand. What a load of crap, CCSS Machine! What an insidious thing to do to your country.

The amount of CCS projects, programs, initiatives, and propaganda equals the level of floor decorations in this trailer!
The amount of CCS projects, programs, initiatives, and propaganda equals the level of floor decorations in this trailer!

Sic’ ‘Em Saturday: No Laurels to Rest On Yet

There's no time like NOW to fight the CCSS overreach.
There’s no time like NOW to fight the CCSS overreach.

If you’ve been following the news lately, you’ll note that a victory (of sorts) was gained by those fighting CCSS.

The Good News:

The controversial HR5 (Student Success Act) was put on hold. HOWEVER, that’s not the end. As long as the federal overreach and P3 money flows, you can bet your crown of laurels, a new version of the SSA will be just around the corner. So many news sources/anti CCSS warriors have reported this. I’ll not repeat them in this post, BUT we will look at the action steps we MUST continue to take!

Our hard work and tweeting messages were just a portion of the victory the anti CCSS warriors have experienced.
Our hard work and tweeting messages were just a portion of the victory the anti CCSS warriors have experienced.

The Not So Good News:

We also suffered a loss, of sorts. How? The newly passed overtaking of the Internet. This happened just one day BEFORE the HR5 derailment.

If you’re not clear on exactly what this means for the anti CCSS effort, please consider my article published on “Prevent Common Core”, titled “A Cup of Coffee Can Now Data Mine”. (see: http://preventcommoncore.com/?p=1223)

When I originally wrote this in November of 2014, I shared with you the seemingly unlimited power the FCC has and how it will impact not only schools, but our public libraries as well. I shared with you the data mining aspect, the way STEM education was laced in. (yes, contrary to popular opinion, STEM is the master agenda to which CCSS is the method. My “PCAST, STEM, and CCSS” article lay out all the facts AND give you the links to the documents.) If you read that “Cup/Coffee” article you were able to learn that with about the cost of a simple cup of coffee added to your phone bill fees every month, you’d be able to help pay for all this activity. I don’t know about you, but I’m rather tired of seeing my tax money put to such ill use in education.

The original article gave  you 4 distinct areas The CCSS Machine is directly embedded.
I shared that the “ConnectED” was part and parcel to this.

Since then, others have also shared much about this.

When D.C. allowed this overall effort to proceed (much to the glee of the FCC), we, the citizens, have lost a sizable amount of freedom. We also gained a sizable amount of educational mess.

Actions:

So, what’s a warrior to do? Plenty!

1) Keep contacting your Congress men and women. Why? See the screen shot from the US Gov Tracker:

See: https://www.govtrack.us/congress/bills/114/hr5
See: https://www.govtrack.us/congress/bills/114/hr5

2) Not sure what to write your members in Congress? A fellow warrior has allowed me to share a sample letter. The encouragement was to use whatever portion you feel applicable for your state. I want to thank Glenda for her tireless effort in not only writing this but allowing me to pass it on to you.

“I’m posting a letter that I’m sending to all my Local and State Representatives as well as the Speaker of the House and all Congressmen involved in drafting this Bill that will take away States as well as our Parental rights concerning our Children’s education.. This is so very important for us ALL to take a few moments and speak out against this Bill until it is DEAD! Please feel free to copy and modify this letter and send it out to your own Representatives.. I share a grave concern with Parents and Teachers across this Country concerning this HR5 Student Success Act 2015 Bill.”


“Dear_______________ I am urging a “No” Vote to HR5 Student Success Act 2015. This bill is deceptive and is not what it is portrayed to be. This bill actually “takes away” States as well as Parental Rights concerning our Childrens Education!

  • Professor Sandra Stotsky Prepared the Following Response to Speaker John Boehner’s Memo Praising HR 5 “10 Things You Should Know About the Student Success Act [HR5]” [View Speaker Boehner’s Claims Here: http://www.speaker.gov/./10-things-you-should-know-about-st.]

    10 Things NCLB/ESEA Supporters Want You to Think About the Student Success Act: A Modification of What Was Issued by House Speaker John Boehner’s Office.

    Fictional Purposes: This week, the House is set to vote on the Student Success Act, legislation to replace No Child Left Behind and expand opportunity in education so that every student can get ahead – no matter where they’re from. Read the text here, and a fact sheet from the Education & the Workforce Committee here. This measure contains a number of conservative reforms to reduce the federal footprint, restore local control, and empower parents and local leaders to hold schools accountable.

    Actual Purposes: HR 5 deliberately takes away most authority by parents and locally elected school boards, makes departments of education the conduits for federal policy, and does not seek standards that prepare students for a STEM career.

    FICTION 1. The bill replaces No Child Left Behind with conservative reforms to restore local control and stop top-down education mandates. In the absence of congressional action, the Secretary of Education has been using waivers and pet programs to dictate national education policies and increase the federal foothold in the classroom. The Student Success Act will put a stop to this.

    FACT: The bill removes almost all acts of local control, including what is on the report card local schools give local parents. It doesn’t empower parents or local school boards at all. It doesn’t allow any school district to opt out of a state’s assessment system.

    FICTION 2. The bill replaces the current national accountability testing scheme. The Student Success Act will establish a state-led accountability system, returning responsibility for measuring performance to states and school districts.

    FACT: This state-led system will be identical from state to state and determined by the US ED, because states have to use US ED-approved standards, tests, and other tools IF THEY WANT TITLE I MONEY. It doesn’t give states or local school districts any options in the grades and subjects they want tested, even though there is no clear case to be made for the benefits of annual testing in all major subjects, for any students but especially for low-income students. See an excellent article on this subject: http://nonpartisaneducation.org/./no-child-left-behind-ren./

    FICTION 3. The bill eliminates dozens of federal programs and downsizes the education bureaucracy. All told, the Student Success Act will eliminate more than 65 existing federal programs that have been declared duplicative, ineffective, or were never funded. It also requires the Secretary of Education to take steps to reduce the department’s workforce.

    FACT: It may well eliminate 65 existing programs, but it won’t give a block grant to the states to let them decide how to use their own Title I money.

    FICTION 4. The bill establishes funding flexibility for local school districts. The Student Success Act replaces the current maze of programs with a Local Academic Flexible Grant, which allows school leaders to dedicate funding where it’s needed most rather than having these decisions dictated by federal bureaucrats.

    FACT: The bill does not specify one single kind of activity or program that local schools can use Title I money for if they so choose. They can’t even design their own report cards.

    FICTION 5. The bill expands school choice and empowers parents. The Student Success Act supports magnet schools, expands high-quality charter schools, and allows Title I funds to follow low-income children to the public or charter school of the parent’s choosing.

    FACT: Federal mandates attached to Title I also follow the child so that the child ends up with NO choice in curriculum, instruction, or standards. Whatever the state DoE has been approved for by the US ED is what the vouchered child will have in the new school, no matter what else the parent wants.

    FICTION 6. The bill prevents the feds from imposing common standards. The Student Success Act protects state and local autonomy over decisions by preventing the Secretary of Education from coercing states into adopting Common Core or any other common standards or assessments.

    FACT: The bill mandates that state DoE’s submit their plans for standards to the US ED, where they will be approved BY US ED-APPOINTED REVIEWERS. The PLANS FOR STATE STANDARDS will all look suspiciously like Common Core because the Common Core-based tests are ready to use and are being used. The bill also mandates who will review these state “plans” and not one academic expert from higher education in the state is to be used.

    FICTION 7. The bill repeals federal requirements for teacher quality. The Student Success Act supports local and state efforts to recruit and retain the best teachers.

    FACT: In one of the most blatant acts of dishonesty, the bill eliminates the NCLB stress on teachers demonstrating mastery of the subject content they teach (the only research evidence we have for teacher effectiveness), and simply says they must be “licensed.” Most licensure tests for K-8 are at the middle school level and demonstrate no mastery of subject content at all. This is a huge disaster for low-income kids. They will be taught by minimally competent teachers, as will other children. But they will not have parents who can compensate for minimally-knowledgeable teachers.

    8. FICTION: The bill supports private sector initiatives. The Student Success Act puts aside resources to support state and local programs that operate outside of traditional public school systems, providing a much-needed infusion of private sector innovation.

    FACT. Private schools must admit vouchered children who apply and provide them with the “services” they would get in public schools. Private schools are to lose their autonomy, deliberately. There is no language preventing federal mandates from following Title I money.

    9. FICTION: The bill boosts transparency and accountability for the Department of Education. The Student Success Act prevents the Secretary of Education from creating additional burdens on states and districts, and outlines the specific steps the Secretary must take when issuing new regulations so as to maximize public scrutiny.

    FACT: There will be no accountability by the states or the federal government for the academic competence of Title I teachers and aides. That is how 90% of Title I money is used.

    FICTION 10. The bill empowers parents and taxpayers with meaningful information they can use to hold their schools accountable and ensure that every dollar spent makes a direct and lasting impact for students.

    FACT: The bill dictates what local report cards must look like and contain. In no way can parents and their local schools negotiate about the kind of information parents want on their schools’ report cards. Nor can parents/local school boards require teacher-made tests of what they teach, to be graded and sent home regularly to parents.

    Parents, Grandparents and students are asking you to stop the REAUTHORIZATION of ESEA, HR 5, the Student Success Act of 2015 which will amend No Child Left Behind.

    . HR 5 denies parents their rights over their children. References page 488; 522-555.

    . HR 5 legislation creates the radical transformation of tax collection through the assigned destruction and hostile takeover of our local neighborhood schools.

    . HR 5 violates states’ rights under the United States Constitution and is in violation of Federal law.

    . HR 5 is designed to destroy local, public neighborhood schools through usurpation of elected school boards’ authorities and responsibilities.

    . HR 5 will destroy all private education in America, as well, legislating Title I “choice” vouchers that will “follow the child,” enforcing HR 5 compliance in EVERY PRIVATE AND RELIGIOUS SCHOOL.

    . HR 5 would legislate services to these Title I “choice” children called DIRECT STUDENT SERVICES AS A VOUCHER that must be equitable and comparable to any public school, which is needed to satisfy Common Core.

    . HR 5 will destroy representative government, all non-governmental schools, and standardize education across this nation. This overreach of the federal government is in direct violation of our United States Constitution which dictates separation of federal jurisdiction vs. State jurisdiction.

    A Very Upset and Concerned Parent/Grandparent & Citizen, Glenda Madaris Czaplinski (OH)”

    Closing: 
    As far as the FCC’s moves, be sure to note that that battle may not be over yet either.  See this article by ComputerWorld:
    http://www.computerworld.com/article/2888789/broadband-backers-push-gop-led-congress-to-overturn-fcc-on-net-neutrality.html
    THEN, re-read OR read for the first time my Prevent CC article.
    Also of note, the warriors at the “What is CC?” Blog also have a great article that’s related.
    See: https://whatiscommoncore.wordpress.com/2015/02/27/federal-control-of-technology-and-data-on-internet-neutralitythe-connected-initiative-and-setra/
    More Resources:
    FCC moves:
    U.S. Budget moves:

FOM Friday: CCSS “Can’t Be Wrong”?!

It's Friday, you know what that means! Time to measure what's truth, what's fallacy/fib or what's in between.
It’s Friday, you know what that means! Time to measure what’s truth, what’s fallacy/fib or what’s in between.

What Could Possibly Be ‘Right’ About Common Core? In today’s post we’ll measure the latest ‘new evidence’ about Common Core in the classroom. Let’s get the Fib-o_Meter fired up!

First, the organization:

ASCD (formerly, The Association for Supervision and Curriculum Development) The website: http://www.ascd.org

“Total Truth”, each state has an ASCD Affiliate. So do several countries across the globe. The purpose? “Common values and goals”. (see: http://www.ascd.org/about-ascd/Affiliates/Directory/Affiliate-Directory.aspx )

"Total Truth", Gates funded ASCD Common Core resources since 2011.
“Total Truth”, Gates funded ASCD Common Core resources since 2011.

Next, The Book:

The new book that’s got the Fib-o-Meter all fired up? “17,000 Classroom Visits Can’t Be Wrong” by authors John V. Antonetti and James R. Garver, the designers of the Look 2 Learning model of classroom walkthroughs. ASCD is so proud of this book that you can not only buy a copy off the website, you can get a sample download of the book.

Fib-o-Meter’s guess is this is so you, too, as an educator can get started right away ‘doing IT correctly’.  Let’s see what we can find. Now, while I can’t give the download sample, I can point you to where to get it for your own research. Fib-o-Meter will help guide you on some of the biggest CC points. To get the sample: http://www.ascd.org/Publications/Books/Overview/Seventeen-Thousand-Classroom-Visits-Cant-Be-Wrong.aspx (be sure to click on the ‘excerpts, pdf’ near the bottom of the page)

Fib-o-Meter Spied The Following From the Sample: 

From Page 4: there was talk about ‘benchmarks’ being used as school effectiveness tool. “Total Fallacy” when you consider the entire ‘benchmarked CCSS’ myth has been busted open long ago. (see: http://pioneerinstitute.org/blog/blog-education/blog-common-core/common-core-was-neither-internationally-benchmarked-nor-state-led/ )

Page 4 also shares about “PLCs” (professional learning communities) guiding thoughts..Hhmm..when you consider the multitude of PLC workshops expressly for CCSS, I guess the guiding thoughts would be all about Common Core. (for example, see: http://www.schoolimprovement.com/how-to-make-friends-and-influence-people-with-the-common-core-standards/ ) If this isn’t enough for you, check out the agenda behind those 21st Century Community Learning Centers, which are also helping guide thought, blur lines, and so much more. (see: http://www.p21.org/). “Total Fallacy” for this entire topic! Why, a true PLC shouldn’t shove agendas, it should encourage individuality of the teacher, the respect for him/her to know what would be applicable, and the trust to pull it all off. You can’t have any of that when you are constricted by the CCSS. (see: https://whatiscommoncore.wordpress.com/tag/teachers-against-common-core/ )

Page 5 introduces the “TIMSS” (Trends in International Mathematics and Science Study). Well, let’s see what the Fib-o-Meter can share. “Total Truth” that this study exists. However, bear in mind it’s part of the U.S. Dept. of Education. SO, objectivity is going to be somewhat skewed in regards to CCSS, don’t you think? (see: https://nces.ed.gov/TIMSS/)
“Total Fallacy” that we should even try to use the TIMSS in regards to CCSS, as revealed in this article by a guest for Pioneer Institute. (see: http://pioneerinstitute.org/news/why-common-cores-math-standards-dont-measure-up-by-guest-blogger-zeev-wurman/)

Other Things to Consider:

Fib-o-Meter found these things worth considering:

  • “Colleagues on Call”, considering they influence others, you want to note that the author featured in the Carnegie event is a co-founder of ‘C on C’. Think influence in education isn’t a big deal these days? You may want to consider where ‘C on C’ goes. According to their website, “ongoing partnerships with many schools, districts, service centers, professional organizations, and departments of education.” It is because of groups like this why we need to look further at who’s pushing the districts, the superintendents, and others straight into the CCSS Machine at break-neck speed (see the ‘related’ below). ‘C on C’s’ website: http://www.colleaguesoncall.com/our-work.php

Related to All This, Because They Handle School Leaders:

  • From a post I wrote as a guest on LadyLiberty1885’s blog last year is this excerpt. It shows that influences among leaders in schools, etc.
  • “One such  “group known as NASSP (National Association of Secondary School Principals). According their website, they have much help in aligning not only honor societies to Common Core, but they have a guide for school counselors. Look down at bit on the page and you’ll see the Hunt Institute, the Council of Chief State School Officers, IDEA Partnership, Council of Great City Schools and others. (Link)” (See the entire post: http://ladyliberty1885.com/2014/06/29/guest-post-how-common-core-standards-are-taking-over-our-national-honor-societies/)
  • To find out some “Total Truths and Fallacies” (I’m sure you can correctly match the truths/fallacies to the boldly highlighted words) from the American Association of School Administrators (AASA), see this excerpt below (the entire document: AASA_CCSS_Report):
  • “The CCSS-aligned tests were designed to assess student achievement, and any effort to rush implementation of them that includes using the test data to inform teacher evaluation is ill-conceived. Frustration over an arbitrary deadline to implement tests in a manner for which they were not intended threatens the good that stands to be gained from successful implementation of the CCSS and related assessments. Whatever happens in the news and the political debate, districts are already hard at work implementing these new standards and their related assessments. In order to see how the implementation of the new standards is faring, AASA conducted a survey of superintendents and administrators throughout the country in April, 2014. With 525 responses representing 48 states, the survey provides a glimpse into the planning and implementation of the new standards and assessments as well as the support superintendents are receiving from the state and community. Overall, most superintendents have already begun to implement the new standards, which they see as much more rigorous than previous standards. The new standards will increase students’ critical thinking skills and ensure that they are more prepared for college and the modern workforce than previous standards did. School and district staff are viewed as prepared and engaged in implementation of the new standards.”

Even Further Related to AASA:

AXA (partners with both the PTA, NEA, and the AASA). Interestingly enough, they also give out lots and lots of scholarships in America. (Find out what AXA is: https://us.axa.com/home.html) *Note: be sure to look at the Foundation arm, as well as the corporate one.

Aramark, helps uphold not only school leaders, but school meals. Here’s a document they have helped in supporting a  “Superintendent Forum” full of CC alignment. See: WP-NYSF_2013

Hobson’s, partners of AASA, as well. See their P-20 (Preschool to age 20) work: http://www.hobsons.com/about-hobsons/p-20-summit/
*Note: Be sure to look at all the curricula resources under the “Learn What We Do” tab.

NASSP Partners and Related Information:

Not to be left out of all the CCSS support from afar, the NASSP, has ‘friends’ too.

Prudential: Hardly the only insurance company to back the CCSS Machine, this one is special in the amount it has given to not only education, but Workforce alignment. (see: http://preventcommoncore.com/?p=1154)

Wallace Foundation: See all 357 Common Core resource papers they have. http://www.wallacefoundation.org/Search/Pages/results.aspx?k=common%20core%20standards

Minnesota Life: Not only partners with NASSP, but insures “Coverage is also available to NASSP employees and advisors with: National Association of Student Council, National Honor Society, National Elementary Honor Society, and National Junior Honor Society.” (refer to these groups above to see again how CC aligned they are)

Closing:

Well, I’m not sure about you, but I think the Fib-o-Meter’s dealt enough “Total Truth” for one day AND exposed enough “Total Fallacy” as well. The original statement the ASCD folks claimed was “17,000 Classrooms Can’t Be Wrong”. I know as long as Common Core is involved, those 17,000 classrooms will be grossly under-served. Right along with the millions of other classrooms left OUT of the book!

As far as those ‘Classroom Walk Throughs’ and how they relate to Common Core?..that’s another article unto itself.