Yesterday, President Trump signed an executive order to reclaim local control of education, and then handed his pen to a school teacher who was watching the event. Watch her at minute 10:00. She is tearful. This executive order meant something to her. Teachers are weary of being micromanaged, standards-whipped, undermined and data-mined. They want peace.
But it isn’t the federal government alone that has stunted teachers’ and students’ freedoms, and this executive order alone does not have the power to fix what’s broken in American education. What local control advocates are fighting is the mighty, wealthy partnership of government to corporate ed-tech. It’s the marriage of enforceable power to greed.
Possibly, an executive order might get the feds out of teacher’s laps, but guess what? Business interests will still be sitting there. Most of them think that there’s nothing wrong with businesses influencing policy– but there is. We can’t un-elect a corporation. We can’t attend their private meetings. We can’t vote for what will be put into the educational computer programs that our children are to be fed. We can’t get rid of the influence of businesses if we do not like what they’re doing; that’s why the business industry must be kept out of public education. The voice of the voter and of the mom and dad and teacher and student must never be quashed under the brute strength that industry plus government can become.
The federal government is neither the main nor the sole entity undermining local control –nor is this a left/right argument. On both the left and the right, at both federal and state levels, watch the monied partnerships combining. The huge combinations are what we’re fighting, and their huge influence are why we’re losing.
The U.S. Dept. of Education is partnered with CCSSO. Microsoft is partnered with Pearson. States are partnered with the feds in student database building and reporting. And the federal CEP is trying to centrally house all the data for everyone.
All of these combinations rely on common data standards. They must have standardization –or out of their hands slips the golden goose.
What most people don’t know, and what DeVos won’t say, is that the Common Core movement was never just a set of academic standards; it was a set of data standards from day one.
Global data-standardization of all things in education, from tests to curriculum to teacher evaluations to student pathway setting to school grading, is much more controlling than a little old set of math and English standards could ever be!
Know this: a private group partnered with the U.S. Department of Education to create Common Educational Data Standards (CEDS).
That private group was called the CCSSO. The very same CCSSO partnered with the National Governors’ Association to create the Common Core academic standards.
Both CEDS and CCSS form the heart of the Common Core movement. Neither are gone.
Those data standards and education standards are embedded into the vast ed-tech reform market and school systems. Few people outside the tech elite know this. So we fall for the rebranding efforts of lobbyists, legislatures, and even the U.S. Chamber of Commerce, over and over again.
States rename their academic standards (as Utah did with Utah Core Standards) but the truth is that we still use the common core academic tests and common data standards. These are not locally controlled.
Because the federal government is only a co-creator of the monster known as the Common Educational Data Standards (CEDS), I don’t see how reducing federal overreach into local academic decision making will help us all that much; the other co-creator, CCSSO/NGA, promoting a centrally planned standardization movement itself –which feeds on investors and has trillions to play with— will thrive on.
(For those who think centrally planned standardization of education data is faulty conspiracy theory, I repeat: check the CCSSO’s official statement: “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.”)
This is something that Trump’s executive order does not mention. Neither does DeVos.
I can’t trust DeVos to obey the spirit of this executive order. Sweet as she may come across, DeVos embodies the problem that arises when half-truths become acceptable to society. Listen to the Michigan Moms against Common Core. They have history, losing Devos when she fought against parental empowerment and against the repeal of Common Core in Michigan. DeVos’ interests were better served by Common Core’s continuation.
It seems impossible that DeVos is unaware of the inaccuracy of her statement this week: “there really isn’t any Common Core anymore.” (See video clip, minute 3:00) https://video.foxnews.com/v/5409228473001/?#sp=show-clips
Ask anyone who works in education, or in the education publishing or tech industries, if Common Core is gone. They live it every day.
How can DeVos say that?
DeVos leans on the latest version of No Child Left Behind/ESEA, called ESSA, as evidence that Common Core is gone, saying that states are in the driver’s seat. She’s wrong.
ESSA does not use the term “common core” as a requirement, sure; but it requires states to demonstrate to the feds that they’ve adopted standards aligned to the same definition that the feds have promoted (common core).
Under ESSA, the feds can withhold funding and can veto states’ educational decision making agendas! (“You can have any color as long as it’s black.”)
ESSA pushes everything Obama wanted: the tsunami of nonconsensual data mining requirements; federally set moral/social values in schools (social emotional learning, or SEL); federally defined preschools and social services; and “college and career ready standards” which is code for Common Core.
For more on how ESSA/ESEA does not end Common Core nor create local control, read more: here and here and here.
Short on time? Skip straight to this quote from Obama’s Secretary Duncan, who gloated when Congress passed ESSA: “I’m stunned at how much better it ended up than either [House or Senate] bill going into conference. I had a Democratic congressman say to me that it’s a miracle — he’s literally never seen anything like it… if you look at the substance of what is there . . . embedded in [ESSA] are the values that we’ve promoted and proposed forever. The core of our agenda from Day One, that’s all in there – early childhood, high standards…”
If ESSA was such a win for local control, why was Duncan calling it a miracle for his agenda? More to the point, can anyone honestly say that DeVos’ push for ESSA isn’t promoting the Obama agenda?
Trump’s executive order aims to be a local control enforcement mechanism, but because it relies on ESSA, it can never really achieve its stated purpose, “to ensure strict compliance with statutes that prohibit Federal interference with State and local control over education“.
The order aims “to protect and preserve State and local control over the curriculum, program of instruction, administration, and personnel of educational institutions, schools, and school systems” which is wonderful, but the next few phrases are where I get stuck. They add: “…consistent with applicable law, including ESEA, as amended by ESSA, and ESEA’s restrictions related to the Common Core State Standards developed under the Common Core State Standards Initiative.”
This seems self-contradicting.
I will admit that I have been doing some laughing this week. I laughed hardest (probably inappropriately) when I saw DeVos say on Fox News, while standing stylishly in front of the White House, that there’s no such thing as Common Core anymore.
Realize that Secretary DeVos has been directed to examine the overreaching actions of her department, while she’s in complete denial that Common Core is a problem and in denial about any partnership between her own department and the creators of Common Core/Common Data Standards, even existing. She’s also promoting the same agenda that GSV and Obama promoted (see below).
Isn’t this like asking the arsonist to serve as fire chief?
A few weeks ago I wrote that this year’s host for the mega education tech conference was Salt Lake City, and that the conference’s co-sponsors, Global Silicon Valley and Arizona State University, had posted a white paper describing their vision and agenda. I was pretty mad that they were taking $2,795 per person to attend this ed tech conference. I was even madder that their real agenda, found in their white paper, was full of pro-Common Core and anti-local control plotting.
But now I’m madder.
The 300-plus page, foundational white paper has been deleted from the internet.
If you go to the GSV website, or to the conference website, or to my own blog’s links to that document, vamoosh! Gone.
This, just a few days before the conference is to begin? Why doesn’t GSV want its agenda widely known anymore? Why not?
I thought I’d post a screen shot of that document’s key page: page 302.
This “Strategic Battle Plan” of Global Silicon Valley and Arizona State University (and Bill Gates and everyone, pawns or knaves, on the ed-tech bandwagon) began with Common Core.
It continued with universal preschool vouchers and No Child Left Behind 2.0 (which is ESSA.) It goes on to school choice, knowledge as currency, tax credits for employee training, and the elimination of locally elected school boards.
The elimination of locally elected school boards.
This is not something that we should take lightly.
Republicans are just as guilty as Democrats in actively destroying local control by worshiping ed tech. Pay attention to this battle plan.
UPDATE 4-28-17: A friend found an online copy of that deleted document. Here is the link to the full document: http://www.educationindustry.org/assets/documents/KnowledgeCenterDocs/2012%20american_revolution%202.0%20gsv%20advisors.pdf
ON SCHOOL CHOICE:
One of the steps on that page 302 agenda (above) is school choice.
I know that many good people have been taken in by the “school choice” idea, so I want to address that briefly.
School choice is no long-term choice! The words sound good, and of course in a free country we need choices– but what do these words mean to ed reformers, and in context of government dollars?
Tax dollars will flow from government coffers to private schools, instead of parents’ dollars flowing to private schools. With government money comes government accountability; in 2017, accountability is spelled D-A-T-A. If you value student data privacy, if you value a private school being allowed to set its own academic, religious, social and moral values, then don’t be sucked in to the school choice movement. In the long run, this movement is taking away what autonomy means, or meant, to a school.
Lastly. And yes, this is related.
Do you know that there is a federal Commission on Evidence-based Policy (CEP) that exists to argue about how and where to house citizens’ personally identifiable data centrally? No one’s suing. They should be.
Data that has been nonconsensually gathered by federally designed school systems called “State Longitudinal Database Systems” (SLDS) plus data that has been gathered by a multitude of other state and federal agencies and organizations is now to be housed either in one federal repository or in a few consortia of repositories, if the CEP gets its way.
The arguments of the CEP members remind me of that line in The Princess Bride: “You’re trying to kidnap what I’ve rightfully stolen!”
Laughter is not always my response to the crazy, crazy stuff that is going on in education reform. But for today, it is.
I’m still an optimist.
Angels greatly outnumber devils. I see greatness in individuals who are doing their best, still thinking outside the box as much as they are able– teachers, principals, parents, grandparents, and yes, even legislators. I see individuals doing what they can, wherever they stand and they are making a difference. The incredible liveliness and buoyant spirit in children is not going to be permanently crushed, not even by the robotic idiocy of tech worship that is plaguing education systems today.
I absolutely believe that the oppression of standardization is less than a fleck of dust in God’s huge wind.
Obama has set up a shadow educational governance system.
It’s called Education44 –in honor of the Fed-Ed programs of Obama, 44th president of the United States.
Shadow governments are creepy.
Shadow governments are not elected, so they can’t be un-elected. They aren’t accountable. They aren’t subject to sunshine laws– no transparency. They have nothing to fear except the great American wake-up.
They get their power by pretense, by assuming power roles, rather than earning legitimate power through an actual election. Education44 has power because it is so connected to the big ed-tech money funneled in Common Core-aligned systems from the U.S. taxpayer.
You’ve heard of political correctness? How about educational correctness? If you are educationally correct, you are aligned with Education44 and the ed-tech industry as defined by Bill Gates/Microsoft/Pearson/Obama; you are in ed reform for money, but you pretend that you are in it for the kids.
The Education44 website promotes socialist ear candy in programs such as the “Promise Neighborhoods” that will provide “wraparound services through school communities” for “access to longer school days and year, affordable food and healthcare, and extracurricular activities”.
Education44 also promotes “guidance letters” that Obama, Secretary King and Secretary Duncan pushed on American schools. It promotes many, many other education “reforms” that are controlling and/or harmful to American autonomy and freedom, but for each program, it uses “ear candy” terminology so that each appears, on the surface, harmless.
I have learned to beware of vague “ear candy” terminology.
For example, Education44’s supposed priority (and apparent motto) is “protecting students“. Where in the U.S. Constitution did we ever delegate any role over children to the federal government? That’s the job of a family, not of a federal bureaucrat –and not of business owners (Bill Gates) in greedy partnership with government.
Education44 seems less about protecting students and more about dividing and controlling students.
Check it out: one of its programs “My Brother’s Keeper” focuses on male students “of color” only; too bad if you are a female child or are not seen as an “of color” child. Another of its “guidance letter” programs focuses on protecting only certain religious/ethnic groups –with no mention at all of “protecting” the rest of the students; protected are the “Syrian, Muslim, Middle Eastern, or Arab… Sikh, Jewish, or students of color”. Another program is called, simply, the Enforcement Unit. It sues private schools and colleges.
Its website promotes common core in the same code-phraseology for common core that the ed reformers always have: (College and Career Ready, or College and Career Standards, or College and Career Grants). It admonishes all to continue the [Common Core] goals via Obama’s Race to the Top:
- “Adopting college-ready, globally competitive academic standards and tests
- Building data systems…”
From promoting school-collected data for the “School Climate” program, to the twenty three pages of links to articles about data collection, Education44 seems to focus on data collection, in order to administer these Obama-approved programs.
What does it all mean?
We can only guess. No citizen is allowed, no reporter is allowed, to visit secret meetings of self appointed shadow governments, such as Obama’s new Education44. No citizen has ever been able to attend any of the closed-door meetings: of the Council of Chief State School Officers, of the National Governors Association, of the partnership meetings between the U.S. Department of Education and EIMAC; nor of the partnership meetings between Microsoft and Pearson, Bill Gates and the Department of Education, nor of the Global Silicon Valley and Obama’s darling Quazzo… These meetings, though, function as shadow governments to education, because the unelected are running the education shows –and are using education tax dollars to function.
These partnerships can’t be called conspiracies. They are openly acknowledged. Yet they are conspiratorial in nature because they work their greedy, money-grubbing agenda under the radar of the average person. And the agenda is so sadly, always anti-local control, anti-individual autonomy, anti-classical education, anti-privacy… and none of it was ever subjected to a vote.
If you think I am just opining that there’s an actual, evil agenda to really remove local control from Americans, please think again; the ed tech conference of the year, to be held here in Utah in a few weeks, is founded on the GSV’s core principals –which do include GSV’s stated goal of “Eliminating Elected School Boards”.) And Marc Tucker (of the Obama-approved Center for American Progress) has been spouting for years about the goal of removing what he calls the beloved American emblem: local control.
None of these ed “partners” are elected to do education reforms, any more than Education44 is. An elected school board has that job; in some states, legislators do.
But neither rich pants Bill Gates, nor the now-nobodies Obama, Duncan and King, nor ed-tech lobbyists near or far have any authority to be telling you what to teach your child.
They do it anyway. Because they can. Because so few stand up to them.
I wish more legislators would put on their big-boy pants and take back the reins of control, as Rep. Massie, Rep. Chaffetz, Rep. Jones, Rep. Biggs, Rep. Amash, Rep. Hice, Rep. Labrador, and Rep. Gaetz are aiming to do with H.R. 899.
Neither the federal USDOE nor these shadow governments and wannabe business-education partnerships have any basis in the Constitution. Let’s give education back to WE THE PEOPLE, where the Constitution assigned it in the first place.
Here’s hopeful news for freedom lovers.
Eight congressmen have banded together to try to restore the constitution by deleting the federal Department of Education.
President Ronald Reagan, while in office, aimed to make this happen. Recently, parent and educator groups have been pleading for this to happen. Campaigners have often spoken about this idea, since it guaranteed applause from voters. However, last month, in a clear, one-sentence-long bill, eight congressmen actually wrote the bill to take down the Fed-Ed monster.
It says only this: “The Department of Education shall terminate on December 31, 2018.” That’s it. That’s the whole bill.
It’s short, but it’s powerful. H.R. 899 (if it gets a hearing and a vote) ends the reign of the unconstitutional, federal department, and aims to restore money and power to the states. –Remember, the Constitution’s Tenth Amendment 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.”
Original H.R. 899 sponsors are: Rep. Thomas Massie of Kentucky (twitter: @RepThomasMassie ) Rep. Jason Chaffetz of Utah, Rep. Justin Amash of Michigan, Rep. Andy Biggs of Arizona, Rep. Matt Gaetz of Florida, Rep. Jody Hice of Georgia, Rep. Walter Jones of North Carolina, and Rep. Raul Labrador of Idaho.
Rep. Massie said in his press release, “Neither Congress nor the President, through his appointees, has the constitutional authority to dictate how and what our children must learn… Unelected bureaucrats in Washington, D.C. should not be in charge of our children’s intellectual and moral development. States and local communities are best positioned to shape curricula that meet the needs of their students. Schools should be accountable. Parents have the right to choose the most appropriate educational opportunity for their children, including home school, public school, or private school.”
Original co-sponsor Rep. Walter Jones agreed: “For years, I have advocated returning education policy to where it belongs – the state and local level. D.C. bureaucrats cannot begin to understand the needs of schools and its students on an individual basis. It is time that we get the feds out of the classroom, and terminate the Department of Education.”
Co-sponsor Rep. Raul Labrador added: “I’ve always been a proponent of empowering parents, teachers and local school boards who best know our children and their needs. Eliminating the U.S. Department of Education is the most important step we in Congress can take in returning decision making to the local level.”
Co-sponsor Rep. Andy Biggs noted: “Education of our students should lie primarily with parents, teachers, and state and local officials who know how to meet their individual needs best. Since its inception, the Department of Education has grown into an unrecognizable federal beast, and its policies have helped foster Common Core across the country. It is time the one-size-fits-all approach by the federal government is ended and authority is returned to the local level.”
Rep. Massie also pointed out that President Ronald Reagan would have cosponsored this bill. In September 1981, about a year after the federal Department of Education began operating (1980) President Ronald Reagan said:
“…[W]e propose to dismantle two Cabinet Departments, Energy and Education… [E]ducation is the principal responsibility of local school systems, teachers, parents, citizen boards, and State governments. By eliminating the Department of Education less than 2 years after it was created, we cannot only reduce the budget but ensure that local needs and preferences, rather than the wishes of Washington, determine the education of our children.”
Learn more about the bill in the video interview with Rep. Massie below. In the video, when answering a question about who now opposed his bill, Massie said that there are opposers who believe that D.C. has cornered the market on genius, who feel that the rest of America should rely on those situated in D.C.; but most people want to keep educational decision-making and education money local; opposers are few.
Please remember that the bill, H.R. 899, newborn last month, has yet to have a hearing or a vote. Please contact your congressional representatives to add momentum to this bill.
How will the Department of Education be dismantled?
Rep. Massie envisions three ways in which the bill could be implemented.
1. Get rid of federal education. Return all power and all money to the states.
2. Block grant federal education money to the states.
3. Have different federal departments oversee federal education programs that are still active due to federal law.
Massie favors the option that gets rid of fed-ed altogether, and so do I.
It isn’t every day that one of the original #StopCommonCore moms runs for U.S. Congress.
America, please support this mom; if every one who read this donated even five or ten dollars, that would buy many thousands of signs or mailings for Sheri Few’s important, but financially limited campaign.
The article below is a guest post by Sheri Few.
I want to thank Christel for the opportunity to explain why I am running for Congress and why my election is so important for those of us concerned about education in America today.
All my children attended public schools and I could see firsthand the problems in education, from proposed standards for sexuality education to anti-American and pro-Communist propaganda in geography and history books. I decided to get active and fight for change.
I formed South Carolina Parents Involved in Education (SCPIE) in 2000 and began a newsletter informing parents and taxpayers about public education instruction problems, from teaching children they evolved from apes to teaching young children to put condoms on bananas, to anti-Christian/anti-American rhetoric.
Like many of you, I’ve been attending Donna Hearne’s Educational Policy Conference in St. Louis for many years, where I’ve learned so much more about the intentional agenda in public schools to transform our country’s government through the minds of our children – hearing all along about Common Core forerunners: Goals 2000, Outcome-based Education, School-to-Work, and No Child Left Behind.
Around the same time, I became politically active; joined my local Republican Party and was soon the Chairman and member of the State GOP Executive Committee. This provided a platform for the changes I saw necessary in public education. The work of SCPIE writing newsletters turned to educating lawmakers and advocating for and against education policy. I also became active in the Tea Party movement.
Although I knew what was being taught, I mistakenly left my children in public schools, thinking I would no longer have a voice if I withdrew them to homeschool. Now, to my chagrin, my oldest son has rejected his Christian faith because of what he learned in public schools. He also believes the climate change hoax and has adopted many other liberal philosophies. I now never recommend that anyone put their children in public schools.
Six years ago, Jane Robbins from the American Principles Project approached me to help expose the Common Core Standards in South Carolina.
I created a PowerPoint and began traveling my state, making presentations to audiences in nearly every county about the problems with Common Core and the data-mining tests.
Three years of work resulted in the bi-partisan, unanimous passage of a legislation rescinding our agreement with the Smarter Balanced Testing Consortium and a requirement for the State Department of Education to rewrite the English and Math standards.
In 2014, I ran in the Republican Primary for State Superintendent of Education in a field of nine candidates. narrowly missing the runoff by less than 2 points (in South Carolina, if one candidate does not receive 50 percent plus one, the top two vote-getters enter a runoff election).
The new Superintendent was charged with rewriting the English and Math standards, but to no one’s surprise, my state ended up with Common Core rebranded as South Carolina College and Career Ready Standards.
Even our state’s Education Oversight Committee did a comparison and found the standards to be 91 percent aligned to Common Core and they would have been more like 98 percent aligned if there hadn’t been a separate law passed the year prior mandating the return to memorization of Math facts and cursive writing.
SCPIE expanded in 2015 into a national organization adding a Leadership Team of colleagues from around the country who led the fight against Common Core in their state.
We had conference calls twice a month, and as we shared our very similar experiences with Common Core, we agreed that the problems originated with and are perpetuated by the federal government, so we set our goal to end the U.S. Department of Education and all federal education mandates.
Our movement grew quickly and thirty state chapters have been created, coupled with an exemplary Advisory Board of national leaders.
United States Parents Involved in Education (USPIE) still has twice-a-month calls with PIE state presidents and is very engaged in implementing strategies to obtain our goal.
President Trump’s decision to name my Congressman, Mick Mulvaney, to lead the Office of Management and Budget, created a vacancy for his seat. I prayed about running, talked about it with my husband, made several calls to people in the District who supported my run for State Superintendent of Education, and talked to national Common Core leaders about a possible run.
Everyone I spoke with agreed that there is no one in the U.S. Congress that fully understands the problems in public education. I also analyzed the returns from my 2014 Superintendent’s race and found that I had finished FIRST in the Fifth District, winning by more than 3,000 votes over my eight competitors.
I announced my candidacy in the Republican Primary for South Carolina’s 5th Congressional District in mid-January, and as of this writing, there are seven other Republicans who have filed with the Federal Election Commission.
This is where I stand out from my opponents in this very conservative district that President Trump won by nearly twenty points. Most are “establishment” Republicans who have raised taxes, supported Common Core or sat silent on issues of political correctness.
And none of the others in this race have a clue about education policy and the ongoing problems with Common Core and the data-mining tests that are used to enforce the standards.
I am writing my story to urge you to help me win this election and be our voice in Congress.
I am determined to win and am working 24/7 to do all I can to make that happen, but I need to raise a lot of cash to get my message out to this sprawling district. Several of my opponents are wealthy and can self-fund their campaign, but I am just a mom activist who has volunteered and spent personal resources most of my adult life to fight for the children of this country and to maintain our free Constitutional Republic.
I took a trip to D.C. recently to meet with political action committees, hoping to gain endorsements and financial support. Many of them said they will see how much money I can raise on my own first, and they will be looking at the financial disclosures due the end of this month to gauge who they might support.
I talked to them about the importance of our issue and explained that what is being taught in public schools is fundamental to many of the problems our country faces politically. I explained the intentional agenda to change our form of government through the liberal indoctrination of our country’s children and pointed to the evidence of the fact that most young Americans wanted the self-proclaimed socialist Bernie Sanders for their President. We must stop allowing our tax dollars to fund this agenda.
Please help this mom activist go to Washington D.C. to be our voice. Seize the moment with me while we have a Republican-led Congress, and a bold president who does what he said he would do. Time is of the essence if we are to preserve our Constitutional Republic. I need your help.
Please donate any amount to my campaign, but please give a lot of thought to contributing $250 or more right away, so I can list your name on my FEC report as one of my strongest supporters. Alternatively, would you consider a weekly pledge of $10, $20, $50 or $100 for the remaining nine weeks of the campaign?
Many of you have never contributed to a candidate before. I hope you will consider making your first contribution to help me win this seat.
This election is too important to lose, because with President Trump’s election and Republican majorities in the House and Senate, it’s time to seize the moment and work as aggressively as possible to move our conservative agenda as fast and as far as we can.
I’m planning to run an aggressive campaign, and I have no fear of calling out my opponents for enabling those who are taking away our freedoms. Too many conservatives lose elections because they are afraid to stand up when the left attacks. I welcome it.
I am working twelve to sixteen hours a day, making calls to raise money, speaking at events and issuing press statements, because I know I can win this race. I need your help and support from others across America who are concerned about our nation’s future. Please do what you can today.
Thank you for taking the time to read this, for considering my candidacy, and for all the work you do to take back our schools.
Utah’s pro-SB196 and pro-CSE people make what they do sound like pure charity.
But it’s not.
SB196 promotes what the U.N. promotes: adult advocacy of practicing homosexual behavior –to kids. Note: by removing prior language that forbade teachers from advocating homosexuality, the bill now permits advocacy (to kids) about engaging in homosexual behavior. There is a big difference between tolerance for a personal decision and advocacy to others about child engagement in controversial, potentially dangerous, behavior.
Stuart Adams, sponsor of SB 196
This article is not aiming to attack anyone, but aims to show that when you look at multiple bills, and what they are doing, you begin to see a big picture concerning sex ed here and around the globe; it’s about bills that are perhaps unintentionally pushing immorality in the form of education through common, global “comprehensive sexuality standards”; it’s about a Utah bill pushing gay advocacy on children in the guise of kindness toward gays; it’s about a good bill on informed consent to educate pregnant women about abortion before they abort.
It might seem that these things are unrelated. But they’re not. They are all aligned to the globalist (UN) agenda –and monied lobbying groups and governments far from Utah do want to see Utah fall like a domino into line with their version of “rights” and “education”.
Before I ask you to consider helping to stop SB196, the “advocacy of homosexuality to children” bill; and before I (relatedly, belatedly) report about the happy death of HB215 last month (that was to add erotic CSE sex standards, detailed in Comprehensive Sexuality Education Standards (CSE), here’s a frame of reference. It’s a video clip that shows the divide in Utah’s legislature on reproduction and sex ed issues. Click here.
Fast forward to 1:30 -ish on the video. Representative Stratton speaks for the bill (at 1:30) which is written to promote informed consent of pregnant mothers prior to aborting babies. It’s a good bill. Then Representative King speaks against Stratton’s bill. (See 1:38 – one hour, thirty eight minutes)
At first, King sounds calm and almost reasonable.
Around 1:40 King’s tone turns and he says, “I don’t want to hear anyone stand up and talk to me about “babies” or killing babies,” he says, “What we are talking about are zygotes, embryos, and fetuses… When I hear an individual refer to an unborn child as a baby, I know immediately they are not to be taken seriously.”
This is who we are dealing with: legislators who won’t call abortion a death, or fetuses, humans.
A year ago, pro-abortion UT Rep. Brian King pushed CSE language in a bill that failed to persuade the legislature that CSE standards were really an improvement over Utah’s current sex ed standards.
I was present last year. There was an overflowing education committee room, lines and lines of people queuing up to speak for and against it, and, thankfully, that bill died in the committee’s vote.
One year later (a few weeks ago) again, the legislative education committee room was packed to standing room, with overflow rooms and online audiences receiving video or audio. Many in the crowd wore red to signify “STOP CSE” (Stop Comprehensive Sexuality Education). The bad bill was CSE-promoting, contraceptives-for-kids-promoting, parental consent-deleting HB 215.
This meeting went on for about four hours. As in the previous year, there were lines and lines of people queuing up to testify both for and against the bill. It felt like a miracle when the bill failed in the vote.
We knew it was only a temporary miracle: the national, big-monied lobbying groups, such as Planned Parenthood, and the liberal, progressive think tanks, and the United Nations itself, are relentlessly pushing CSE in every state. Bet money, if you are a gambler, that its core principles (anti-life, anti-morality) will be back every year, slid into multiple forms of bills. But we didn’t know how temporary.
Refresher: The national CSE standards call for children as young as third grade (nine years of age) to describe male and female reproductive anatomy and functions; to describe the changes of puberty; and to “define sexual orientation as the romantic attraction of an individual to someone of the same gender or a different gender.” And that’s just for nine year olds. It gets more inappropriate for older children. See: National Sexuality Education Standards
In their testimonies, some of the pro-CSE speakers at the recent hearing said that they had been raped –as a direct result of lack of good sex ed. They claimed that Utah doesn’t have thorough sex ed. But they must not have been taught in Utah schools; read the sex ed standards posted at USOE.
Interestingly, some of the anti-CSE testifiers were also rape victims. The rape-prevention argument for CSE thus bombed. (Is it remotely logical that teachers’ advocacy of eroticism and masturbation (topics which CSE standards advocate as “rights of a child”) would be likely to cause –as soon as prevent– the horror of rape?)
It simply is not true that Utah’s sex ed standards are lacking substance or detail or science. In Utah’s current, extremely thorough, sex ed standards and teacher/parent resource guides, I see nothing skipped over, nothing shallow, unscientific, sloppy or prudish.
So, if it isn’t really about decent education, what’s the real agenda? It’s a far-left wish to push an amoral, early-age-sex pushing, gay, lesbian, transgender-encouraging agenda on everyone, not just to prevent bullying, as they pretend it is. This agenda is detailed by national groups SIECUS and FoSE and by global groups, including the United Nations, in its global, common Comprehensive Sexuality Standards.
It is very simple to document for yourself: just lift terms out of Rep. King’s bill, and do an internet search to see how many far-left organizations and universities have used and coined, in their publications and initiatives, the same almost-bland sounding terms. Trace, for example, the scholarly articles and the money trails for groups publishing articles on “comprehensive sexuality” and “positive youth development”)
What Rep. King and CSE promoters don’t like about Utah’s sex ed standards is probably, simply this:
“The following shall not be taught:
1. The intricacies of intercourse, sexual stimulation, erotic behavior, etc.
2. The advocacy of homosexuality.
3. The advocacy or encouragement of the use of contraceptive methods.
4. The advocacy of sexual relations outside of marriage or sexual promiscuity”.
Each of those four things are fully promoted by CSE.
Need evidence? Watch the “War on Children” video. Read the CSE standards of FoSE and SIECUS here. Visit the United Nations’ website, which openly states that it works through governments [people like Representative King] to push its values on the entire world.
It admits: “UNFPA works with governments to implement comprehensive sexuality education, both in schools and through community-based training and outreach. UNFPA also promotes policies for, and investment in, sexuality education programmes that meet internationally agreed standards.”
Have you agreed to CSE? Has our entire country, our entire world? Do you even know what’s written in CSE?
This fight is not over.
How relieved we felt, a few weeks ago, when the vote was taken and King’s CSE bill died. We thought we had a break until next year’s session.
We were wrong to think we had a year of rest.
RIGHT NOW, there’s another bill, SB196, working its way through the legislature –right now– that has already unanimously passed a Senate ed committee. It will remove point #2 above: “the advocacy of homosexuality”.
KSL reported that SB 196 unanimously passed the ed committee, even though it removed the prohibition against Utah teachers advocating for homosexual lifestyles for Utah children.
News flash: Advocacy of homosexuality is not sex ed. It’s advocacy!
Education about homosexuality, or teaching kids kindness toward homosexual individuals, is not the same thing as having teachers advocate engagement in homosexual behavior, to children.
How could the senate pass this “advocacy of homosexuality” bill? I was told it was to dodge a huge law suit.
I don’t get it. Do you? What are the weights and measures– what do we prioritize: protecting and educating kids, or fearing law suits?
And in my estimation, the law suit is a brain dead argument.
The Salt Lake Tribune reported that the law suit (which supposedly spurred the unanimous yes vote on bill 196) said:
“These laws prevent presentation of accurate information concerning lesbian, gay, bisexual people in health classes and other classes, even when such information serves important educational purposes, while imposing no similar restriction on discussion of heterosexuality”.
That’s not true. Utah law does not prevent presentation of accurate information; in fact, USOE standards explicitly say that sex ed includes discussion of homosexuality. The laws do say that teachers cannot advocate for homosexual nor for heterosexual promiscuity. Advocacy rightly is prohibited in schools. It’s not a school’s job to advocate, but to teach academics and health.
More ridiculousness in the suit: the Tribune reported that the lawsuit claimed that there were no similar bans applying to clubs about heterosexuality, heterosexual persons or heterosexual issues, and that “that discrimination harms LGBT students… preventing them from participating equally in student clubs, stigmatizing them as inferior an unequal.”
Not true. Teachers are not permitted to advocate for heterosexual promiscuity, either.
Some people claim that the legalization of gay marriage necessitates teachers advocating gay lifestyles in schools. That makes no sense to me.
What will teachers advocate for next, if this passes? Pedophilia, so that pedophiles can have an after-school club, too? Where do we draw a line?
All human beings should support and practice advocacy for special needs children, and for any individual being bullied, whether he/she is gay or is of an ethnic or religious minority, or is obese, or is blind, or is anything else that others may bully. What I do not support is party-line advocacy of participation in a very controversial, potentially dangerous sexual behavior to young people who are, by law, in school.
If you live it Utah, and if you think that altering the language to make advocating for homosexual behavior is wrong, please asking the representatives to say “no way” on SB 196.
Protect kids! Stop SB196 now. Then, work to educate others to stop CSE in all its forms.
You can tweet #VoteNoSB196 @utahreps – https://twitter.com/utahreps .
You can email the Utah House of Representatives. Contact emails are here for a handful to get your started. Look up others here.
They often prefer to have emails addressed to them individually, rather than mass emails.
Rep. Brad Wilson:
Rep. Greg Hughes
email@example.com (Speaker of the House)
The Federal Register is collecting comments on and International Early Learning Study (IELS) that’s scheduled to be conducted next year. The deadline for these comments is midnight tonight, February 13, 2017! Here’s the link:
https://www.federalregister.gov/documents/2016/12/13/2016-29749/agency-information-collection-activities-comment-request-international-early-learning-study-iels#open-comment For more information, Dr. Karen Effrem explains more about IELS and early childhood data mining here: http://edlibertywatch.org/2017/02/urgent-submit-comments-against-global-pre-k-sel-data-mining/
The IELS is a proposed international study that seeks to collect data on kindergarteners about their academic competencies. This might sound harmless, but the most problematic aspect of this study is the effort to collect data on the children’s SEL: “social-emotional skills.” This opens the door to invasive analysis of the students’ home life and personal beliefs. It turns untrained and already overworked teachers into psychoanalysts.
Jonas Himmelstrand, Phyllis Schafly, Mireja Institute and many others have published studies about the lack of benefit and the terrible potential harms that early childhood education can do.
Student data collection also undermines parental authority and citizen privacy.
Please send a brief comment to oppose this study — today.
Below is a longer comment, submitted to the Federal Register’s call for comments by Joan Landes, a Utah clinical mental health counselor. She submitted these comments to the Federal Register’s comment site this week and gave permission to publish them here.
I am a Master’s Level Clinical Mental Health Counselor, fully licensed in my state to assess, diagnose and treat emotional and cognitive problems in individuals, couples and families. I have served as a Mental Health Counselor to treat stress, anxiety, suicidality and depression in students grade 1-12 in a charter school during school hours. I currently work in a residential treatment center for troubled teen girls. I also have a private practice which includes children and adolescents. I have served as the church leader for hundreds of youth over the last 30 years. I have taught homeschool, private school and charter schools. Finally, I have seven children of my own who are grown except one daughter in seventh grade. I think you could say I am an expert of children — what they need to be happy and how things can go terribly wrong. Along with academic training, I have spent my life in the trenches dedicated to the emotional and intellectual growth of children.
Governments should not abrogate the rights of parents to rear their children without significant interference from bureaucrats. Governments should not exploit schools as data-sweat shops, and abuse children as unpaid fodder for Big Data. If Governments and corporations adhered to minimally ethical practices, all children would be compensated a living wage ($25.00 per hour) for the data they are working to provide for the benefit of entities who will profit from the labors of these small children. Since this compensation has never been discussed, it will be no surprise that every other ethical protection for vulnerable children and their data will be violated in the rush to profit from the involuntary servitude of the young.
If entities are interested in gleaning data from children the following protections MUST be required:
1. The entire research project must pass review by a research ethics review board.
2. Parental notification and review is required of all assessments prior to the administration.
3. No surveys, questions or assessment in violation of United States Code, Title 20 1232h which prohibits (among other things), questions eliciting responses regarding parental beliefs, income, sexual mores etc.
4. All assessments to be previously researched and normed on the appropriate population and will meet superior criterion validity and reliability standards.
5. All assessments to be administered by licensed mental health professionals on an individual basis.
6. All assessments to take less than 1% of the child’s learning time per day so as to limit the child’s stressors.
7. All assessments to be interpreted by fully licensed mental health experts and research psychologists.
8. All data to be disaggregated at every point with no personally identifying information attached.
9. All children will be compensated a living wage ($25.00 per hour) for parts of every hour they are subjected to the assessments.
Without these protections in place, the object of the data accumulation becomes obvious to all who understand such things, and this purpose is absolutely unacceptable to those who hold even a shred of ethical integrity.
Joan Landes, CMHC