Update for locals: tonight, Alpine School District will be having a meeting; that’s May 17 at 6 p.m., to discuss the transgender bathroom issue and how it will affect your child. If you have anything to say or if you just want to know what’s happening locally due to Obama’s crazy new policy to let boys into girl’s locker rooms, bathrooms and showers, you might want to show up:
ASD District Office 575 N 100 E, American Fork, Utah 84003
Brian Halladay, Wendy Hart and Paula Hill, three members on the board of Utah’s largest school district, Alpine District, have written an open letter to the Utah legislature, governor, and state school board. It is posted here in full.
May 15, 2016
This letter is to urge you, as the Governor, Legislature, and State School Board to reject the guidance dictating actions regarding transgender students dated May 13, 2016.
The guidance in this letter states:
- “School staff and contractors will use pronouns and names consistent with a transgender student’s gender identity.”
- “When a school provides sex-segregated activities and facilities, transgender students must be allowed to participate in such activities and access such facilities consistent with their gender identity.”
a. “A school may not require transgender students to use facilities inconsistent with their gender identity or to use individual-user facilities when other students are not required to do so.”
b. “School must allow transgender students to access housing consistent with their gender identity and may not require transgender students to stay in single-occupancy accommodations or to disclose personal information when not required of other students.”
This guidance would allow a boy that identifies as a girl to be allowed to use facilities such as bathrooms, locker rooms and showers with girls. This is not just a complete violation of privacy, but is morally reprehensible. The consequences of this social experiment would be disastrous, not only as an invasion of the rights of a majority, but also with the potential legal liability this could incur upon school districts and the state, if we were to adopt this egregious guidance.
Article X of the US Constitution states, “The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”
The federal government has no power to tell people what to do except in areas specifically authorized in the Constitution.
That means it has no right to invade our privacy, or to dictate that transgender students have access to facilities that would invade the privacy of other children.
The Department of Education has threatened that it may pull education funding from our State if we don’t comply. This is likely a baseless threat meant to force states into compliance. However, with only 8% of State funds coming from the federal government, this would be an ideal opportunity to declare Utah’s sovereignty, and to allow our children to be free from the tyrannical mandates of our federal government.
This level of federal overreach is as unprecedented as it is unconstitutional. As locally-elected board members, we will be voting for a budget next month that includes no federal funding at all. While we realize we will have to tighten our belts and reallocate funds to accomodate those necesssary programs, the safety and privacy of the students we were elected to serve outweighs the 6% that our district receives in federal funds. We would appreciate your support in this endeavor.
I urge you, as Utah’s representatives, to also push back against this guidance, protect the privacy of our children and move forward in making Utah the shining city on a hill.
Brian Halladay, Alpine School District Board Member
Wendy Hart, Alpine School District Board Member
Paula Hill, Alpine School District Board Member
In the moment when the home invader is at the door, yelling that he will break in and rearrange everyone and everything inside, do you panic and plead, hide, try to reason– or do you fight and defend your little ones?
This week’s invasion of children’s bathrooms by would-be Dictator Obama is two things.
- It is a precedent-setting blast to Constitutionally protected rights. (He has no authority to do this. We must call his bluff. )
- It is a foundational step to tragic sexual abuses and crimes which will take place in children’s and college students’ bathrooms because it’s founded on twisted logic: that a minority’s desires (not rights, but desires) should trump both the rights and desires of the majority. It’s absurd and dangerous.
Obama –and the whole world– must know that American people stand up and fight for our little ones.
We are not cowards. We are not slaves to federal refunding of our tax dollars. Obama’s planning to withhold funding unless we all cower to his rewrite of what gender and proper values should mean in public bathrooms. Don’t swallow his incorrect definition.
For the record, here’s the best definition I have ever read.
Yesterday, Friday, May 13th, a letter was issued to all schools from the Departments of Justice and Education threatening to withhold federal funding from any school that fails to make accommodations for gender identity and transgenderism.
The letter calls compliance a “legal obligation” and states, “As a condition of receiving Federal funds . . a school must not treat a transgender student differently from the way it treats other students of the same gender identity . . even in circumstances in which other students, parents, or community member raise objections or concerns.”
The letter then goes into specifics about restrooms, locker rooms, athletics, housing, etc. mandating that, “A school may not require transgender students to use facilities inconsistent with their gender identity or to use individual-user facilities . . ”
Here is Utah’s Governor Herbert’s response:
“Today’s action by President Obama is one of the most egregious examples of federal overreach I have ever witnessed. Schools are the domain of state and local government, not our nation’s president. Unfortunately, this is exactly what I have come to expect from the Obama administration. If we have to fight this order, we will not hesitate to do so.”
Knowing that this letter on Transgender Students went out to schools, transgender students could force the issue on Monday. Schools need to know that they can and must say “NO.”
We need the Utah State School Board to communicate that message to all the schools in Utah. Then, we need the state legislature to address the problem in special session this week.
THE SCHOOL BOARD NEEDS TO HEAR FROM US TODAY, BEFORE THEY SEND A CLARIFICATION LETTER TO SCHOOLS.
Please, please, act.
Below are Utah contacts who need to hear from courageous and moral voices.
THE GOVERNOR AND THE STATE LEGISLATURE NEEDS TO HEAR FROM US TODAY BECAUSE THE DEADLINE FOR MAKING IT AN ISSUE FOR THE SPECIAL SESSION IS MONDAY.
Please, please act.
1) CONTACT State School Board members to ask them to reject the edicts in the letter and support Utah schools in adopting policies which protect our children from being forced to co-mingle in bathrooms and showers;
2) CONTACT Governor Herbert to ask him to make this issue a matter for the Special Legislative Session this Wednesday, May 18th;
3) CONTACT State Legislators to ask them to support adding this issue to the special sessionn and to pass legislation that will protect our children AND their schools.
4) SPREAD THE WORD. The societal shift that the Obama administration is proposing would be viewed as abhorrent to all generations before us and to moral people worldwide. Now we are supposed to make it the norm for children across America? Everyone who loves children and wants to protect them will care about this issue. Tell them, so they can help guard our children’s innocence and moral privacy.
Send this on to family, friends, groups. Please use email, texting, social media, etc.
IS THIS AN EMERGENCY? . . . YES!!!! Please drop everything and make time for this today. There is no time for cowardice.
State Board of Education Contacts:
District 1 – Terryl Warner . . . 435.512.5241
District 2 – Spencer Stokes . . . 801.923.4908
District 3 – Linda Hansen . . . 801.966.5492
District 4 – David Thomas . . . 801-479-7479
District 5 – Laura Belnap . . . 801.699.7588
District 6 – Brittney Cummins . . . 801.969.5712
District 7 – Leslie Castle . . . 801.581.9752
District 8 – Jennifer Johnson . . . 801.742.1616
District 9 – Joel Wright . . . 801.426.2120
District 10 – David Crandall . . . 801.232.0795
District 11 – Jefferson Moss . . . 801.916.7386
District 12 – Dixie Allen . . . 435.789.0534
District 13 – Stan Lockhart . . . 801.368.2166
District 14 – Mark Huntsman . . . 435.979.4301
District 15 – Barbara Corry . . . 435.586.3050
REMEMBER TO BLIND COPY.
Governor Gary Herbert: 801.538.1000
Utah State Legislature:
Rep. Scott Sandall . . . 435-279-7551
Rep. David Lifferth . . . 801-358-9124
Rep. Jack Draxler . . . 435-752-1488
Rep. Edward Redd . . . 435-760-3177
Rep. Curt Webb . . . 435-753-0215
Rep. Jacob Anderegg . . . 801-901-3580
Rep. Justin Fawson . . . 801-781-0016
Rep. Gage Froerer . . . 801-391-4233
Rep. Jeremy Peterson . . . 801-390-1480
Rep. Dixon Pitcher . . . 801-710-9150
Rep. Brad Dee . . . 801-479-5495
Rep. Mike Schultz . . . 801-859-7713
Rep. Paul Ray . . . 801-725-2719
Rep. Curt Oda . . . 801-725-0277
Rep. Brad Wilson . . . 801-425-1028
Rep. Stephen Handy . . . 801-979-8711
Rep. Stewart Barlow . . . 801-289-6699
Rep. Timothy Hawkes . . . 801-294-4494
Rep. Raymond Ward . . . 801-440-8765
Rep. Becky Edwards . . . 801-554-1968
Rep. Douglas Sagers . . . 435-830-3485
Rep. Susan Duckworth . . . 801-250-0728
Rep. Sandra Hollins . . . 801-363-4257
Rep. Rebecca Chavez-Houck . . . 801-891-9292
Rep. Joel Briscoe . . . 801-946-9791
Rep. Angela Romero . . . 801-722-4972
Rep. Michael Kennedy . . . 801-358-2362
Rep. Brian King . . . 801-560-0769
Rep. Lee Perry . . . 435-225-0430
Rep. Fred Cox . . . 801-966-2636
Rep. Sophia DiCaro . . .
Rep. LaVar Christensen . . . 801-808-5105
Rep. Craig Hall . . . 801-573-1774
Rep. Johnny Anderson . . . 801-898-1168
Rep. Mark Wheatley . . . 801-556-4862
Rep. Patrice Arent . . . 801-889-7849
Rep. Carol Moss . . . 801-647-8764
Rep. Eric Hutchings . . . 801-963-2639
Rep. Jim Dunnigan . . . 801-840-1800
Rep. Lynn Hemingway . . . 801-231-2153
Rep. Daniel McCay . . . 801-810-4110
Rep. Kim Coleman . . . 801-865-8970
Rep. Earl Tanner . . . 801-792-2156
Rep. Bruce Cutler . . . 801-556-4600
Rep. Steve Eliason . . . 801-673-4748
Rep. Marie Poulson . . . 801-942-5390
Rep. Ken Ivory . . . 801-694-8380
Rep. Keven Statton . . . 801-836-6010
Rep. Robert Spendlove . . . 801-560-5394
Rep. Rich Cunningham . . . 801-722-4942
Rep. Greg Hughes . . . 801-432-0362
Rep. John Knotwell . . . 801-449-1834
Rep. Mel Brown . . . 435-647-6512
Rep. Kraig Powell . . . 435-65-0501
Rep. Scott Chew . . . 435-630-0221
Rep. Kay Christofferson . . . 801-592-5709
Rep. Brian Greene . . . 801-358-1338
Rep. Derrin Owens . . . 435-851-1284
Rep. Val Peterson . . . 801-224-4473
Rep. Brad Daw . . . 801-850-3608
Rep. Keith Grover . . . 801-319-0170
Rep. Jon Stanard . . . 435-414-4631
Rep. Dean Sanpei . . . 801-979-5711
Rep. Norman Thurston . . . 385-399-9658
Rep. Francis Gibson . . . 801-491-3763
Rep. Mike McKell . . . 801-210-1495
Rep. Marc Roberts . . . 801-210-0155
Rep. Merrill Nelson . . . 801-971-2172
Rep. Brad King . . . 435-637-7955
Rep. Kay McIff . . . 801-608-4331
Rep. Brad Last . . . 435-635-7334
Rep. John Westwood . . . 435-590-1467
Rep. Mike Noel . . . 435-616-5603
Rep. Lowry Snow . . . 435-703-3688
Rep. Don Ipson . . . 435-817-5281
Sen. Luz Escamilla . . . 801-550-6434
Sen. Jim Dabakis . . . 801-815-3533
Sen. Gene Davis . . . 801-647-8924
Sen. Jani Iwamoto . . . 801-580-8414
Sen. Karen Mayne . . . 801-232-6648
Sen. Wayne Harper . . . 801-566-5466
Sen. Deidre Henderson . . . 801-787-6197
Sen. Brian Shiozawa . . . 801-889-7450
Sen. Wayne Niederhauser . . . 801-742-1606
Sen. Lincoln Fillmore . . . 385-831-8902
Sen. Howard Stephenson . . . 801-815-6800
Sen. Daniel Thatcher . . . 801-759-4746
Sen. Mark Madsen . . . 801-360-9389
Sen. Al Jackson . . . 801-216-4479
Sen. Margaret Dayton . . . 801-221-0623
Sen. Curt Bramble . . . 801-361-5802
Sen. Peter Knudson . . . 435-730-2026
Sen. Ann Millner . . . 801-900-3897
Sen. Allen Christensen . . . 801-782-5600
Sen. Scott Jenkins . . . 801-731-5120
Sen. Jerry Stevenson . . . 801-678-3147
Sen. Stuart Adams . . . 801-593-1776
Sen. Todd Weiler . . . 801-599-9823
Sen. Ralph Okerlund . . . 435-979-7077
Sen. Lyle Hillyard . . . 435-753-0043
Sen. Kevin VanTassell . . . 435-790-0675
Sen. David Hinkins . . . 435-384-5550
Sen. Evan Vickers . . . 435-817-5565
Sen. Stephen Urquhart . . . 435-668-7759
What to say:
Utah is leading the way in the fight against pornography. We have declared it a public health hazard. Making girls shower with boys and vice versa is insanely counter-productive to that. Virtue and innocence must be protected at all costs.
No one should be forced to be part of something that violates time-tested standards and values.
The Obama administration has no authority to blackmail school districts or mandate this type of policy.
Protecting our children is more important than federal funds, especially when they come with all kinds of strings attached.
This policy will cause an exodus from public schools to private schools and homeschool.
Withholding federal funds will hurt poor students since most of that money goes to programs for under-privileged children.
Texas Lt. Gov. Dan Patrick described the situation:
“. . it is the biggest issue facing families and schools in America since prayer was taken out of public school. [Obama] has set a policy in place that will divide the country . . he says he’s going to withhold funding if schools do not follow the policy . . he can keep his 30 pieces of silver, we will not yield to blackmail.”
Governor Herbert surprised a lot of people this week, including me.
After spending the past six years promoting, marketing, and providing workforce alignment strategies to serve Common Core, and after rising to the throne of Common Core’s organization, National Governors Association, to become its chair, and after going out of his way to have the Utah Attorney General provide “proof” that Common Core supposedly represented local control– after all of this, Herbert has now turned his back on the Common Core and has written a letter to the State School Board, asking it to move away from Common Core.
The media in Utah say that they are “puzzled” and confused. Not me. I’m doing the happy dance!
Regardless of the Governor’s motives in this election year, regardless of the possibility that Utah might just endure a wasteful rebranding effort that could redeliver Common Core under a new name (as many other states, have done and done and done) –I still see this letter from Governor Herbert as a home run for the freedom team.
Read it. The letter admits that Common Core is not an example of local control, that it is the federal will, and that it damages local control –of testing, data collection, curriculum and instruction.
The letter asks the board to keep these principles in mind while it moves away from Common Core: 1) maintain high academic standards; 2) keep the federal government out of educational decisions in Utah; and 3) preserve local control of curriculum, testing, data collection and instruction.
It also says, “Just as important as the actual educational standards is the process by which we arrive at those standards. This should be a Utah process with public comment and discourse.” It continues, “…[W]e all understand the shortcomings of a one-size-fits-all approach. It is imperative that any new standards are flexible enough to allow a wide variety of curricular decisions by individual school districts …I believe that our teachers need more freedom to be creative in the classroom.”
Well, those words are a surprise, and a miracle, to me.
Some people are suspicious because the governor’s in the middle of his re-election campaign, while his challenger, has been extremely successful with voting delegates because of his staunchly anti-Common Core stand. I was there when the governor got booed by a crowd over well over 1,000 delegates at the Utah County GOP Convention last month, when he spoke about Common Core; I know he is under campaign pressure, but he didn’t have to do this! He knew it would make him look like a fair-weather politician. He knew that most of those who are already voting for the more-conservative Johnson won’t change their minds and that those who already support Herbert won’t likely change their minds. So why did he really do it?
Maybe a key to why the governor wrote this letter is in its closing paragraph. His own children and grandchildren do not like the Common Core. The letter says, “I have eleven grandchildren in Utah public schools. I have seen firsthand the frustration they and their parents have had…”
What grandfather can stand up to his own grandchildren’s lobbying efforts against the Common Core? So he caved, in a good way. He’s publically admitted that Common Core is academically miserable and politically for socialists.
I cannot see this letter as anything but great news.
So what’s next? What will the Utah State School Board do?
I don’t think it can get away with yet another meaningless rebranding job. The now-somewhat-savvy Utah public won’t stand for that, knowing what so recently happened to Utah’s previously-good science standards, or knowing what happened when Oklahoma, Arizona, New Jersey, Tennessee, Indiana, and other states passed Common Core repeal laws that resulted in nothing better, but common core 2.0 (under new names). To the dismay of those who actually wanted freedom and autonomy beyond the federal 15% no-change alignment “suggestion”, better standards didn’t actually mean, better standards. But we have the advantage of other states’ errors to learn from today.
The letter didn’t spell out every problem with education reform. For example, it didn’t say, “Let’s finally permit parents to opt children out of the federal/state data data monitoring system SLDS“.
But I don’t see the federal SLDS (Utah’s federally-provided student data mining system, which came to Utah alongside Common Core) very much longer reading “long life and happiness” in its fortune cookie. Why? Too many Utahns are aware that common data standards and common academic standards were a package deal from day one. Utah legislators recently passed bills that took protective action on student data privacy– taking a stand against the opposition’s national data-mining-and-monitoring movement. The governor will not be able to sidestep SLDS, even if he wants to. SLDS didn’t need to be in the letter because it’s on everyone’s mind.
One of my happiest thoughts, after seeing this letter, has been thinking about the countless Utah teachers and administrators who have previously not felt free to speak their minds about Common Core. The governor’s letter, in many ways (and unintentionally, perhaps) helps to reclaim freedom of speech to Utah educators. While educators opposed to Common Core have mostly remained quiet or anonymous, some of those who have not, have been bypassed, mistreated or branded as “insubordinate” for speaking out– for refusing to pretend to like Common Core –either academically or politically. Some have even been pushed to resign.
But now, if even the reigning governor is saying he’s not happy about the Common Core –academically nor in terms of lost local control– then finally, perhaps, any teacher or principal can pipe up, too.
So, this letter is very good news.
Thanks, Governor Herbert.
My husband often says, “Truth is truth, whether people believe it or not.”
Here’s the truth that even the Common Core’s lead architect, David Coleman, and its main funder, Bill Gates openly admitted in the videos below:
- The Common Core was never state led. If it had been, it would have been constitutionally legitimate. It would have represented voters’ informed consent and desires. It would have a built-in a states’ amending process. It would have represented and standardized something vetted, not this untested theory, this not parentally authorized, not teacher-authorized, not voter-authorized, experiment on, and tracking of, children.
- The Common Core is greed-led. It was not an educator but a businessman, David Coleman, who wrote his ideas on a napkin, and brought them to the second richest man on earth, Bill Gates. Gates saw the potential: using standardized data systems, educational standards and tests (and tax dollars) they’d forge what he called, in the video below, a “uniform base of customers” nationally. While Coleman pitched the idea to a partial club of governors and a partial club of state superintendents ( who bought it, and claimed it, and copyrighted it after hiring Coleman’s company, Achieve Inc., to produce it). Gates paid anyone who would take his millions, to promote it.
To this day, the private trade groups NGA and CCSSO claim that they are the “state” originators of the Common Core. That defies common sense and the structure of U.S. government. We have legislatures to represent voters; NGA and CCSSO are not legislative bodies.
I believe in capitalism and I cheer for entrepreneurs who make money legitimately; but Common Core is not legitimate business. It took over political processes. It represents the takeover of voters’ rights. It is collusion: between businessmen who have no authority to determine educational processes, and the federal government. Think that’s just some wacky theory?
Look at this link from the CCSSO’s website. It’s clear evidence of the collusion which went behind constitutional rights of states and which destroyed checks and balances, by setting education policy centrally. Only the feds, married to these nonlegislative and private organizations, call the shots here:
The Common Education Data Standards Initiative is a joint effort by CCSSO and the State Higher Education Executive Officers (SHEEO) in partnership with the United States Department of Education.
So the same superintendents’ club (CCSSO) that partnered with the partial governors’ club (NGA) to copyright a Common Core for math and English, also partnered with the feds to standardize a common data mining program with CEDS standards, nationally.
Video One: Bill Gates
Bill Gates telling legislators to “unleash” the forces of a “uniform customer base” by using Common Core
Video Two: David Coleman
Businessman David Coleman explaining that he personally persuaded governors to sign on to Common Core, a business idea he plotted on a napkin
Despite the fact that the #StopFedEd / Stop Common Core movement has become politically huge, and that many people know the truth about Common Core, many people still believe that it’s a harmless initiative, and that the Common Core was “state-led”.
Who could blame them for believing so? The promoted “talking points” said so. These were marketed by power-wielders: Bill Gates, the U.S. Dept. of Education, the paid-off National P.T.A., and the U.S. Chamber of Commerce –and were passed along by state boards of education and local boards of education to teachers and parents who trusted those lines. Few fact-checked. The lie got passed along and believed.
Common Core is not primarily an academic argument; it’s a takeover of local authority.
A good friend recently asked, “What’s so bad about the federal government controlling local education?”
If you know socialist/communist countries’ educational malpractices and propaganda machines; their lack of creativity, lack of joy, condemnation of faith, and lack of truth, you will not ask this question.
If you know that there is zero constitutional authority for the federal government to make decisions about education for American schools, you will not ask this question.
But if you don’t know or believe that, just think about your own desires for your children and grandchildren.
If you desire to have an ongoing voice of authority in your child’s education, his/her testing, and his/her data privacy, you cannot support federal education nor Common Core.
The Common Core allows nobody but its copyrighters to amend it. Its tests are held secret, even after the tests are over. The SLDS databases collect data on your child according to federal designs, and it is only a matter of time before this aggregated data will be legalized in disaggregated form. These are questions of personal power and personal conscience. Over time, it is ultimately a question of religious liberty, because the freedoms of conscience and of action are freedom of religion.
Who has God-given authority over what goes into your child’s open mind? Business sectors and federal government? –Or parents, with the consented-to assistance of teachers and perhaps a local school board?
If programs (such as Common Core and Common Educational Data Standards) do not allow for user amendability, for personal conscience to input change, then they are on day one, already corrupt. They are, or will be, tyrannical.
Remember the founders’ words: “consent by the governed“.
Because businesses and federal agencies have centralized education power, local and state input has been rendered increasingly powerless. Where was consent? I can’t even opt out my own child out of the CEDS/ SLDS child-inventorying machine, my state tells me.
This is why the chairman of the National Governors’ Association (NGA), Utah Governor Gary Herbert, failed to secure the nomination in last week’s state GOP convention. This is why that same governor was so loudly booed at the Utah County GOP convention by most of the 1,500 delegates in the audience, every time he said that Utah had control of education standards locally. They knew the truth.
The governor/NGA chair either didn’t know it, or didn’t believe it.
Suggestion: Don’t call Common Core “state-led” anymore, because millions of Americans realize that –even though well-meaning people were duped and then promoted it in good faith– Common Core has always been a solely greed-led collusion between the business sector and the federal government.
WHAT COMMON CORE REALLY DOES TO EDUCATION
Let me share my recent experience with you.
While I teach 10th grade English, part time, at a non-common core, classical, traditional, private school called Freedom Project Academy (FPA) I also tutor, for free, neighbors and friends.
The comparison between my private, not-common core school, and the local public school, in English Language Arts, is stunning.
Background: FPA is an online school that recognizes no governmentally-set educational standards. It recognizes time-tested books as standards: the Bible, the classic works of literature, and the classic works of math, etc. It does not promote “informational text” articles, as Common Core does. FPA tenth graders read the following works of literature cover to cover, and wrote about them this year: The Old Man and the Sea; Romeo and Juliet; Murder on the Orient Express; The Adventures of Huckleberry Finn; The Scarlet Letter. Fantastic!
Meanwhile, local public school teenagers who have come for help with their essays let me know that they were assigned “mostly articles” and very few books. Their essay assignments were based on articles about “gender-based toys” and “green cars of the future” –clearly, these young people were being fed the progressive agenda under the banner of “English Language Arts”.
I told them that they are being robbed of real education, and that they should get some real books, especially classics, on their own, and read all that they can.
How can students who are being made to read “informational articles” ever gain the depth of perspective, the insight and humanity found in the rich characters and stories of Hawthorne and Shakespeare and Hemingway?
Common Core apologists are quick to point out that there’s no prohibition against Hawthorne, Shakespeare and Hemingway in Common Core. But Common Core businessmen have made curriculum that is sold and bought nationwide, which is “informational article” heavy, not classics-heavy. The businesses are thus driving what goes on in the classroom, as imagined by noneducator David Coleman, who openly mocks the teaching of traditional, narrative writing. This is not representative governing of education policy!
Talk to your local public high school students. Ask to see what they are being asked to read and write about. I would love to know if my town is an isolated case of losing classic literature.
Video Three: Here’s Coleman, mocking traditional narrative writing, in an effort to promote his notion of reading and writing mostly informational text in English classrooms.
Lastly– NATIONAL COMPREHENSIVE SEXUALITY STANDARDS – aka “Amorality for All”
The centralization/nationalization is not just about English and Math. It is clear in the push for national science standards (Next-Generation Science Standards) which Utah has tragically now accepted. It is clear in the common alignment of tests and data mining to the illegitimate Common Core and CEDS– whether tests are the Utah SAGE, other states’ PARCC, the College Board’s SAT and AP, or other tests.
Centralization of power away from localities is clear, and most dangerous, in the push for national sexality (amoral) standards, CSE, Comprehensive Sexuality Standards (which Utah considered and rejected for now). The video below explains why it is not true that Comprehensive Sexuality Standards are simply about “medically accurate information” but are instead teaching children amorality, which is so important to the progressives’ anti-family, anti-God agenda.
Don’t watch it with children in the room.
Video Four: The War on Children– The Comprehensive Sexuality National Standards:
We are not a communist country. Why are we acting like one, in centralizing so many matters of children’s education? There is nothing secretive about what’s going on; no conspiracy theory here, but conspiracy fact: progressives proclaim that government, not family, owns the children and defines for children what is true, good, moral, healthy, or allowed.
Video Five: Progressives’ announcement that government, not parents, own children:
We need the fire of Patrick Henry to wake America.
“Give me liberty or give me death!”Patrick Henry spoke those words, as if to us.
Many today seem to fear taking a stand for parental control, state control, local school board control. Do not fear the pretentious monster! It has no constitutional, no authoritative, legitimacy. Our rights, given by God and protected by the Constitution, are legitimate. Your authority over your own children is legitimate. Own it. Act like it. It is only when each person stands in his or her place, firmly, against encroachment, that a free country remains free.
Patrick Henry’s words apply today to the takeover of authority, which is Common Core and Common Data Mining, which is in the process of stealing our God-ordained duty to determine what our children will be taught:
“[W]e are not weak, if we make a proper use of the means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us.
…There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election [choice]. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat, but in submission and slavery.”
Here’s a must-read, new article at Townhall.com (here) by Emmett McGroarty and Jane Robbins, “Why Does Your Congressman Want to Psychologically Profile Your Children?”
The article begins:
“If the GOP-led Congress had not done enough damage to public education by passing the statist Every Student Succeeds Act (ESSA), it’s poised to make things even worse. The new threat is theStrengthening Education Through Research Act (SETRA). If SETRA passes in its current form, the federal government will be empowered to expand psychological profiling of our children. Parents must understand this threat so they can mobilize to stop it.”
It also states: “Section 132 of SETRA expands authorized research to include ‘research on social and emotional learning [SEL] . . . .’
“SEL is defined as ‘the process through which children . . . acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.’ SEL is all the rage in public education…”
“…SETRA would authorize the federal government to sponsor research on these social and emotional attributes. This means the government may analyze a child’s psychological makeup…”
Another important point:
“…even if there were real, measurable educational value in analyzing every child’s psyche, do members of Congress really believe government has any business doing this?… SETRA also allows the approved bureaucracy to ‘establish . . . cooperative education statistics systems for the purpose of producing and maintaining . . . data on early childhood education, elementary and secondary education, postsecondary education, adult education…‘”
The article concludes: “SETRA passed the Senate on a voice vote and now awaits action in the House. House members, take note: A vote for SETRA in its current form is a vote for psychological profiling of innocent children. It’s bad enough that so-called conservatives in Congress voted for ESSA; it will be unforgivable if they vote for SETRA.”
Read the entire article at Townhall.com.
Call US Congress at 202-224-3121 to influence your elected representatives.
Student privacy rights are improving in Utah! Utah HB 358 passed and was funded this legislative session.
This is very happy news for many who have been extremely concerned about the lack of proper privacy protections in our state and country. Although the bill does not provide any opt-out ability for any student from the State Longitudinal Database System, which we’ve been asking for, for four years straight, it it does take important steps in the right direction.
The bill imposes some important restrictions on how information collected by school/government systems about a student can be stored, shared, and used. It also makes the Utah law much more protective than federal FERPA (which, as you know, was deliberately damaged by the USDOE in 2009 so that it is not protective of student privacy as it had been when first written by Congress decades ago.)
In HB 358, line 472, the new law defines who owns the data. The student.
472 (1) (a) A student owns the student’s personally identifiable student data.
(Not the “village”.)
The bill also defines three types of personally identifiable data: necessary, optional, and prohibited.
For example, under “necessary” data, the bill names:
316 (a) name;
317 (b) date of birth;
318 (c) sex;
319 (d) parent contact information;
320 (e) custodial parent information;
321 (f) contact information;
322 (g) a student identification number;
323 (h) local, state, and national assessment results or an exception from taking a local,
324 state, or national assessment;
325 (i) courses taken and completed, credits earned, and other transcript information;
326 (j) course grades and grade point average;
327 (k) grade level and expected graduation date or graduation cohort;
328 (l) degree, diploma, credential attainment, and other school exit information;
329 (m) attendance and mobility;
330 (n) drop-out data;
331 (o) immunization record or an exception from an immunization record;
332 (p) race;
333 (q) ethnicity;
334 (r) tribal affiliation;
335 (s) remediation efforts;
336 (t) an exception from a vision screening required under Section 53A-11-203 or
337 information collected from a vision screening required under Section 53A-11-203;
Under “Prohibited data” which schools and third parties may not collect, the bill name:
806 …administration to a student of any psychological or psychiatric
807 examination, test, or treatment, or any survey, analysis, or evaluation without the prior written consent of the student’s parent or legal guardian, in which the purpose or evident intended effect is to cause the student to reveal information… concerning the student’s or any family member’s:
811 (a) political affiliations or, except as provided under Section 53A-13-101.1 or rules of
812 the State Board of Education, political philosophies;
813 (b) mental or psychological problems;
814 (c) sexual behavior, orientation, or attitudes;
815 (d) illegal, anti-social, self-incriminating, or demeaning behavior;
816 (e) critical appraisals of individuals with whom the student or family member has close
817 family relationships;
818 (f) religious affiliations or beliefs;
819 (g) legally recognized privileged and analogous relationships, such as those with
820 lawyers, medical personnel, or ministers…
Thank you, Representative Anderegg.
Read the rest of the bill here.
Ed. Note: … State delegates have received no less than five communications in the past week from Governor Herbert related to Common Core … Just today we received a robocall from the Lt. Governor, in which he states Governor Herbert has “fought against federal control of education including Common Core”…
What follows below is a rebuttal by Alyson Williams about the letter delegates received from Governor Herbert.
Don’t miss the other UACC article exposing the history of how involved Governor Herbert has been in promoting Common Core.
In a letter to State delegates dated April 7, 2016, Governor Herbert listed seven points, concluding with a personal note, to clarify his position on Common Core in Utah. A fact check against other sources follows each excerpted point below:
1) I have called for the elimination of the federal Department of Education.
TRUE (but don’t miss the fine print): While the topic didn’t come up in his remarks to Congress, he did say there should not be a federal Department of Education on his Facebook page:
Now for the fine print, here are his remarks to Congress:http://blog.governor.utah.gov/wp-content/uploads/2016/02/Written-Testimony-of-Governor-Gary-Herbert-UT-Sen-HELP-02-23-16-FINAL-1.pdf
In short, the Governor outlines how instead of the Federal Department of Education controlling nationwide policies for education, Governors should collude to set nationwide policy for education. Calling for the elimination of the Department of Ed while advocating for an extragovernmental process to accomplish a different centralization of power is not a principle of constitutional federalism. It is a Constitution work around.
2) I signed into law SB287 – a bill that makes it illegal for the federal government to have any control.
FALSE: No law in our state makes it “illegal” for the federal government to have “any control.” 2012 SB287 (http://le.utah.gov/~2012/bills/static/SB0287.html) began as a list of conditions under which Utah “shall exit” any federal education agreement. However, by the time it reached the Governor’s pen, it said, “may exit.” The degree to which Utah avoids federal parameters over local education policy is dependent on the people we elect to various positions of authority and whether they will take action not because they “shall” but because they “may” do so. Governor Herbert has taken great pains to emphasize Utah’s legal authority to take an alternative path to Common Core and yet he has not advocated doing it. As the chair of the National Governor’s Association, a key stakeholder in the Common Core State Standards Initiative, he accepted a nationally prominent role in promoting these reforms.
3) I called for Attorney General Sean Reyes to conduct an exhaustive investigation to determine whether or not the state of Utah had ceded authority over our education system to the federal government on Common Core or any other standards. He concluded that Utah has not. We control our standards, our curriculum, our textbooks and our testing.
FALSE: Herbert did ask AG Sean Reyes to conduct an investigation but within carefully selected parameters, not an “exhaustive” one. The report provided legal justification for whether Utah could join or exit Common Core while avoiding a conversation Utahans can’t seem to have with this Governor about whether Utah should have joined or would exit Common Core.
As far as ceding authority to the federal government, the AG report acknowledges “the USDOE, by imposing those waiver conditions, has infringed upon state and local authority over public education. States have consented to the infringement, through federal coercion…”
A full response to this report by a Utah teacher can be found here: https://whatiscommoncore.wordpress.com/2014/10/28/responding-to-the-attorney-generals-report-on-common-core/
Download the AG report here: http://lawprofessors.typepad.com/files/attorney-general-legal-analysis-100714.pdf
4) I commissioned Utah Valley University President Matt Holland and a group of experts to review our education standards. With over 7,000 public comments, this committee recommended improvements to standards and the state board has implemented many of these proposed changes.
UNDISCLOSED BIAS: Throughout his campaign, Governor Herbert has referred to his Common Core review commission using only Matt Holland’s recognizable name, leaving out that the original chair, Rich Kendell (eventual co-chair with Holland), was an advisor for Prosperity 2020 and Education First. Prosperity 2020 Chair Allan Hall was also on the commission as was Rob Brems, a member of the Utah Data Alliance Executive Board. (Common standards are an invaluable asset for data collection.) All are highly qualified people, who, it must be noted, publicly favored these reforms before this commission was assembled. There was just one k12 teacher on the commission, from a private school, and she did not concur with the report but her reasons for dissent are not specifically listed.
In another example of this one-sided approach, the report references two experts who came to Utah to testify about the quality of the Standards but does not disclose their previous connection to the Common Core State Standards Initiative. Timothy Shanahan from the University of Chicago was on the writing committee for the standards, and David Pearson from UC Berkeley was on the Common Core Standards validation committee. Both have published works and give seminars to help teachers implement Common Core around the country. The concerns of the dissenting members of the Common Core validation committee who have also submitted testimony in Utah were never mentioned.
LIMITATIONS ON PUBLIC COMMENT: Public comment was limited to making suggestions standard by standard and not on the overall scope and sequence of the framework, or on things that are absent from the standards.
NO MEANINGFUL REVISIONS: As far as proposed changes coming from the report, there is a list of changes to the standards, but they are all corrections of typographical errors or clarifications of the wording. (p. 33) Other less specific recommendations are scattered throughout, but are seemingly limited to organizational considerations like better cross-referencing between the standards and supporting materials with no substantive revisions.
Perhaps the most illuminating aspect of the report is this statement that is repeated several times regarding the natural limitation to making meaningful changes to standards that are intended, as a priority, to be common across the U.S.:
“The Utah Core Standards can be revised and improved over time in accordance with Utah students’ needs and based on sound research, while staying similar enough to other states to assist transferability at grade level.”
RISKS FOR REMEDIATION UNCHANGED: Another conclusion of note was whether Common Core would reduce college remediation (starts pg 27): “Students who master Secondary Math I, II, and III standards will be very well prepared for postsecondary education and training programs.” In other words, in this report that ironically emphasizes the need to teach more “critical thinking,” we see an example of circular reasoning: students who master the content (or, who do not need remediation) will not need remediation… just like students who mastered content in previous math programs in Utah.
UNKNOWN OUTCOMES: This is immediately followed by the observation that we won’t truly know how college readiness will be impacted until we see how the kids who have been through Common Core get to college – underlining one of the biggest concerns of parents, that this is a statewide (nationwide) experiment on a scale that will reduce alternatives and inhibit the innovation driven by competing ideas. This experiment will affect an entire generation of Utah students but we can only hypothesize about the outcome: “Research on students who complete all of the grade levels of the mathematics standards will be required to verify that the standards (and their effective implementation) make a difference.” (p.28)
A link to the report: http://www.utah.gov/governor/docs/utahcorestandards/Standards_Review_Panel_Report_to_the_Governor.FINAL.2.5.15.pdf
5) I, and others, successfully lobbied Congress to repeal the No Child Left Behind Act and return education authority to the states. This policy change was heralded by the Wall Street Journal as the “largest devolution of federal control to the states in a quarter-century.”
FALSE: ESSA didn’t repeal “No Child Left Behind,” it reauthorized it. NCLB is just a nickname for one of the previous reauthorizations of the Elementary and Secondary Education Act that has been due for reauthorization since 2007. This reauthorization was dubbed the “Every Student Succeeds Act.” It was revised to eliminate one of the most unpopular aspects of NCLB, the penalties for not meeting targets for AYP, but put nearly everything that had been pushed in the federal grants and waivers under Obama’s Department of Education into federal statute. Obama’s Secretary of Education said everything his administration had “promoted and proposed forever” is embedded in ESSA: http://truthinamericaneducation.com/elementary-and-secondary-education-act/arne-duncan-essa-embodies-the-core-of-our-agenda/
Here’s a letter sent to Utah’s Congressional delegation from a group of local parents highlighting a few of their concerns with ESSA:https://whatiscommoncore.wordpress.com/2015/12/02/letter-to-congress-and-compiled-notes-from-alyson-williams-and-50-citizen-readers-on-esea-every-student-succeeds-act/
Every member of Utah’s Congressional delegation, with the exception of Senator Hatch, voted against ESSA.
6) Assessing the progress of our students is important, but we want to maximize the time they spend learning, not the time they spend taking tests. This session, I worked with the Legislature and signed two bills into law that reduce high-stakes testing in our schools (SAGE testing).
TRUE-ish: Governor Herbert did sign the bill removing the high stakes for SAGE assessments from teacher evaluations and another bill that makes the SAGE test optional for 11th graders (who would likely be taking a different standardized test for college application purposes.) It is not clear how either of those reduce testing unless, in the first case, it is assumed that teachers will require less test practice if their evaluation isn’t directly impacted. In the second case, it’s likely just making room for a different high-stakes test.
7) Every budgetary proposal and policy decision I make is to give more authority and discretion to local school districts and local schools. I have continually advocated for increases to funding that gets to the classroom and can be tailored for local needs.
FALSE: Not every policy proposal. Much of the Governor’s Excellence in Education plan dating back to 2010 and the associated calls for additional funding have been in the context of his Education 2020 plan to expand state educational policy to include early childhood education (preschool, all day kindergarten), workforce alignment initiatives, data collection, and school and teacher accountability which is money for bureaucracy and additional programs, not an increase for the average classroom. He did call for additional $ to go into the WPU in his 2017 budget.
On a personal note, I have eleven grandchildren in Utah public schools. I’ve seen the frustration they and their parents have had over math assignments they didn’t understand and teachers struggled to teach. I have expressed my dissatisfaction with the flawed implementation of new standards, especially in math…
NOTE: It seems too common that when a top-down program fails it is blamed on the “implementation.” This is a key reason for true local control and for programs to be initiated at the level where the expertise, resources and student needs are best understood. Teachers should not be scapegoats for programs chosen by politicians.