Please vote YES on HB 136 by Rep. Mike Kennedy. This bill gives the state board authority to ignore fed-ed mandates. It’s the bill Rep. Dave Lifferth ran last year and it passed the House then, but didn’t make it to the floor of the senate on the final night.
Please vote NO on HB 215 by Rep. Brian King. This bill is trying to change Utah from an abstinence education state to align to a set of national, common sex ed standards called “comprehensive sexuality education standards” that are truly disturbing. See video on the national CSE standards: https://vimeo.com/152728936
Please vote YES on SB 115 by Rep. Jake Anderegg. This bill eliminates the criminal penalty on parents whose children are truant and reduces it to an infraction.
Rep. LaVar Christensen 801 550 1040
Rep. Bruce R. Cutler 801 556 4600
Rep. Justin L. Fawson 801 781 0016
Rep. Francis D. Gibson 801-361-0082
Rep. Eric K. Hutchings home 801-963-2639 SPONSOR
Rep. Bradley G. Last 435-817-0064
Rep. Daniel McCay 801-810-4110
Rep Kim Coleman 801-865-8970
Rep. Michael E. Noel 435-616-5603
Rep. Derrin R. Owens 435-851-1284
Email:
Val Peterson <vpeterson@le.utah.gov>,
LaVar Christensen <lavarchristensen@le.utah.gov>,
Francis Gibson <fgibson@le.utah.gov>,
Eric Hutchings <ehutchings@le.utah.gov>,
“Bradley G. Last” <blast@le.utah.gov>,
Mike Noel <mnoel@kanab.net>,
dowens@le.utah.gov,
bcutler@le.utah.gov,
kcoleman@le.utah.gov,
Daniel McCay <dmccay@le.utah.gov
Here are 6 reasons that a vote for Trump will help preserve freedoms for our children– including freedom from Common Core– contrasted with 6 reasons that a vote for Hillary (or a third party who can’t beat her) will dramatically reduce the future freedoms of our children.
Reason #1:Religious Liberty and Freedom of Conscience
Hillary’s aiming to remove religious liberty and freedom of conscience from schools and from society. She has called for this:
“All the laws we’ve passed don’t count for much if they’re not enforced… laws have to be backed up with resources and political will. And deep-seated cultural codes, religious beliefs and structural biases have to be changed.” (see video minute 8-9)
“‘I would like them to pray for guidance and to pray for our country because we need prayer now almost more than we’ve ever needed it before.”
How might presidential stands for or against religious liberty trickle down into school curricula, and into laws concerning churches and homes?
Reason # 2: Trump’s opposed to Common Core.
His campaign video about education explains that America must “end Common Core,” which he calls “a disaster” because “education has to be local“. At rallies like this one in Wilmington, North Carolina, he’s said: “We’ve got to get rid of Common Core.”
On a Fox News interview, when asked if he would cut departments, Trump said, “I may cut the Department of Education“.
In the March presidential debate, Trump said, “Education through Washington, D.C., I don’t want that. I want local education. I want the parents and I want all of the teachers, and I want everybody to get together around a school and to make education great.” This contrasts greatly with Hillary, who mocked local control.
She called Common Core nothing more than a “political failure.” She said, “…this was a political failure because they negotiated something and they had no real agreed-upon program for explaining it and selling it to people so that they left an opening for those who were always in the education debate, who don’t think anybody should be told anything about what to study, even if it’s the multiplication tables. You know, that that should all be left to local control. And then you get into more complicated areas, as we all know, that that’s just totally off limits.”
Reason # 3:Trump’s got Evers.
Trump’s opposition to the Common Core machine aren’t just words. Check out who Trump chose for an education advisor: Williamson “Bill” Evers.
I had the honor of helping to transport Evers to a Stop Common Core speaking engagement in Salt Lake City a few years ago. I remember the leather satchel he carried, which overflowed with books– all titles about federalism and states’ rights.
Reason #4: Trump’s free from the NEA and AFT (abortion-promoting) national teachers unions, which fully endorse Hillary.
Both the National Education Association (NEA) and the American Federation of Teachers (AFT) back Hillary Clinton, and both financially uphold Planned Parenthood and other controversial groups and initiatives.
Even so, when Hillary presented her keynote speech at the recent National Education Association (NEA) conference, she was booed –why?
She spoke of cooperation between public charter schools and public schools. She’s not talking about sporting events or dances, folks. She wants all schools to be controlled by her public-private partner-shipping elite agenda.
Democratic-leaning NEA takes an anti-charter stand, but Hillary is aiming to play both sides with her private-public school initiatives. She knows that the Common Core machine is comprised of two machines, both of whom she needs: the corporate machine, comprised of Pearson, Microsoft/Gates, etc. (these make money starting charters and selling ed tech aligned to common standards) and the government machine (this gains control by using common data mining systems and common tests and teacher evaluations). This is what Hillary is speaking of when she speaks of her educational technology agenda, built on public-private partnerships).
Trump doesn’t need Gates’, Pearson’s, the NEA’s, or the AFT’s funds, and he’s not bound to their political standards. Hillary, though, is bound; Bill Gates, her Foundation’s top $25 Million+ donor, remember, is also the leading promoter of Common Core Education and Data Mining. He was almost her vice presidential pick. Hillary’s not about to get rid of Gates’ precious baby, the Common Core.
Reason #5: Trump’s not about Hillary’s 1998 Marc Tucker successful conspiracy against local control.
The infamous Tucker-Hillary letter, a detailed plot outlining how Hillary and Tucker planned to turn America into a socialistic machine using national school standards and “large scale data management systems” (school-work data) is part of the Congressional Record from 1998. You can read the PDF files of each page of Marc Tucker’s “Dear Hillary” letter in the 1998 Congressional Record through these links:1234567.
Hillary and Tucker are still working hard to implement their plot, nearly twenty years later. Tucker‘s at NCEE, where his reports still spout sickening ideas such as: “the United States will have to largely abandon the beloved emblem of American education: local control“. Meanwhile, Hillary’s whole “Initiative on Technology and Innovation” is a detailed, updated extension of their 1998 conspiracy letter against local control.
Will Americans be smart enough to decipher her witchery of wordplay to see her plan for what it really is?
Whose vision keeps children safe? How will voting third-party bless children?
If you want your home –or local school– to have defenders– gun-owning teachers and principals— and if you believe as our founders did, that self-defense and gun ownership are vital American values, vote for Trump.
If you want to be disarmed and at the mercy of an unaccountable government, and if you are comfortable with the murder of babies, then vote for a third party candidate, or Hillary. It is the same.
A final note:
Many of my constitution-loving friends are voting for Castle (or McMullin) and tell me that Trump is only slightly, if at all, better than Hillary, and say that voting for either Trump or Hillary is condoning evil and will thus draw the displeasure of God.
I beg to differ.
God holds us accountable for the world we allow to come upon our children by our votes– far more so, I imagine, than He weighs our dream vote or “statement” vote which we might cast for a candidate who will never be elected to stand against our actual enemy.
Is just “what’s in our hearts” what matters here– or is what matters the real vote, a vote for actual power, that affects actual lives, and actual deaths?
Trump’s commitment to the American dream’s basic foundation: religious liberty, self-defense/gun rights, educational liberty, the right to life, and freedom from governmental micromanagement, are unarguably, eternally significant differences between these, the only two candidates who are within hope of winning this presidential election.
Will not the consequences of voting for Hillary (or third party)– thus enabling the loss of the basic American rights outlined above– draw greater grief and displeasure from God?
About 250 delegates agreed (while only 3 did not). The vote resolves to refuse federal education money and its mandates.
Thanks to the hundreds of delegates who voted for it today and thanks to the courageous Utah legislators who aim to build this resolution into law, as has been reported by Utahns Against Common Core.
The resolution, which Utah citizens may sign here, points out that the federal taxes Utah receives for education are only about 7% of what Utah spends on education. Why should Utah pay 93% of its own bill, and have no say (in what is our constitutional right and duty, to direct education locally) while the federal government pays only 7% but mandates 100% of Utah’s education decisions?
Furthermore, the bill notes, and documents: Utah clearly has enough money to pay our own educational bills and can easily become free of the federal money and its obligations. The resolution also points out that the time to act is now, because the brand new federal law ESSA does harm to family and private school autonomy.
There’s no reason to continue to be strangled by the increasing federal grasp over our children and countless reasons to be free.
Here’s the resolution, which, very likely, may evolve quickly into a Utah bill and into Utah law:
——————————
Resolution to Remove Utah From Federal Education Control
WHEREAS, After decades of growing federal intrusion into our state education system, President Obama has signed into law The Every Student Succeeds Act (ESSA) which gives the federal government even more sweeping power over state education (1), regulates education in private schools (2) and implements policies and programs reaching into the home (3); and,
WHEREAS our platform states that “Parents have the right to choose whether a child is educated in private, public or home schools and government should not infringe on that right… We favor local accountability and control in all aspects of the education system.”; and,
WHEREAS federal taxpayers provide only 7.4% of our total education budget (4), but by accepting that 7.4% we give the federal government 100% control over the education of our children; and,
WHEREAS, the Governor has announced that Utah now has new ongoing revenue, due to state growth of $380 million (5), more than enough to replace federal funds and regain control over the education of our children; and,
WHEREAS, the only way to avoid the overbearing requirements of ESSA is to opt out of federal funds. (6)
NOW, THEREFORE, BE IT RESOLVED THAT the Utah County Republican Party declares that we cannot continue to stand by while our educational freedoms are usurped, and this increasing federal intrusion must end now; and,
BE IT FURTHER RESOLVED THAT Utah should use its ongoing budget surplus to replace all federal taxpayer money in education, freeing Utah from federal intrusion; and,
BE IT FURTHER RESOLVED THAT Utah County GOP leadership shall provide information on this issue to public officials and voters, as may be appropriate through email, website, and physical distribution, and request a legislative audit of federal programs put into place through the 2009 Stimulus Package including data systems (7), alignment to federal regulations, statues, and grants so that Utah schools can truly be freed from federal intrusion; and,
BE IT FURTHER RESOLVED THAT the Utah County Republican Party commends Representatives Chaffetz, Bishop, Stewart, and Love, and Senator Lee, who voted against this invasive law, and we call upon all state legislators and officers to act now to stand for our state’s rights in education.
Oak Norton, Highland 7, Precinct Chair
——————————————-
Footnotes
(1) Every Student Succeeds Act (ESSA) (https://www.congress.gov/114/bills/s1177/BILLS-114s1177enr.pdf):
The secretary maintains control over state education plans (P4b, pg. 306)
The secretary shall ‘‘(vi) have the authority to disapprove a State plan.” (P4b, pg.21)
(2) ‘‘(B) OMBUDSMAN.—To help ensure such equity for such private school children, teachers, and other educational personnel, the State educational agency involved shall designate an ombudsman to monitor and enforce the requirements of this part.’’ (pg. 71) https://www.congress.gov/114/bills/s1177/BILLS-114s1177enr.pdf
(3) Dept. of HHS/USDOEd Draft Policy Implementation Statement on Family Engagement: https://www.acf.hhs.gov/sites/default/files/ecd/draft_hhs_ed_family_engagement.pdf
“Implement[s] a vision for family engagement that begins prenatally and continues across settings and throughout a child’s developmental and educational experiences” (Page 5)
See “parenting interventions” (IBID pg. 7, 8, 9, 10, 11, 13, 14, 16)
ESSA allows states to use funds to “support programs that reach parents and family members at home [and] in the community.” (https://www.congress.gov/114/bills/s1177/BILLS-114s1177enr.pdf, Pg. 69)
States shall “become active participants in the development, implementation, and review of school-parent compacts, family engagement in education policies, and school planning and improvement;” (IBID, pg. 218)
Provides grants to turn elementary and secondary schools into “Full-Service Community Schools” with “Pipeline Services” that provide “a continuum of coordinated supports, services, and opportunities for children from birth through… career attainment”, including family health services. (IBID pg. 222, 223, 229)
(4) http://www.schools.utah.gov/data/Fingertip-Facts/2015.aspx
2013-14 is an inaccurate estimate. USOE’s document has a typo on gross revenue showing $1.3B more than expenses. This estimated revenue figure is in line with expenses which are assumed to be accurate as they are in line with the trend. We have 5 straight years of declining federal funds but no declining federal requirements. Unfunded mandates rule our state education system.
Senator Hatch’s offices better fasten their seatbelts. They are in for a bumpy ride after messing with family rights in education. Sen. Hatch voted against Senator Lee’s “Parental Notification and Opt Out Amendment” to the Every Child Achieves Act, S1177 yesterday.
If you call Senator Orrin Hatch’s D.C. offices, or his Salt Lake City offices, you will get an answering machine. It happens to me every time. Please call and leave a message anyway. Ask his staff to call back to account for why Hatch voted against Sen. Lee’s common sense amendment. Call 801-625-5672 and 801-524-4380.
If Sen. Lee’s “Parental Notification and Opt Out Amendment” would have passed, we would have upheld the parental right to opt out of federally mandated standardized testing (aka Common Core/SAGE/AIR/SBAC/PARCC testing.) This would have required schools to notify parents when such testing takes place, effectively killing the creepy new nationwide education trend called embedded curriculum testing, or stealth testing, which erases parental opt out-ability. But Hatch said no.
I will call his offices every day until I get a response.
Please share the precise bill language in S1177 with all US senators everywhere as they prepare to vote for or against this monster reauthorization of No Child Left Behind today. Please tell Senators that you expect them to VOTE NO on S1177.
Rep. Justin Amash explained, after he wisely voted NO on the twin bill to S1177, House Bill, HR5 “The Student Success Act” (which passed this week) :
“Here are the facts you should know about H.R. 5 and the current status of NCLB: The funding authorization for No Child Left Behind expired more than seven years ago. Contrary to some statements and press reports, H.R. 5 does not repeal NCLB; it reauthorizes NCLB with modifications. If H.R. 5 becomes law, NCLB will be authorized for the first time since FY 2008.
Why do states and schools continue to act as though No Child Left Behind is current law? Because Congress has continued to appropriate money for NCLB as though the funding authorization never expired! In other words, the program is legally dead, yet Congress continues to send federal funding to schools, with strings attached, as though the law remains in effect.
How should Congress deal with No Child Left Behind? Simply stop funding it.There’s no current authorization for the funding, so the funding needs to stop.
Don’t we need this new bill to stop Common Core? No, we don’t. H.R. 5 reauthorizes No Child Left Behind, which provides federal funding for education. The bill says none of that money may be used (or withheld) to push Common Core. But voting no on H.R. 5 means voting no on the funding authorization that the federal government uses to compel states to adopt Common Core. So, either way, Common Core loses.
Doesn’t this new bill include an amendment to allow parents to opt out of standardized testing? Yes, but it’s H.R. 5 that authorizes federally mandated standardized testing in the first place. Voting no on H.R. 5 means voting no on such standardized testing.
Was there an amendment to allow states to opt out of No Child Left Behind even if H.R. 5 becomes law? Yes. I voted yes on the Walker amendment, but remarkably it failed 195-235 in a Republican-led House of Representatives.”
“I’ve heard from countless moms and dads in Utah who feel as though anonymous government officials living and working 2,000 miles away have a greater say in the education of their children than they do.
One of the most frustrating issues for parents is the amount of standardized tests their children are required to take, particularly the tests that are designed and mandated by the federal government. And it’s not just the frequency of these tests that is frustrating. Too often parents don’t know when these federally-required assessments are going take place, and they don’t find out until after the fact.
…The notion that parents should not be expected to forfeit all of their rights to the government just because they enroll their children in the public school system is not a Democratic idea or a Republican idea. It’s simply an American idea.
That’s why several states – including states as distinct as California and Utah – have passed laws that allow parents to opt out of federally-required tests.
But there’s a problem. Under current law, states with opt-out laws risk losing federal education dollars if a certain proportion of parents decide opting-out is best for their children, because schools are required to assess 95 percent of their students in order to receive federal funds. I introduced an amendment to protect states from losing federal funding if over 5 percent of parents choose to opt out of federally-required tests. Unfortunately, the Senate failed to pass my amendment.”
How I wish we had dozens of Representative Amashes and Senator Mike Lees in Congress. Congressmen who understand and apply the Constitution are becoming rare, rare treasures.
———————–
Update: I did hear back from a staffer at Senator Hatch’s office. I was given talking points and more talking points. What I want is an actual written conversation using the language of the bill in all its contradictions and oppressions, citing page and section numbers and not avoiding the issues that are uncomfortable, controlling the conversation. This is what saps constituents of substantive faith in their elected reps: cut and paste talking points (which sadly, even my own Rep. Jason Chaffetz is handing out on HR5.) These do not, not impress.
What does it mean that HR5, the reauthorization of No Child Left Behind, passed? What does it mean for children, teachers, parents? Who benefits? Why was it so strongly promoted?
Attorney and author Emmett McGroarty reported this week at The Pulse 2016 how “House Republicans Betray Common Core Moms” with the passage of HR5. He explained that the bill serves the testing industry, not the people:
“By failing to eliminate or even curb the federal testing mandates, the bill instead serves the testing industry rather than the people. Under NCLB, that industry has grown to a $2 billion per year enterprise.”
McGroarty’s article explains that HR5 promotes psychological profiling of students: HR5 “removes protection against socio-emotional profiling in the statewide assessments (eliminating NCLB’s prohibition against including assessment items that “evaluate or assess personal or family beliefs and attitudes”). Not only does it fail to protect against psychological data-gathering, it actually dictates the type of Brave New World assessments that operate by compiling and analyzing psychological profiles on children. Unlike NCLB, H.R. 5 also requires assessment on behavioral/skills-based standards rather than solely academic standards.”
These and other, equally disturbing items in HR5, can not explain why the Republican House of Representatives passed this 800-page bill. And why was there virtually no transparency on the language of the bill in town hall meetings and media outreach?
McGroarty points out that the bill is “one of the most far-reaching pieces of domestic legislation” yet was passed “without holding many, if any, town hall meetings. Certainly, the effort that leadership spent arm-twisting its membership would have been better spent encouraging its members to meet with their constituents and giving them time in which to do so.”
“On Wednesday, I was honored to stand up for parental rights by voting no on #HR5, the bill to reauthorize #NoChildLeftBehind. The bill increases federal control of education. Here are the facts you should know about H.R. 5 and the current status of NCLB:
The funding authorization for No Child Left Behind expired more than seven years ago. Contrary to some statements and press reports, H.R. 5 does not repeal NCLB; it reauthorizes NCLB with modifications. If H.R. 5 becomes law, NCLB will be authorized for the first time since FY 2008.
Why do states and schools continue to act as though No Child Left Behind is current law? Because Congress has continued to appropriate money for NCLB as though the funding authorization never expired! In other words, the program is legally dead, yet Congress continues to send federal funding to schools, with strings attached, as though the law remains in effect.
How should Congress deal with No Child Left Behind? Simply stop funding it. There’s no current authorization for the funding, so the funding needs to stop.
Don’t we need this new bill to stop Common Core? No, we don’t. H.R. 5 reauthorizes No Child Left Behind, which provides federal funding for education. The bill says none of that money may be used (or withheld) to push Common Core. But voting no on H.R. 5 means voting no on the funding authorization that the federal government uses to compel states to adopt Common Core. So, either way, Common Core loses.
Doesn’t this new bill include an amendment to allow parents to opt out of standardized testing? Yes, but it’s H.R. 5 that authorizes federally mandated standardized testing in the first place. Voting no on H.R. 5 means voting no on such standardized testing.
Was there an amendment to allow states to opt out of No Child Left Behind even if H.R. 5 becomes law? Yes. I voted yes on the Walker amendment, but remarkably it failed 195-235 in a Republican-led House of Representatives.”
Meanwhile, my own representative, Representative Jason Chaffetz, disagrees with McGroarty and Amash. He voted for HR5.
Chaffetz put out a press release saying that he voted for HR5 because it “Reduces the federal role in education”. That phrase is honey to many Utahns’ ears but the phrase doesn’t match the language of the bill.
I’m so disappointed that Rep. Chaffetz, who I’ve until now appreciated– for his willngness to fight Hillary Clinton and search for justice and documentation in the Benghazi murders. But his press release on HR5 includes no documentation: no bill language with references, nothing to reassure people like me that he did more than blindly adopt the bill’s talking points and cut & paste them to his press release. Did he study that bill? If so, I’d like to see Rep. Chaffetz intelligently debate Rep. Amash on HR5. I’d like to have seen a town hall on the subject PRIOR to its passing. I’ve heard Chaffetz say, multiple times, with roaring applause, that he would like to see the Dept. of Education disbanded. But his vote doesn’t match that sentiment.
He voted FOR this bill that cemented the unconsitutional master-servant relationship of feds over states:
“For any State desiring to receive a grant under this subpart, the State educational agency file with the Secretary a plan,” “Each State plan shall demonstrate [to the federal agents]” – 1111(a)1 –
“If a State fails to meet any of the requirements of this section then the Secretary shall withhold funds”– 1111(g)
“The Secretary [federal] shall have the authority to disapprove a State plan” – 1111(e)2 D
“If a State makes significant changes to its State plan, such as the adoption of new State academic standards or new academic assessments, or adopts a new State accountability system, such information shall be submitted to the Secretary under subsection (e)(2) for approval.” – 1111 (f)
“If a State fails to meet any of the requirements of this section then the Secretary shall withhold funds”– 1111(g)
He voted for a bill that has zero privacy protections because it relies on the shot-full-of-holes FERPA: “Information collected under this section shall be collected and disseminated in a manner that protects the privacy of individuals consistent with section 444 of the General Education Provisions Act and this Act.” – 1111(i) (For more on FERPA’s deliberate loosening (destruction) by the Dept. of Ed, see the E.P.I.C. lawsuit.)
He voted FOR a bill that creates unelected committees that have real power over state citizens who did not elect them. (And that uses the unelected groups to eliminate policies that don’t match federal policies)
“State rules, regulations, and policies… conform to… the committee of practitioners”
“Each State educational agency that receives funds under this title shall create a State committee of practitioners”
“Eliminate the rules and regulations that are duplicative of Federal requirements… identify any duplicative or contrasting requirements between the State and Federal rules or regulations; report any conflicting requirements to the Secretary… (1403)
He voted FOR a bill that extends federal tentacles and data collection to preschoolers.
“perform child-find screening services for the preschool-aged children of the tribe” – 5133 a
“assessment of family-based, early childhood, and preschool programs for Native Hawaiians” – 5304 (c) 2
“evaluate the aggregate short- and long-term effects and cost efficiencies across Federal programs… under this Act and related Federal preschool, elementary, and secondary programs” – 6601
“improve the identification of homeless children (including preschool-aged homeless children and youths) ” – 702
“Coordinator for Education of Homeless Children and Youths established in each State shall— gather and make publically available… comprehensive information on— the number of homeless children and youths identified… the nature and extent of the problems homeless children and youths have in gaining access to public preschool programs” – 702
“collect data for and transmit to the Secretary, at such time and in such manner as the Secretary may require, a report containing information necessary to assess the educational needs of homeless children and youths within the State, including data necessary for the Secretary to fulfill the responsibilities… including teachers, special education personnel, administrators, and child development and preschool program personnel – 702
“Plans required: … how the local educational agency will use funds under this subpart to support preschool programs” – 1112
He voted FOR a bill that dictates uniformity and promote psychological profiling and federally-controlled test standards:
“Academic assessments… shall… provide coherent and timely information about student attainment of such standards… be consistent with… nationally recognized… technical standards… be administered in each of grades 3 through 8 and at least once in grades 9 through 12… in the case of science, be administered not less than one time during—grades 3 through 5; grades 6 through 9; and in the case of any other subject chosen by the State, be administered at the discretion of the State; measure individual student academic proficiency and, at the State’s discretion, growth… be administered through multiple assessments during the course of the academic year that result in a single summative score that provides valid, reliable, and transparent information on student achievement … enable results to be disaggregated… be administered to not less than 95 percent of all students, and not less than 95 percent of each subgroup of students described in paragraph (3)(B)(ii)(II); and be the same academic assessments used to measure the academic achievement of all public school students… provide for— the participation in such assessments of all students… produce individual student interpretive, descriptive, and diagnostic reports regarding achievement on such assessments in … uniform format…” –1111
&amp;lt;img class=”aligncenter size-full wp-image-3018″ src=”http://www.utahnsagainstcommoncore.com/wp-content/uploads/2016/01/Utah-Education-Funding.png” alt=”Utah Education Funding” width=”804″ height=”318″ srcset=”http://www.utahnsagainstcommoncore.com/wp-content/uploads/2016/01/Utah-Education-Funding-300×119.png 300w, http://www.utahnsagainstcommoncore.com/wp-content/uploads/2016/01/Utah-Education-Funding-768×304.png 768w, http://www.utahnsagainstcommoncore.com/wp-content/uploads/2016/01/Utah-Education-Funding.png 804w” sizes=”(max-width: 804px) 100vw, 804px” /&amp;gt;
COMMON CORE 