Tag Archives: Workforce Innovation

The HC Plans

Anti Fed Ed Warriors, yesterday, I showed you how S 406 (Federal Rotational Cyber Workforce Program Act) is being fast-tracked. The article laid out for you the links between education and labor; how cybersecurity is to be increased, not only in education, but all across America. The article also showed you the federal and global co-operation where education and labor are concerned.

Below, is an old screen shot I created back from our campaign to stop the confirmation of Dr. King as U.S. Sec. of Education. Under DeVos (as Ed Sec.), all these are not only still in place, but have been increased. Especially STEM and STEAM.


Cybersecurity is not all about protecting We the People from the hackers and whackers out there. Cybersecurity tracks all we do, on-line and, we’re finding it off-line, too.

In education, cybersecurity is passed off as ‘coding’. In the early grade levels (remember, coding is available to ALL education choices) coding is called ‘fun and games’.


Where will cybersecurity ‘pop up’ in education and labor? STEM, STEAM, CTE, and CCR. All these connect to CCSS, too.

, not only will be tracked by ‘human capital police’, we’re going to see their training embedded in PreK to adult education.


The 116th HC Plans:

Warriors, not only do we have S 406, but there’s HR 1592. HR 1592 directs Sec. DeVos to create a pilot program for cybersecurity education. There are other related bills from both Chambers, but we’ll start with HR 1592. Cybersecurity Skills Integration Act is HR 1592’s title.

Warriors, the supposed benefits of HR 1592:
a) Credentialed and employable US citizens
b) Improved infrastructure in the US (ties back to the Patriot Act)
c) CTE (Career Tech Education) cybersecurity will promote diversity in the workplace
d) Competitive grants will be used to promote regionalism
e) Ties back to ESEA (Elementary and Secondary Education Act of 1965 aka ESSA, Every Student Succeeds Act, 2015)
f) Tracks which students get credentialed
g) Gives Sec. DeVos $10 million dollars in all for the pilot creation and competitive grants
h) Opens the partnerships up to ‘alternative stakeholders’
i) Must meet ‘in demand’ and economic trends
j) Uses work-based learning (aka apprenticeships) Ties to WIOA (Workforce Innovation and Opportunity Act) and the HEA (Higher Education Act) Both WIOA and HEA were embedded in ESSA’s language.
k) Targets special sub-groups of the population for workforce needs

Currently, HR 1592 is in the U.S. House Education and Labor Committee.

If you’d like to read Rep. Langevine’s Press Release on the Executive Order by President Trump on the cybersecurity workforce needs, go here. In his release, Langevine promotes HR 1592.


That EO (Executive Order) Rep. Langevine referred to? That’s EO 13800, issued in 2017.

EO 13800 called for every federal agency (which included the U.S. Dept. of Education) to comply with the framework for cybersecurity. The EO also called for increased workforce development of cybersecurity.

EO 13859 (Feb. 2019) called for increased workforce development of AI (artificial intelligence) which relates to cybersecurity.

What about the ties all this will have to not only S 406, but the Education and Information Exchange Act (both were discussed in yesterday’s article)?

The President issued a Proclamation on “World Intellectual Property Day” (May 2, 2019). In that Proclamation (#9865) the USMCA (United States-Mexico-Canada Agreement) was a key piece in intellectual property (personal private information) rights.

Warriors, the cybersecurity directly relates to all this. Also, think about the global data tracking and trails which have also been discussed in yesterday’s article and other previously published research of mine.

As far as USMCA in education, that’s a huge problem in data collection/sharing!
Back in Nov. 2018, before Congress voted on USMCA, I showed you how it would embed everything the UN (United Nations) needed for the SDGs (Sustainable Development Goals) to thrive in the US.

Since the vote for USMCA went through, I’ve shown you other ways USMCA is not our friend.

As I pointed out yesterday, cybersecurity unites SDGs #4 and #8 (education/decent work).

Related Resources:

1) If you missed my review of how President Trump is ‘helping’ education in the light of the upcoming 2020 Presidential race, I urge you to read this. He has not lessened the federal overreaches, nor the global ones. He has helped increase them. 

2) If you think all this cybersecurity won’t impact FEPA (Foundations for Evidence-based Policy-making), I urge you to read this. FEPA was signed into law even though much push-back was given by We the Poeple.

3) Use www.congress.gov to look up the bills related in topic to data mining, STEM/STEAM, CTE, and, cybersecurity.

For example, these bills are of big concern:

House Bills:
HR 1591 (Targets girls and underrepresented students for more STEM; amends ESSA for funding streams to increase technology); HR 1672 (Amends HEA for freedom of expression); HR 1634 (Amends WIOA for more Youth Corps) HR 1635 (Community based jobs); HR 1571 (Creates fed/State partnership, amends HEA for DREAMers); HR 1565 (Creates a new higher ed data tracking system); HR 1519 (Increases culture exchanges); House Resolution 169 (calls for increase in STEAM education); HR 1637 (Allows high schools to be come voter registration locations); HR 1652 (Improves Veteran education grants); HR 1676 (Increases STEAM and amends ESSA); HR 1678 (Creates a Task Force in the US Dept of Ed); HR 1662 (Creates a pilot program under U.S. Dept. of Ed for high tech to assist families of special needs students); HR 1688 (Fulfills federal mandates for Native American education); and, HR 1485 (Authorizes U.S. Dept. of Education to create more PreK-12th computer science).

Senate Bills:
S 1292 (Amends HEA and will use data for student loans); S 1299 (Amends ESSA for more STEM); S 1221 (Amends HEA to create innovation zones); S 1072 (Amends HEA for Pell Grants to go for job training); S 1074 (Reinstates Pell Grants for prisoners); S 1157 (Amends both HEA and ESSA); S 1119 (School lunches/anti bully); S 1168 (Amends HEA for increased religious groups access); S 1176 (Amends HEA for disabled students); S 1198 (Increases U.S. Dept. of Ed’s study abroad programming for global competency); S 1172 (Amends ESSA/IDEA for fully funded Part A of Title One); S 1153 (Makes unauthorized education data access a crime (certain types of ed data)); S 1204 (Expands the U.S. Dept of Ed and implants mental health in higher education); S 1175 (Amends HEA in technical information); S 1117 (Amends HEA and creates Career Pathways Grants); S 1203 and S 1219 Amend HEA; and, S 1137 (streamlines education/job training for environmental health workforce).

It’s called represent ‘We the People’, not Yourself, the “sold out”!


Warriors, we MUST be pro-active in seeing where Congress is steering our nation. So far, it’s not in any direction we ever desired. the “HC” Plans (Human Capital Plans) are wretched and MUST be stopped!

For my next article, I’ll be focusing on the federal overreaches in education where mental health is concerned to honor May as “Mental Health Awareness” Month.


“The HC Police”

**Author’s Note: An in-depth report on S 406, the White House, Congress, and globalizing education expressly for workforce needs in a nanny controlled environment.**

Anti Fed Ed Warriors, have you heard of S 406? It’s a federal Senate Bill which just passed the Senate floor. This means the next stop is in the House. What does S 406 do?

It isn’t what the Bill ‘does’, it’s what it creates..more federal control over us.

S 406 “Federal Rotational Cyber Workforce Program Act of 2019”:

This “Act” will create an executive agency filled with a “Chief Human Capital Officers Council”. The ‘cyber’ portion refers to the federal employees overseeing cyber security, data collection, and all that intersects them.

S 406 also embeds 2 previous laws.

The Chief Human Capital Officers were ‘created’ in an Act from 2002. 


Warriors, what do these Officers do? (I’m calling them the ‘HC Police’ or “Human Capital Police”.)
Basically: set a workforce development strategy; assess people and plan their future in the ‘policing’; align human resources to meet the ‘outcomes’ of the strategy; use ‘best practices’ and ‘benchmarked standards’; ‘measure the police’s intellectual capital’ and link data to performance and growth of their position.

If that sounds a bit confusing, think of it this way, those who are policing us have to be just as aligned and tested as our students. The biggest attraction for the “HC Police”? A love of data and computers. Which leads to ‘coding’. Cybersecurity thrives on coding.

Warriors, ‘coding’ is a tool of the CCSS Machine for students as young as preschool:

(Original source, added emphasis is mine)
If you cannot read what’s in the red box, “Preschoolers are digital natives, they don’t know a life without smartphones, tablets, and computers; or cartoons on demand.” This website goes on to state that ‘coding’ isn’t just for older kids, and introduces the subject as a game.

Since coding exists to breed all kinds of workers who will track us to no end (aka ‘cybersecurity’, “IT”, etc.) there had to be a law for this special arm of the CCSS Machine’s agenda.

The Cyber Workforce? A 2015 Law ‘created’ that.



Warriors, what does the existence of this law do? First, it was embedded in a budget (appropriations) law. Secondly, it set up a national initiative for cybersecurity education.
Third, because it’s a federal law which hasn’t been repealed, it’s active in 2019.

It embedded ‘coding’ as a way of life in education AND jobs. You’ll find ‘cyber’ is embedded in the budget law 428 times. ‘Education’ is embedded 280 times. Where the two intersect is in Section N. Pages 695-797 will show you the 14 ways in which education and the U. S. Dept. of Education were mandated.  

But, wait, don’t we need protection from hackers? Isn’t that the main goal of cybersecurity? Warriors, protecting us from hackers is a goal, but not as much of the main goal as we’ve been told. Here’s what else this Cyber Workforce Assessment Act set us up for:

a) Cyber Corps Scholars (and scholarship programs) Ties it to the NSF (National Science Foundation) and the National Intelligence agencies.
b) Funds for cyber (on line) upgrades under ‘school improvement’, ‘school safety’, ‘education tech support’, redesigned schools, ‘safe schools’ and Project SERV
c) Will use SSI funds (tied to Title 1 and IDEA funds/programs)
d) Will use funds for health care (also ties to ‘c’)
e) Will track and involve the IES (Institute for Educational Sciences)
f) Impacts the Information and Education Exchange Act. This 1948 law is still in existence and set the framework for international information partnerships. Those partnerships in 2019? Data sharing across the globe! (See the section below for more information)
g) Forces all federal agencies directly involved in security or related to security to be involved in data sharing and collection. Said data will be available to third parties and private contractors of the agencies choosing.


So, since all this was previously set up, how will the 116th’s Congress Bill (S 406) increase any or all of the  laws above?

From the ‘HC Police’ stand point:
a) Rotates who’s watching us and tracking us.
b) Spreads the HC Police across all fed agencies.
c) The agencies determine position for HC Police within their domain.
d) All involved determine the level of watching/tracking.
e) U.S. Dept. of Homeland Security dictates all policies and procedures (updates as needed, if needed). Parts of the policies and procedures are Career Tracks in education (all levels).
f) Uses ‘accountability’ (tracking and assessments) to be transparent.
g) Fed agencies can partner HC Police and set policies/procedures.
h) Locks in merit based employment for each rotation (180-365 days).
i) Reports activities to GAO (Gen. Acct. Office). If GAO deems program a ‘success’ HC Police rotations may be extended.
j) Will assess HC Police for proficiency in IT and skill levels completed.
k) Gives a ‘sunset’ of 5 years from time of the Act becoming law. (Means ending in 2024)

Okay, Warriors, ask yourselves this: the U.S. Government has already set us up to be spied upon via the Patriot Act, FEPA (most recently). It’s been proven that the government is a TERRIBLE privacy keeper when it comes to our data, so HOW will having national HC Police improve our privacy?  Quite frankly, it won’t improve our privacy at all. It WILL confine us even more..and it’s in the House of Representatives for their tweaking or approval!

Think how the AI and 5G technologies are already ruining education, as well as our nation. 

A Blast From Our Past:

The 1948 Information and Education Exchange Act (aka the Smith-Mundt Act). If you do a general internet search for the S-M Act, you’ll see that it’s basically a propaganda law for public diplomacy. However, knowing what we know about global education overreach, look what I found from the “Information and Education Exchange Act”:


“Information service to disseminate abroad information about the US”
“Educational exchange”
“Interchange of persons, knowledge, and skills”
“Rendering of technical and other services”
NOTICE Section 3!!!

Warriors, the Information and Ed Exchange Act (S-M Act) was updated in 2012. The amendments made to the 1948 version only impacted broadcasting and free speech. Section 3 remains; as do the information and knowledge combined with technology. Section 402 is also still as it was from the original.

So, the S 406 (116th Congress) gives us a window of 5 years, which means 2024. Is there a global education significance involved?

Below is a screen shot from one of my 2017 articles about the US being ‘graded’ on their adherence to the SDGs.

Warriors, SGD #8 is ‘decent work for all’. You won’t see ‘work’ or ‘jobs’ below, but jobs and work are woven into what you do see:


A Crystal Ball Future?

From the AP and Business Wire, this 2018 article lays out for you that yes, by 2024, the global data giants will have complete control of the ‘information sharing’. Yes, Warriors, these global data giants already have a great deal of control, but it will only increase. How and why? Innovations and coders to implant the innovations. The US is among the regions included in the research.

Those data giants included (not limited to) in the Research Report the article tell you about are:
Apple, Inc
EdX (on-line colleges/universities and their courses) Features Harvard and MIT.
Byju’s (ties to Chan Zuckerburg’s Initiative) An on-line learning system for higher education high stakes assessments.
(*Note: the Research company wants you to purchase the entire Report. Prices start at $3,500.00 and go up. You can read a general overview for free. Be sure to click on “Table of Contents”. All the education alignment is in Chapter 6.)

On the AI (artificial intelligence) spectrum for the future:

(Original source, emphasis is mine)

We can’t leave out the U.S. Dept. of Education’s forecast for education by 2024:


By the way, Warriors, IHS Global, Inc. is mentioned 21 times in this Report.
If you’d like to see the 2018’s U.S. Dept. of Ed predictions for education by 2026, go here.

Briefly, by 2026-27 school year: 2 percent increase nationwide in school enrollment for PreK to 8th grade; 8% increase in high school; 33 million teachers; 5% increase in high school graduates; cost of education (taxpayer burden) $670 billion (19% increase); and the cost per pupil: $12,900.00.

The PISA (Program for International Skills Assessment) for 2024 is already in the planning stages, Warriors. The focus? Science and digital technology.

What about NAEP (National Assessment of Educational Progress)? Here’s their assessment area focus.
You can see the National Governor’s Board NAEP focus areas for every year up to 2024, here.

The Human Capital “Forecast”:

Well, we’ve seen what Congress is up to, read what the CCSS Machine is predicting about education and the all encompassing aspect of the UN’s SDGs in it all, so what’s the future of ‘human capital’?


(Source; note that this 2015 article laid out the 4 pillars used to measure ‘human capital’.)
SHRM (Society of Human Resources Management) is a US/global group founded in 1948 (same year as the Information and Education Exchange Act/S-M Act). While I couldn’t find evidence of a direct connection, it’s not hard to see how ‘human resources’ and ‘human capital’ are intertwined.

(Source for event sponsors )
(Source for scholarship sponsors)

The Forecast you see in the screen shot is from 2013 and was predicting workforce and human capital up until 2024. There is a more recent Report, as well. However, I wanted you to see a few things in the 2013 Report.
1) look at the title highlighted in red (‘behavioral competencies’)
2) most of us will have to work well past the accepted retirement age
3) there’s a huge skills gap and jobs are being filled; most jobs are replacement positions (meaning when one person ages out, another, younger person steps in)
4) STEM (Science, Technology, Engineering, and, Math) in America isn’t stacking up to global counterparts
5) our economy will suffer tremendously if we don’t address 1-4.

As far as SHRM’s view on ‘workforce readiness’? You can find an entire tool kit for globally competitive skilled based workers here. If you’d like to see their 2017 State of the Society Report, go here.

Another Report (Deloitte Review) from 2017 states that we are aging, but we’re also learning more and spending more time being educated. Warriors, this is a subjective view. No, we are not seeing students learn more, we are seeing them forced to have education become workforce readiness!

The stark reality, is that ‘human capital’ is part of ‘lifelong learning’!


From 2010, this book detailed the vast amount of globalism America plans for and buys. You won’t see the U.S. Dept. of Education mentioned, but you will see the U.S. Dept. of Labor and its international membership. If you read the acknowledgements, you’ll see a few CCSS Machine member groups. Read the list of acronyms and you’ll find several more CCSS Machine member groups.


So, seeing that the U.S. Dept. of Labor is a member of the ILO (International Labor Organization), how connected to the UN/Global ed/labor agenda are we?

Warriors, the DW4SD (Decent Work for Sustainable Development) will impact American legislation AND policy. After all, the UN’s aim to indoctrinate workforce based education depends on policy changes. What are the changes? Have we already seen this put in place or will we see soon, especially with S 406?

1) better jobs
2) internationally aligned labor standards
3) social protection
4) sustainable enterprises
5) rural economy
6) informal economy
7) labor inspections
8) what’s unacceptable work
9) labor migration
10) employer/worker organizations

These 10 ‘planks’ fit within the 17 Sustainable Development Goals. Warriors, education is Goal #4.


What are we to do, Warriors? Contact the House of Representatives and demand a ‘no’ to S 406!

We cannot settle on simply shutting down the U.S. Dept. of Education. The U.S. Dept. of Labor is JUST as unconstitutional!

DeVos’s G20 agreement calls for ed/labor to be merged. DC has also made plans to merge the two UNCONSTITUTIONAL departments.

***THIS fits precisely with, not only the UN’s SDGs, BUT the S 406 plans!***

From 1995:
Look at the previous plans for an ed/labor merger.  Obviously,  the  GAO(Gov.  Acct.  Office)  didn’t  see  a true  ‘savings’,  or  otherwise,  the  merger  would  have  happened.(Source)

From 2018, The ‘new’ ed/labor merger plan in visual form. NPR reported it as a money saving move. The White House sold it as a way to help the country improve.

Warriors, this still doesn’t END federal (or global) overreaches in education, it simply shuffles the deck. Instead of 2 unconstitutional federal agencies, one MASSIVE one.
Just after that White House news, Warriors stepped into action. There was a petition to halt merger plans! There was push-back!!
The image below is from that push-back:

Do you like that America is planning AND paying for globalization? Do you like seeing Acts like S 406 or other Administrative moves to ruin education?
If not, speak up, speak out! 4kusa


The Road Ahead

To my fellow anti Fed Ed Warriors, we find that February 2017 is winding down. It’s been a busy month for us. We’ve seen education history made, we’ve uncovered new evidence that our American education is disappearing into the global landscape, and we are about to see what OTHER moves our U.S. Congress is making to continue its ‘Educated Workforce’  shift via CTE, Career Tech Education, CP, Career Pathways, STEM (Science, Technology, Engineering, and Math), and CC (Career Clusters).

(*Note, the above highlighted link will take you to all my published articles where you can search on your own for the documented research. Of most importance are the articles with a 2016 date stamp, most of these are still in the wings to be passed into law.)

We’ve Seen The Road Behind Us, What’s Ahead?

Currently, Warriors, Congress has several Workforce/Education Bills which have been introduced. From this group, most are in Committees. Below, the most concerning.

HR 52, “Earn While You Learn” or “Jobs, On-the-Job  ‘Earn While You Learn’ Training, and Apprenticeships for African-American Young Men Act”.  This Bill targets the African American male population (ages 18 to 39) while rebuilding America’s infrastructure. HR 52 will bring in skill based apprenticeships. The CCSS Machine also includes apprenticeships. Many of America’s Labor Unions are also named in this Bill.
Labor Unions have strong ties with the U.S. Dept. of Labor. Some of them also support Common Core. During the previous Administration’s term, CTE, The Dept. of Labor, and some specific Unions joined forces for aligning education to workforce needs. 

HR56, “America RISING” or “America Realizing the Informational Skills and Initiative of New Graduates Act of 2017”, will strengthen STEM in the workforce. You won’t see STEM as it is written, but you will see the components of it. Here’s an excerpt,  “Enabling recent college graduates to obtain employment with small businesses benefits the national economy by providing such businesses the human capital and technical expertise needed to compete and win in the global economy of the 21st century.”
You also need to know the ‘tag team’ of the U.S. Departments of Labor/Education will work together to make this Bill a reality.

S144, “Promise Zone Job Creation Act of 2017”, this Bill amends an IRS tax code to pave the way for creating more Promise Zone Neighborhoods. Several of the federal agencies already in the CCSS Machine’s grasp are involved in the designation of where new Promise Zones will be. This means data tracking, mining, and sharing; it means aligned education for workforce needs; and, manipulating communities. Promise Zones were codified as federal law when ESSA (Every Student Succeeds Act was passed.) If you missed my article tying Promise Zones to more than ESSA, find it here.


Road Trip to President’s Desk:

H.R.321“Inspiring the Next Space Pioneers, Innovators, Researchers, and Explorers  Women Act” or “INSPIRE Act” is on its way to becoming a federal law. It also has a sister Senate Bill, S42. These two Bills target women as well as young boys and girls for STEM, espcially with NASA. If you are not sure how NASA is sold out to Common Core , see this.


Future Road Trip Stops:

HR280, amends the WIOA of 2014 (Workforce Innovation and Opportunity Act) and supposedly will help dislocated workers find new jobs or start a small business. Why this bears watching: a) what part of taxpayer funds will be used for education/training and b) what part of the ‘consulting’ to take place will use data tracking/mining. If you missed how WIOA, ESSA, and Higher Education Act (HEA) are intertwined, look here.

HR159, if you have anyone interested in zoology, veterinarians, or wildlife study as an early college, college, graduate or higher education degree, you’ll want to see how they will be ‘encouraged’ to strengthen the workforce. The Depts. of Interior, Education, and Labor are connected to this Bill.

HR49, this Bill would create jobs while tapping into America’s natural oil and gas supply in Alaska. As we know, many Alaskans are Native Americans. Much of Alaska is also protected land via the U.S. National Parks. This Bill combines the Bureau of Indian Affairs, the Dept. of the Interior, the Dept. of Labor, and the U.S. Fish and Wildlife. Anytime you see ‘job creation’ remember that education/skill based workforce will be in the mix somewhere. No exceptions. If you missed how the Native Americans have been ensnared in the CCSS Machine, find that here. (HR228 is closely related. Called the “Indian Employment, Training and Related Services Consolidation Act of 2017”, it amends a 1992 version. Education for workforce is included. The Senate has a sister bill.)

Other job creation/education related Bills:

HR353 (weather/science, STEM workforce)
S129 (Sea Colleges/oceans, STEM workforce)
HR533 (creates jobs/sets corporate income tax rates based off OECD, Organisation for Economic Co-operation and Development information; watch for public/private partnerships for education/jobs)
HR272 (Amends Title 20 of the Social Security Act for grants to create jobs. Also involves education. The Depts. of Labor, Commerce, and Education are cited)
HR338 (creates 21st Century  jobs for manufacturing and energy. Educated, skill based workers are the target results)
HR419 allows for manufacturing businesses which help pay for education/training to have tax credits)
HR150 (amends the Immigration and Nationality Act to have skilled/specialized temporary workers.Ironically it is called the “Protect and Grow American Jobs Act”)
HR758 (targets U.S. Veterans for career transitions. Veterans and their educational funds are tied into Perkins Funding which is what CTE is also tied to in post-secondary institutions)
HR328 (also targets our U.S. Service men and women. This one will steer them toward STEM via renewable energy jobs)



Warriors, time and time again,  we’ve connected the CCSS Machine to the UN/UNESCO shift toward global education. A big component of global education is STEM. STEM wraps up the UN’s Sustainable Development Goals rather ‘nicely’.

As I look back on the above Bills, I see a host of STEM, CTE, and a sad road of aligned education for workforce based drudgery for our nation.

*Note: I’ll be providing a follow up article to “Calling Mother!” (was published 2/19/17) very soon. I’ve been given vital anti CCSS/fed ed/global ed information. Between “Mother” and the “Road Ahead”, this information will connect more dots for us to use in our War Vs. The Core.

Tech Thursday: The Latest Faux Pas in Education, Workforce

One big selling point to the Workforce CCSS aligned agenda: internships, apprenticeships, and similar programs.
One big selling point to the Workforce CCSS aligned agenda: internships, apprenticeships, and similar programs.

At the last NC Academic Standards Review Commission meeting;

the topic of Common Core Standards was ripe in the air;

the members were gathered, each with much care.

When one member, much to his own delight

says, “We need to do this right–

consult those who work, who own businesses;

Without them, we face an incorrect fate–

kids who can’t work, when they graduate.”

“So, let us all, turn to the Chamber of Commerce–

They will know we must be immersed;

Common Core Workforce alignment

will build the kids education, while filling the businesses purse!”

Reality check:

 I’d like us to take a short look at the supporting groups behind the man who expressed how we (as the citizens of NC) NEED to involve more businesses in education (aka: P3s; public private partnerships). I’m sure, in your state, you have people just like this. Considering how the U. S. Chamber of Commerce was given so much Gates Foundation money to pass on to the state level Chambers (the express purpose of promoting Common Core), you may in fact, know several supporters who share this man’s perspective.

I, however, do not. I’ve done too much research into CCSS to buy the ‘skills gap’ argument; the dire need for businesses weighing into how the schools should align classes to fill their jobs. Do these people NOT remember that for thousands of years all that was needed is a strong base and ANY job can be attained. No, they are too busy spouting off the ‘best practices’ line or the ever popular ‘skills for a 21st Century.’ How many of them have stopped to think back to those folks who ALSO were in changing times of old? Did they always align education to fit future? No, yet somehow, we’ve been able to NOT only survive as a nation, but THRIVE.

So, what groups am I referring to? For starters, The NC Assoc. of Middle Schools. This state-wide group is sponsored by Glencoe/McGraw Hill for starters (duh..no CCSS here, right?! GMH not only supports CCSS, it aligns its PreK to Adult educational materials to the Standards). To learn more about GMH, http://www.mheducation.com/about/investors. The NCAMS is also sponsored by Thinking Maps, which is based here in NC, but used globally. They love CCSS very much, as well. From their website, you’ll see visual patterns used to align children’s thinking skills. Wanna see it for yourself? http://thinkingmaps.com/thinking_maps_common_core.php Another sponsor? The College Fund of NC. Yep, this group was given to the state by the NC Legislature back in 1999. Their tie to CCSS? Funds used at every single community college (in previous posts I’ve featured how all the NC community colleges are CCSS aligned already.) AND the 4 year institutions. Yep, most of them are CCSS aligned, supportive, or both already. Another sponsor of the NC Middle School Association which is also CCSS aligned from secondary school to those Career Clusters/Pathways?! Why, 4-H, of course. Here’s an excerpt from an on-line farm game, “farm safety activities that align with Common Core Standards and National Agriculture, Food, and Natural Resources Career Cluster Standards.” (to see the rest of the game: http://www.extension.org/pages/71192/play-it-farm-safe:-an-online-educational-game#.VJD6OSvF-hR)
Now, knowing our Review Commission has an active sitting member supported by a main group so rich in CCSS, it’s no wonder his view was ‘let’s listen to, involve, and align with the business world.’

More rhetoric on ‘workforce’:

On Tuesday, just one day after the Review Commission meeting, was a “Future Forum” meeting. None other than the NC Chamber of Commerce was the ‘proud parent’ of this soiree. I don’t know about your state’s Chamber of Commerce, but NC’s has been extremely vocal about not only its support, but its love and devotion to not only the Common Core, but the Career Pathways. Why, they use wonderfully embracing phrases to describe your students (‘talent supply’, “human capital”, ‘talent pipeline’, etc.). Why I mention the Chamber is their report from 2012 was brought up during the Review Commission meeting.

The Workforce Report mentioned during the meeting, is available on the NC Chamber of Commerce’s website. http://ncchamber.net/wp-content/uploads/2014/05/North_Carolina_Workforce_System_Review_and_Options_for_Reform_2014-Final….pdf  *Note: the 2012 one is actually an appendix item in this updated report. One of the reform items? Continuing to use the community college system as a means to an end. Then, there’s how all the funding can help NC become even more aligned. So, if the community college is a means to an end, what does that make the student?

From the NC Chamber of Commerce document joining workforce and education reform.
From the NC Chamber of Commerce document joining workforce and education reform.

As far as that Forum:
 Go take a look at the featured speakers for the Forum. http://ncchamber.net/chamber-events/future-forum/ Even though the event is past, If you want to find the Twitter feed from the meeting, #FutureofNC (yes, even if you don’t live here, you need to see this. Why? I can bet your state has similar efforts going on..especially with your state level Chambers of Commerce involved). Okay, I’m assuming you’ve looked. You may be saying  “So??” Dr. Tony Wagner of Harvard was a celebrated speaker at this event. Harvard..as in the University. The same university which partnered with Pearson Publishing to create the ‘Career Pathways’ movement that (now) is an integral part of Common Core (in previous Tech Thursdays posts this has not only been shared, but backed with documents and links).

So, after seeing some of the tweets and adding it to what I already know about the love affair between Harvard, CCSS, Chambers of Commerce, I decided to take a bit of a closer look at Dr. Wagner’s stance. I think you’ll find it interesting too.

A look behind the man:

Here’s a short video the doctor is featured in that’s all about 21st century preparedness in the classroom. http://vimeo.com/88923503 (you can copy the address and open in a new window)

Listen to his message. Yes, you may be dazzled by the gadgets. C’mon, who doesn’t love a good gadget?! However, listen to the vernacular being given by, not just the doctor, but the others. All about the collective. Gee, where have we heard that in CCSS? Want more views from him about why we all should innovate education? http://www.tonywagner.com/1016

I’ll assume you’ve just read his commentary from the above link. No, you didn’t see Workforce or Common Core per se, but did you get the overall drift of the CCSS agenda?

On to the “High Tech High School” he mentioned. Yes, it’s based in CA. Yes, it’s the brain child of the Gary and Jerri-Ann Jacobs Investments, along with many other public/private partners. BUT it’s also the product of the Gates Foundation as well. Back in 2005, High Tech High received $3 million dollars, then in 2012, $100,000 for innovation in the 10 schools that belong to the High Tech High School network. (see: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database#q/k=high%20tech%20high%20school)

Projects at the High Tech High School are funded by the Public Charter School Dissemination Grant Program. How do I know, when I was investigating the website, an embedded logo at the bottom right hand of the page told me so. (see: http://www.hightechhigh.org/projects/)

‘Common Core’ at High Tech High? You betcha! Here’s an excerpt from a press release, “

Teachers are working hard to prepare their students for Common Core, with limited access to updated resources,” said Michele Hansen, president and CEO of the Girard Education Foundation, whose philanthropic support enables teachers, parents and students to access the website at no cost. “Activate Instruction facilitates teacher collaboration and makes it easy for teachers to access quality content from high-performing schools for free.”

“Teachers on Activate – who number nearly 4,000 – can now search for, and follow, sets of more than 18,000 resources (including nearly 2,000 playlists). Many of these resources have been uploaded by high-performing schools that have voluntarily shared their content. Those schools include: Summit Public Schools in the Bay Area, High Tech High in San Diego, and Da Vinci Schools and KIPP LA Schools in Los Angeles. Teachers can even follow other teachers’ specific playlists, creating the opportunity for teachers’ work to be recognized nationally.” (get the rest of the press release: http://www.activateinstruction.org/about/press-kit/)

So, what does all this mean for Workforce, Adult CC, and my student?

It means we need to be ahead of those in charge by connecting the dots between Common Core in the secondary level and the post secondary level. We need to continue to expose the overreach of federal, and now, state government programs which continue not only support P3 involvement in education, but seek to purposefully seek it out, encourage it, and reward it. As others, including myself, have shared..Workforce tied to CCSS is NOT going away. It is gaining momentum. If we wish to stop a CCSS aligned work skilled nation, WE must gain momentum, too!

Now, back to the Review Committee:

One of the charges to carry out the Committee has is to have the best for NC students. I’m not sure how seeking to incorporate the Chamber of Commerce will be best for NC as long as it continues to support CCSS AND bring in those who are also supportive to whip up support from the business end. It creates a false positive environment. It’s employing the appeal to fear fallacy (we must bring in the business owners or we won’t have a skilled workforce), the bandwagon fallacy (you can’t have 20th century teaching in a 21st century world; kids won’t be employable), and the argument from ignorance fallacy (we’re dancing all around CCSS and what it’s doing to NC, but we’re not really willing to be objective about it either).

What can your state learn from NC?

Plenty! We’ve got to get the P3s out of the education bed. We’ve got to stop allowing the false argument that 21st skills are more important than any other century. We’re not the first group of people finding ourselves in a state of change. Every generation has had change to face! Every century has had folks face the unknown. Do you think it the times gone by that everyone had a answer for every future job? No, BUT they did the best they could. If you look close enough, you’ll see that their best has served you and I for many years EXTREMELY well. Just because the CCSS Machine is grinding out the message of Workforce alignment, doesn’t mean we have to accept it. If NC wants the best for the students, I’d have to say how things are being handled isn’t the answer. The clock is ticking, folks..how will the BEST happen as long as mediocre mockery is in play?

Every second wasted in mediocrity is another supportive move for CCSS aligned workers.
Every second wasted in mediocrity is another supportive move for CCSS aligned workers.

Sic’ ‘Em Saturday: CCSS, Too Big for Your Britches

My state's Board of Ed is SO big on CCSS, they are suing the state legislature.
My state’s Board of Ed is SO big on CCSS, they are suing the state legislature.

Common Core Fever has caused some states to get too haughty, or too big for their britches. Let’s examine.

First, a bit of background:

“Too big for your britches”. It’s meaning is ‘one is too conceited, thinks too highly of oneself’.

Common Core has given some states, like NC, the dilemma of haughtiness to  an extreme. However, like the picture above, when our britches get to small, all sorts of unmentionables start showing. Citizens, if you have found that your state has gotten too big for its britches with Common Core, APUSH, Next Generation Science Standards, STEM, Career Tech Ed, Workforce Innovation, or any of the other Common Core Machine related avenues..it’s time to ‘sic’ ’em’!!

How the Feds got too big:

If you’ve been alive long, you’ve watched as America’s federal level of government overreach has increased. Heck, even if you’ve not been alive long, you may have noticed this.

“Truth in American Education” said this, “Parents and citizens are the key to eradicating federal overreach.” (see the rest of the article: http://truthinamericaneducation.com/common-core-state-standards/parents-and-citizens-are-key-to-eradicating-federal-overreach-into-education/) Their suggestion? Start by defunding the Dept. of Education.

However, I’d like our focus to be on the state level today. After all, according to the U.S. Constitution, the states are sovereign, not the federal level. So, what happens when the state’s sovereignty causes those in authority to get too big for their britches?!

Oh, North Carolina, you shouldn’t have:

The Triad Conservative, on 12/3/14, reported that the NC State Board of Education had filed all the necessary paperwork to sue the State of NC. Why? To not be held accountable, it appears.
The ‘Conservative’s’ story  includes information, that as a citizen, I need to know. Such as the NC Rules Review Commission (NC RRC) is in place to offer transparency to the citizens of NC about all kinds of state agencies and their affairs. Think of it this way, the NC RRC is the one which makes sure the state offices don’t get too big for their britches. The Rules Review also examines every state law, policy every 5 years to make sure the citizens are being well served and that the agencies aren’t becoming overbearing. (see the entire entry with accessible links embedded: http://www.triadconservative.com/2014/12/nc-state-board-of-education-suing-to-evade-accountability-transparency.html)

The State Board of Education’s website has no mention of an upcoming lawsuit that I could find. Not really surprised given the track record of this State level education agency. They’ve been notorious about being mysterious, especially in the most recent years.

The britches start to shrink:

The State Board of Education and  the NC Dept. of Public Instruction have through the years interchangeably had a reoccurring theme of wanting to be omnipotent and reclusive. Take into consideration, when the Lt. Governor requested simple answers from the NC DPI where Common Core was concerned (2013) instead of simple answers, overt maneuvers ensued. See this story from the “Daily Haymaker”, http://dailyhaymaker.com/?p=5867

There are countless other accounts of the NC DPI’s less than transparent acts. The State Board of Education is also not as forthcoming as it should be..for both, especially where Common Core or any related portion thereof is concerned.

If you’ll look at the picture below (be sure to click on it to enlarge it), you can see HOW the organization of government is expressed. The State Board of Education is the entity over the Dept. of Public Instruction, while the State Superintendent is a lateral position.

Here in NC, the State Superintendent AND the head of the Dept. of Public Instruction are the same person. Not only that, but that person is the new president of the Chief Council of State School Officers (who is 1/2 owner to the copyrights for Common Core). The Lt. Governor serves on the State Board of Education. {Remember I shared the Lt. Gov. had asked some questions and got the run around?} The State Board of Ed also has a treasurer and 11 members appointed by the Governor. The General Assembly must confirm these choice candidates.


When the britches were new (or updated):

Way back when in 1776, North Carolina adopted a state constitution carefully laid out to grant and protect liberties to its citizens; structure and guidance to its leaders. Complete with a Preamble and 14 articles, this document has guided us for many years. Education, is article 9. Down through the years the state Constitution has had some additions, deletions, and modifications to keep it going. As far as education, the NC State Constitution of 1971 “addressed the ongoing needs of public education, especially regarding funding, school attendance, and organization of the State Board of Education. The legislature’s responsibility to support higher education, not just among the campuses of the consolidated University of North Carolina, was also affirmed.”

Now I won’t bore you with much more about this part of our history. I am laying out the back story so you can better see how ‘too big for their britches’ the state level of government concerning education has become.

Back to today’s small britches:

So, we have not one, but 2 state level agencies overseeing education which are less than transparent, accountable, or willing to be concise. You have one person who is serving and is trying to find truth. Add to this a governor who is sold out to Common Core, then mix in a few legislators who’ve also sold out.

Wait…you don’t know that the governor has been a supporter, or that some of our legislators have been not only in favor but seen at pro CCSS meetings??!! Gasp! Here’s an excerpt you’ll need to see, “The governor expressed his approval of the Common Core State Standards on reading and math, which have been adopted by 45 states but have recently been bashed by some conservative commentators and state legislatures. McCrory said the standards are high and relevant. “It’s not the standards that are bad; it’s the execution which must be improved here in North Carolina,” he said. State Superintendent June Atkinson said she is glad McCrory supports the Common Core standards. “It is important for our teachers and communities to recognize that they are rigorous standards and we need to move forward.” (see the entire article: http://dailyhaymaker.com/?p=5948) Want another side to the governor’s wishy-washiness? http://ladyliberty1885.com/2014/08/25/nc-governor-mccrory-unveils-operation-rebrand-for-common-core-video/

What’s more is the governor and at least one part of the General Assembly made a mockery of law and committee assignments to the ‘Repeal Common Core Committee’ (which has been ‘dumbed down’ to ‘Review Standards’) Here’s when it was “Replace” (http://www.breitbart.com/Big-Government/2014/07/17/North-Carolina-Governor-To-Sign-Bill-To-Replace-Common-Core-StandardsHere’s where it was switched to ‘review’ (http://pulse.ncpolicywatch.org/2014/09/16/nc-common-core-review-commission-finally-assembled-to-meet-september-22/) Now, mix all this together and add in that out of the 11 members on the committee, only 2 are known opponents to CCSS. Throw in the committee’s job is impeded at every turn (ie: no funding, so no experts outside of the NC DPI have been called).

With all these britches getting so small it’s a wonder the residents across the state haven’t been hit by flying buttons as they sail through the air! (take a 40 second laugh break and watch the buttons fly)

Sic’ ’em moves:

1) Don’t be reactive if and when your state repeals Common Core, learn from our plight. Have a plan so that when the wonderful opportunity to kill CCSS in your state arrives you can embrace it.

2) Encourage your leaders to be brave and stand up to the CCSS machine. Don’t allow them to sell out. Hold their feet to the fire.

3) Make noise via social media, in person, etc.

4) While those leaders are people like you and I, it doesn’t make them more important than we are. Don’t allow them to marginalize you.

5) Use truth, not opinion. Look at the mess opinions have made. Truth isn’t messy, especially where Common Core and all its components are concerned.