ALERT: 2030 Psychological Agenda – Obedience Training for PreK-Adults Already Global with Billions in Funding for Full Control – Part 7: Legislation and Billions in State & Federal Funding
The social emotional learning (SEL) programs wouldn’t be successful without all of the state and federal funding it receives, and with “mental health” being used under the guise of Covid to obtain billions to achieve their goal, the globalists are well on their way to making this global agenda stick. Part 6 covered the private sector funding of this cradle to grave, PreK-Adult, lifelong obedience training that the globalists have cooked up for children, parents, communities, and businesses, to keep everyone in line with a one-mind premise for a blockchain workforce. READ: Part 1: IntroductionPart 2: The ProgrammingPart 3: Spirituality in Education ProgrammingPart 4: WEF Vision for Global Education SystemPart 5: U.S. Department of Education & Multiple Agencies InvolvedPart 6: Private Sector Funding OR, download this complete 9-part series in PDF format from The Bookshop. This chapter will explore some of the state and federal funding that has poured into this agenda, especially over the past two years. Hundreds of Billions in Qualifying Federal Funds for SEL Obedience Training The American Rescue Plan Act of 2021 (ARP), also known as the Covid-19 Stimulus Package to the tune of $1.9 trillion, went into effect on March 11, 2021 to allegedly speed up the recovery from economic and health effects from Covid. A lot of money was allocated toward the education system. This followed after the CARES Act of $2.2 trillion which went into effect on March 27, 2020, and the $2.3 trillion Consolidated Appropriations Act that allotted $900 billion in alleged stimulus relief, signed into law on December 27, 2020. Over $190 billion went toward the education system. They are now trying to figure out how to resurrect or rework the Build Back Better Bill that would include $400 billion in free preschool for all, which is precisely where they want to target children with SEL programs and have already setup the framework across the country, and are implementing it in some preschools. Keeping all of this in mind, lets see how much SEL based programs could potentially siphon off. SEL Programs Qualify for Federal Funding Under These Programs: • IDEA—Special Education Grants to States• Title I, Part A—Improving Basic Programs Operated by Local Educational Agencies• Title I, Part C—Migrant Education• Title I, Part D—Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk• Title II, Part II—Supporting Effective Instruction (Teacher Training and Teacher Retention)• Title IV, Part A—Student Support and Academic Enrichment (SSAE) Grants• Title VI, Part B, Subpart 1—Small, Rural School Grant Program• Title VI, Part B, Subpart 2—Rural and Low-Income School Program• Title VIII—Impact Aid• McKinney-Vento Homeless Assistance Act• Promoting Student Resilience American Rescue Plan (ARP) ESSER Funds – $122 Billion As noted in part 5, Dr. Miguel Cardona, Biden’s new Secretary of Education, has repeatedly encouraged school districts to spend the federal stimulus money from ARP toward students’ social and emotional needs, while also promoting SEL. In an October 2021 press release by the Department of Education, they stated, “Through ARP ESSER alone, state and local education leaders have $122 billion available to them to ensure the mental health, social, emotional and academic needs of our students are met.” ESSER stands for Elementary and Secondary School Emergency Relief. The following chart was produced by Seattle-based Committee for Children, who is funded in part by the Bill & Melinda Gates Foundation to improve their Second Step SEL programs, and serves 16.5 million children across all 50 states. CEO Andrea Lovanhill is on a mission to transform the social-emotional wellbeing of 100 million children by 2030. She’s been with the company for over 14 years and was moved into the CEO position in December 2020. The president of the board is Jon Reingold, former vice president of corporate marketing for Microsoft Corporation. The treasurer is Kumar Mehta, who formerly worked at Microsoft for 14 years, is a senior fellow at the USC Annenberg Center for the Digital Future, was CEO of Course5 Intelligence, a data-analytics company, and holds a PhD in pharmaceutical socioeconomics. Founded by Dr. Debra Boyer and Dr. Jennifer James in 1978 to allegedly help protect children, their offices are located just one half mile from the Bill & Melinda Gates Foundation in Seattle. More recently, they have added branches in a half dozen states. They created Second Step SEL programs in 1995 with the approval of CASEL which was founded the year prior (covered in part 2), and went on to receive recognition from the White House in 1998, during the Clinton administration. Their programs are already running in more than 34% of U.S. elementary schools. In 2021, the Committee for Children put together charts on federal and state funding that qualify for SEL programs to be instituted into schools. This is the breakdown of the ARP ESSER funds: CASEL would like to see SEL allocated funding go toward three main priorities: • Promote social and emotional learning for students (with tips to policymakers and district leaders) • Support adult SEL competencies and capacity-building (obedience training for parents to build their social credit scores) • Align SEL efforts across schools, families, and communities (data systems that inform everyone of their social credit scores and what they need to improve) The Department of Education and the CDC full-heartedly agree with CASEL, which is why it was baked into the Covid agenda and rolled out in documents informing states as to how to help the children through SEL programs. The Biden administration released three volumes of Covid-19 handbooks stressing the need for social, emotional, and mental health needs for children. And let’s not forget the ‘Every Student Succeeds Act’ (ESSA) that was signed into law in December 2015, in part requiring states to incorporate nonacademic factors, which further opened the doorway to add SEL into the mix. A maps with every states’ plan can be found here. Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) – $58.4 Billion The second round of Covid-19 relief funding from H.R. 133 allocated through ESSER and the Governor’s Emergency Education Relief (GEER) Fund. Fiscal Year 2021 Appropriations – $148 Billion In addition to the CRRSA Act shown in the above chart, the federal budget appropriations showed an increase in funding for 2021, with the following funds allocated toward education, all of which SEL programs qualify for. Coronavirus Aid, Relief, and Economic Security (CARES) Act – $16.5 Billion The CARES Act was the first round of Covid-19 relief funding. This bill established the ESSER Fund and the GEER Fund. This is how it benefited SEL obedience training programs: How Are States Spending The ARP ESSER Funds? As of January 2022, the U.S. Department of Education has officially approved all 52 states ARP ESSER plans for what they will utilize these funds for. Rest assured, SEL programs are almost guaranteed to be included in every state’s plan in order to get every last drop of funding. SEARCH your state’s plan here. This table will show a glance of each state’s overall plan, but you have to click on each plan to see precisely what is being funded. At a glance, we can see that Mississippi, New Jersey, New York, Utah, and Wyoming are all implementing SEL programs, but when you dive in, you will find that the majority of states have already, or are now beginning to, embed them into the schools, after school programs, straight into teaching parents, communities, and businesses how to all become obedient slaves. For anyone who believes red states are exempt from this, think again. They are driving this through school districts on a county level. Below are just a few examples. Florida’s plan for their ARP ESSER funds was just approved in January, with the remaining $2.3 billion released of the $7 billion they received. Whereas their plan doesn’t denote specific funding to “SEL programs,” they use “social, emotional, and mental health” throughout the document and many schools all across Florida are already implementing these programs. Here is a map indicating all of the counties and schools involved with SEL programs. Montana’s ARP ESSER funds most certainly plans to include a portion going toward SEL programs since they see it as a “high priority.” After all, the Second Step program was already rolled out in 2021 to 85 LEAs, plus 5 LEAs and 70 schools also adopted the PAX Good Behavior Game, a SEL program that “teaches children the skills of social and emotional regulation that strengthens inhibition and extends self-regulation” that allegedly helps to improve academics and behavior for the future. Montana community stakeholders determined that SEL is an integral part of education and community, and decided it is a critical need that must continue. Of course, CASEL is referenced throughout. North Carolina’s plan for ARP ESSER funds allocates at least $10 million toward SEL programs. In fact, they even created a special ‘SEL Crisis Response’ website, milking the Covid-19 agenda for all it’s worth. USAID Funding Social Emotional Learning to Help it Grow Internationally You didn’t think U.S. taxpayer dollars were only going toward the U.S. obedience training, did you? Of course not. How could it possibly be rolling out in 110 countries to build a global digital citizen workforce and maintain social credit scores on everyone, without the U.S. footing a chunk of the bill? In Jun 2018, USAID published ‘Social-Emotional Learning: Policy Recommendations to the U.S. Government for Promoting Learning, Equity and Resilience in Areas of Crisis and Conflict.’ Quite honestly, this 13-page document looks like a fifth-grader was writing up his argument for why his allowance should be increased. It’s loose, weak, and was obviously quickly thrown together. Nonetheless, three recommendations for why USAID should take the lead to develop SEL internationally, emerged from this report: 1) The U.S. Government should include skills-based SEL in all education programming, with special attention in crisis-affected contexts (EICC). 2) USAID should ensure, at minimum, four main ingredients for implementation of EICC, along with sufficient funding for these and for their evaluation. 3) USAID should take the lead to advance the SEL field internationally by investing in research, particularly in crisis and conflict contexts. When UNICEF, the United Nations, and Council on Foreign Relations are signaling to “get ‘er done,” of course the U.S. is on board. Once again, they stress that SEL programs “need to reach beyond school to encompass the social ecosystem of teachers, families, and communities.” USAID’s 2018-2021 ‘Education Progress Report’ describes how they have worked in more than 80 countries since the launch of their ‘Education Policy’ in 2018 to support the United Nations Sustainable Development Goal #4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. They are embracing social-emotional learning with this new policy. In this progress report USAID states that they began technical engagement with the World Bank, the Bill & Melinda Gates Foundation, the U.K.’s Foreign, Commonwealth & Development Office, and UNICEF on the Foundational Learning Compact, in April 2020. This is an umbrella trust fund to speed up countries’ progress with a focus on eight “accelerator countries.” As seen in this report, they have multiple stakeholders working with them in numerous countries. One example is EON, a company that provides augmented and virtual reality education, who has collaborated with other stakeholders in Morocco to create the Interactive Digital Center. USAID has funded multiple studies and SEL-based programs. Millions of taxpayer dollars are going into this. Below are just a couple examples. $8 MillionIn this particular report encompassing Sub-Saharan Africa, Middle East and North Africa, Latin America and the Caribbean, Europe and Eurasia, and Asia, their purpose and objectives were to study the effects of SEL programs on children and communities in developing and crisis-affected areas, to see what worked in various settings and populations. They did this by extracting and aggregating a whole lot of data. When data surveillance is already in place, it’s easy to set the parameters, chart the outcomes, and alter the course of action, as they have been doing for quite some time and will continue to do….
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