All posts by Oak Norton

Say No to Summit Learning Systems

Guest Post by Jennifer Brooks

(If you live in Davis School District, sign this petition: https://www.ipetitions.com/petition/davis-school-district-eliminate-summit-learning)

Summit Learning Systems

How Big Tech takes control of teaching and learning in our public schools

Utah taxpayers should say “NO” to Summit Learning, here is why.

Over the past five years Davis School district has progressively mandated Summit Learning in two High Schools and three Jr. High Schools without choice or transparency to taxpayers. This year, a new cohort of seventh graders at Mueller Park Jr. High means twelve-year-old’s I dearly love, hate learning with Summit. Summit Learning has no place in our public schools.

I’m an educator with twenty-five years of experience and several degrees, I read educational research as a hobby. I knew everything that was wrong the Summit Learning model. I didn’t understand how bad Summit Learning was until recently. Much of this article is informed by the National Education Policy Center’s Report on Summit Learning.

Summit Learning – Complete capture of your public schools by Big Tech

In 2015 a few online learning charter schools named, Summit Public Schools caught the imagination and funding of Big Tech. Since 2015, Summit Public Schools (SPS) has received philanthropic funding totaling at least $177.6 million. Donors include the Bill and Melinda Gates Foundation, the Carnegie Corporation of New York, the Silicon Schools Fund, the Silicon Valley Community Fund, Meg Whitman, and the XQ Institute. The Hechinger Report shows the Chan Zuckerberg Initiative (CZI) alone committed $142.1 million to SPS since 2016. CZI website reports providing $48.8 million to SPS between 2016 and 2020 and $40 million to T.L.P. Education, a non-profit which fronts Summit Learning, between 2018 and 2020.  In-kind donations by Facebook developed the marketing strategy and engineered the platform for SPS to become Summit Learning.

The CZI, a for profit LLC, aggressively markets Summit Learning to public school districts through Gradient Learning, a non-profit which allows districts to bypass state privacy and curriculum adoption laws.  Districts quietly “partner” with Summit Learning. In doing so they offer up control of learning and teaching to Summit Learning. Yes, District leaders are choosing this for your child. The Participation Requirements a district must accept to “partner” with Summit are staggering. https://www.summitlearning.org/join-us/program-requirementsThese requirements make it clear, Taxpayers do not have local control with Summit Learning. This explains the lack of transparency when adopting Summit.

Once a “partner,” Summit Learning controls and dictates public school schedules, bi-yearly, MAP assessments (on the taxpayer’s dime). Summit requires districts use their Summit grading system for an entire Summit school or grade, making it difficult to compare Summit student achievement to traditional students within a district. Teachers are trained by Summit Learning to facilitate Summit and direct students on the platform instead of leading the classroom with proven pedagogy and instructing on content. Administrators are trained in Summit promotional rhetoric and check-in, two hours weekly with a Summit rep. All student learning is dictated, controlled and data mined by Summit including student-centered learning, project-based assignments, learning standards, content and curriculum in math, science, English and history, they call it the four-core. Summit is written from California and Oregon standards, the eighth and ninth worst schools in the nation.  Utah schools are tenth best (according to U.S. News and World Report). Summit standards include the CRT, LBGTQ and social justice themes which is not core content. These social themes are driving ideals on the Gradient Learning website.

Data Privacy contracts grant Gradient Learning access and use of de-identified student data in perpetuity, which the CZI can convert to re-identifiable data.  Contracts signed in 2018-2019 explicitly provide SPS to use de-identified student data “for any lawful purpose” (the same language appears in  the current Data Privacy Addendum on the Summit Learning website). By extension, this means that the CZI, its technology partner, may also access de-identified student data to use in any way it wishes in perpetuity. Uses may include analyzing data for insights about student learning and psychology using big data statistical methods and selling it to third parties in perpetuity. 

Reimagining education to increase control and profits for Big Tech at the cost of children’s growth and success

Summit Learning is not innovative or progressive, it is not a proven model and taxpayers are not resistant to change for rejecting its rhetoric. We know bad education when we see it. Summit Learning brings no empirical data to support its multitude of claims on student success. Summit refuses to participate in large scale educational research, a huge red flag. The “Science of Summit” document is ‘rooted in science,’ offering circular logic, rhetoric, and personal anecdotes, but no data. Most concerning for our children, Summit Learning has packaged together the least effective learning and teaching strategies for students, according to decades of mainstream research.  These failed strategies posture students for the least success with learning. Learning is more difficult using Summit.  If you are an underserved student, have an IEP, 405, are a poor reader or an ESL student, all the cards are stacked against your success when using Summit Learning.

Farmington High School Students claim they become expert at manipulating the platform to complete their work and receive points with little learning. Further, the lowest performing students at Farmington get all the attention from the teacher to help them pass while higher performing students are ignored. This is a poor, inequitable education model that only benefits Big Tech.

Personalized Learning adoption opens the door for Big Tech platforms

A June 2017 report to the Chan Zuckerberg Initiative outlined public relations efforts to create social conditions amenable to widespread adoption of personalized learning. The report described the marketing efforts as part of a strategy to create “one consistent narrative” promoting a positive answer to the question of “Does Summit Learning work?”

Big Tech aggressively markets the ill-defined, unproven ideal of personalized learning to school district leaders, not because it is effective, but because it leads to 1:1 learning in public classrooms.

Public Schools were created to offer equitable content and skills to many children from differing backgrounds through direct instruction and quality feedback from professional educators using quality curriculum and daily practice. When public schools implement well defined, actionable, proven strategies, they can measurably improve student achievement, despite a student’s social-economic background. Summit Learning drives schools away from proven, high performing models of education, master teachers and proven curriculum.

The narrative that “Summit Learning works” is embraced by district leaders, who promote Summit Learning as an effective “whole school reform” to school board members and educators within their district. Summit’s slick rhetoric, seen in their YouTube videos, is used to train District leaders, administrators and teachers to become salesmen for Summit Learning. They no longer focus on the job of educating students in math, English, factual history, science and formal learning skills based on proven models. They are pushing Summit and endlessly trying to make it work. It does not work.

There are additional concerns with the dangers of excessive screen time to the mental and emotional health of students. Then there’s Summit’s easily manipulated computerized curriculum, that has not been adopted by state law or aligned to standards. Summit’s curriculum is governed by algorithms which are proven to reflect the bias of the creator. Summit states online tools can be, “manipulated and changed easily. We know, they can promote a narrative, or they can cancel ideas all together.  There is no oversight of Summit Learning’s centrally programmed course content.

Utah Taxpayers should say “NO” to Summit Learning, Especially, Davis County taxpayers.

We can and should constantly improve our public schools by looking to proven models.  Education is the great equalizer; it can lift every child. This is not the goal of Summit Learning.

Summit Learning is at the cost of educational excellence.  It’s at the cost of proven teaching and learning strategies. It’s at the cost of local control. It’s at the cost of our children’s privacy.  It’s at the cost of our children’s mental health. It’s at the cost of training master teachers and using proven, state vetted curriculum with oversight.  It’s at the cost of student’s growth, their success and ultimately their self-esteem.  It is at the cost of taxpayers.

Davis School District currently requires Summit Learning at Farmington High School, Clearfield High School, Farmington Jr. High, Centennial Jr. High, North Davis Jr. High and Mueller Park Jr. High.

*****

Big Claims, Little Evidence, Lots of Money: The Reality Behind the Summit Learning Program and the Push to Adopt Digital Personalized Learning Platforms

Faith Boninger,  Alex Molnar, and  Christopher Saldaña

June 25, 2020

https://nepc.colorado.edu/publication/summit-2020

Yes, Utah is Still on Common Core

This past week I attended the state school board meeting to support Natalie Cline and those who would speak on her behalf over the treatment she is receiving from some fellow board members and outside groups, who hate that she has the crazy belief that parents have fundamental rights over their children and a right to know what schools are teaching them.

After the public comment time, I went outside to visit with other people that had come and were holding up signs in support of Natalie. As things slowed down and people started leaving, a lady approached me and saw my classic vintage green t-shirt that reads “No More Common Core.”

She said, “I’ve worked with 5 governors in Utah, and Utah isn’t using Common Core. We have our own standards.”

I had to chuckle. She had no idea who she was talking to. I asked if she knew my name and she didn’t. I told her I ran this website and proceeded to explain that I served on the state elementary math review committee (for one meeting). We were supposed to discuss options for Utah math and I was excited to share why we should transition to California’s excellent “Green Dot” standards from 1999-2000. Instead, the state office of education representatives wouldn’t let us discuss any options to take Utah off Common Core. All they would allow in the meeting was to examine each standard and decide if the standard belonged in that grade level or should be shifted to a grade above or below. I tried to bring up the CA standards and was completely shut down by Diana Suddreth who would tolerate no discussion of moving Utah off Common Core. That’s when I saw how pointless the process was and never returned to waste my time.

This lady then immediately excused herself saying she had to go do something. I saw her a couple more times that morning as she went in and out of the building to speak with others in the crowd. Thankfully, she was wearing a name tag and I looked her up. She was president of the Utah PTA 20 years ago.

If anyone tells you Utah is not on Common Core, they are either ignorant of the facts, a liar, or a Lenin-ite useful idiot. I hope she was just ignorant.

Dr. Martell Menlove, past state superintendent acknowledged this fact in past correspondence you can read in this post: https://www.utahnsagainstcommoncore.com/letter-to-dr-menlove-please-verify-utah-core-common-core/

In it he wrote in reply to an email I sent him (emphasis mine):

Mr. Norton,

The Utah State Board of Education adopted the Common Core State Standards as Utah Core Standards in Math and English/Language Arts. I do not believe I have said anything contrary to this. If I have, I apologize.

Thanks for seeking this clarification.

As noted previously, I continue to be willing to meet with you at your convenience to hear your concerns.

Sincerely,

Martell Menlove

From the article I just linked to, you can see a comment from Randall Lund. He went through all the standards and saw that word for word, they were the same. The only real difference is Utah added back cursive handwriting to our standards because it’s insane to remove that from education. Not only is cursive critical to brain development, but we live in Utah, genealogy capital of the world, where records are written in cursive. It took parents 8 months of effort to get the state to put those into the standards.

But, this morning just for fun, I pulled up the Utah Core standards and the national Common Core standards. I randomly picked 5th grade math to compare one section.

Here is the strand for 5th grade operations and algebraic thinking for Common Core.

Common Core 5th grade math sample

Below are the Utah core standards for this same 5th grade strand. You will see the first standard is identical except Utah has taken the bold step to remove an extra “A” from the Common Core nomenclature and simply label this a “Standard” instead of “CCSS Math Content.”

The second standard, Utah has gone to the extreme by splitting up “CCSS Math Content 5.OA.A.2” into parts “a” and “b”, but retaining the same language and examples of what a teacher is to do.

Standard 3 is completely identical.

Utah core 5th grade math sample

Yes, Utah is still on Common Core. We have never veered from the direction our overlords have desired for the children of this state and nation.

Utah Indoctrination

Unless Utah gets off federal education dollars immediately and implements true local control of education by parents at the school level, the indoctrination will continue. For a plan on how to do it, watch this: https://www.agencybasededucation.org/total-transformation-roadmap-local-control-education/

As many across the country are aware, a Lehi, Utah chemistry teacher was fire after the first day of school for going on a threatening anti-parent, pro-gay rant toward her students.

https://www.foxnews.com/us/teacher-utah-trump-video-no-longer-employed

Instead of an atmosphere of inclusion and equity that left-wing teachers preach, they are the worst hypocrites for violating their own “standards.” Only when parents take control at the local level will this nonsense end by terminating teachers that can’t stick to their subject matter.

One mom in Alpine school district showed this video to her children and posted this on Facebook.

I showed this video to my 8th grade daughter who goes to Mountain Ridge. I told her that this video was making national news. She watched it, then I asked her what she thought. She said: “I don’t know why this is going viral. I hear stuff like this from my teachers all the time”.

I showed this video to my oldest who attended American Fork High School and is now at BYU. He watched it and said: “Mom, this is not new. I heard this in High School and I hear this at BYU.”

I knew snippets of their experiences, but now I am painfully aware that this mentality has permeated our local schools. I am sick about it.
That is 100% believable. BYU is one of the worst offenders for social justice and political correctness. Their education department actively promotes this garbage including through math.
Another mom just sent me this picture of a form her seventh grader received in an art class at the new Viewpoint Middle School in Lehi.
(Update: State Superintendent directs all Utah teachers to not ask students for pronouns as it violates federal and state law. https://www.kpcw.org/post/utah-teachers-directed-not-ask-students-pronouns#stream/0)
Pronouns on page

Draper Teacher Resigns over Anti-Parent SEL Indoctrination Content

Mr Sam CrowleyIf you’d like to help this brave teacher out, please make a donation to this GoFundMe.

https://www.gofundme.com/f/xnemf-the-crowley-family

This is copied from Facebook. The same “Second Step” curriculum this teacher mentions is used in multiple school districts in Utah. See if your school is on the known list here, but if not, contact them to be sure. https://m.facebook.com/story.php?story_fbid=1760530187472743&id=100005473355853

Opt out of SEL here:
Resignation Letter from Mr. Sam Crowley
Beloved Music Teacher at Draper Park Middle School for being required to teach the Social Emotional Learning program “Second Step” (shared with permission). They didn’t even give his last 2 weeks:
My Dear DPMS families,
This is a difficult email to write.
I have given notice to the School and District of my resignation. I will be leaving Draper Park Middle School within the next two school weeks. This has been a heart-rending decision. I love working with your children, watching them grow and develop. I will miss being with them very much.
I know that this will come as a surprise. It has come as a surprise to me and my family. I intended to be at DPMS for years to come. Unfortunately the social emotional learning (SEL) curriculum, “Second Step” was rolled out to Draper Park MS this year. Because I felt uncomfortable when our Admin announced that we would be implementing this program, I spent time reviewing the lessons, videos, teacher scripts, and student handouts from unit 1 for 7th grade curriculum, which is what I would be teaching. The more I watched and read, the more uncomfortable I became.
As a rule, I think that most people will agree that the skills, which the Second Step curriculum is supposed to teach students, are good and helpful. But way that these skills are presented in the Second Step Curriculum is concerning enough to me that I cannot, in good conscience, present the material to my students; material which teaches students that their parents are “roadblocks” to their goals; material which contains propaganda, and encourages students to become activists, among other things. I am especially uncomfortable with the anti-family undertone I have found find in the “Second Step” curriculum (particularly regarding the relationship between the students and their parents, which the curriculum occasionally calls “other generations”.) I am very concerned that this is in our schools.
I shared a detailed list of my concerns with our school Administration, who referred the issue to School Performance at the District level. At every level of interaction with school and district administrators I was treated better than I expected to be. (Parenthetically, Dr. Watts is perhaps the finest, most evenhanded administrator that I have had the pleasure to work with. His hands are tied in this situation. But even so, he has done more than I deserve to support me as we wrestled through this issue. We are fortunate to have him at Draper Park Middle.) My concerns were listened to, and a group at the district have taken the time to look at the relevant content to understand my concerns. Unfortunately, in the end, district personnel kindly told me that that my concerns are unfounded, and that I was seeing what I was “looking for”. They further indicated that the program, as applied in other schools through the district, is working well and helping achieve what they want. I was told that, as a teacher in the district, I am required to teach the concepts from the provided “Second Step” curriculum.
As a kind of compromise, I was offered some small flexibility in the way that I teach the material to the students, as guided an assigned district personnel. But having someone else tell me what I have to teach from a curriculum, which I believe doesn’t belong in the school, is even less appealing than the alternative.
I have advocated for total transparency of the curriculum for parent review, and an opt-out option for parents who are uncomfortable with the course. Because “Second Step” is a copyrighted program requiring a purchased license to access the content, parents can only review the lessons being taught to their students by going into the district office and having district personnel show it to them. No opt-out option will be offered.
I don’t expect all of you to agree with my decision, or that, given the same material to review, you would all feel reason for concern. But I hope that you will understand why I have felt the need to resign: that I cannot teach content to your children that I believe is harmful.
I also want you to know that I have not shared, and will not share, all that I am sharing with you with my students. I do not want to influence your children’s perception of the school, the “Second Step” program, or give them preconceptions about things which might make their time at the school more difficult or stressful. I will tell them that I was asked by the district to do something that I couldn’t do with a clear conscience, but will indicate that I have written to you with more detail so that you can share as much or as little of my concerns as you feel is appropriate.
I hope that you, and your children, will think kindly of me as we part ways. I have tried all that I know to find an acceptable solution which would allow me to stay. I wish all of you, your students, the school and the choir program all the best.
Sincerely,
Sam Crowley
—-
His email with specific concerns sent to his school administration and the Canyons District School Performance office with more details:
Sam Crowley
“Thank you for taking time to visit and hear some of my concerns. Pursuant to our conversation this afternoon, here is a list of my specific concerns relative to the 7th grade (returning student) Second Step course. I acknowledge that my perspective will be different from others, and that not everyone will share my concerns about the material. With the first day of school looming, I have only taken time to go through the first unit of the 7th grade course, which is what I would be teaching. I have read all of the material, teacher notes and scripts, student handouts, scope and sequence, and the lessons which are presented to the class in unit 1. Most of the concepts in the scope and sequence are good skills that I have no objection to. It is in the narrative of the videos, the examples used, and the assignments students work on that I find the material which makes me so uncomfortable.
Before getting into the details of my specific concerns, I want to express my displeasure that curriculum content was not available to teachers and administrators earlier in the year for review. I also want to advocate strongly for total transparency to parents. After reviewing the material myself, I believe it is critical for absolute transparency – that parents have total access to all of the materials used to teach the curriculum; videos, scripts, lessons, student handouts and worksheets, all of it. Parents retain the right to manage the education of their children. I feel strongly that, if Second Step is going to be a mandated curriculum at our schools, there should be an opt-out option allowing parents to remove their children from Second Step SEL courses.
UNIT 1 – General concerns about the unit:
•No discussion of what a worthy goal is.
•No discussion of what to do when a goal is not reached/achieved, even when you plan and work hard.
•Distinct anti-family undertones
Lesson 1
From the introductory video (not the “video” section of the lesson):
1- Students are taught that other generations have not had to “think about the issues” that they to face today. If we follow that thought, that leads to the conclusion that other generations are not prepared to be helpful. Other generations is just nice language for parents, guardians, grandparents, etc. Teaching students that other generations, ie. their parents, are unprepared to help them is the same as saying that their trust and confidence should be in the system, and not the family. It is anti-family.
2- BLM propaganda is included in the video. I am happy to discuss being just and helping to end suffering. But when the only visual cue given to for the students to consider as the narrator speaks about the hardship of dealing with the “injustice and suffering” in the world is video footage of a Black Lives Matter protest, it is biased; it is propaganda. Propaganda has no place in our schools.
Lesson 2
From the video in the “video” section of the lesson
1- Video example promotes students becoming activists and starting campaigns around the school. Activism is loud, pushy, and almost always places people into a closed-mindset. This is counterproductive.
Lesson 3
Concerns across the lesson, video, script, and student handout
1- This lesson is poorly designed and left me with incorrect conclusions about the nature of mistakes and their relationship to progress or success. The lesson video tells the students that if the bridge hadn’t collapsed, the research that led to better, safer bridges wouldn’t have happened. Thus the lesson being taught is that ‘mistakes are necessary’. Or stated another way, we make mistakes to learn. This is wrong. We learn from our mistakes; but we don’t make mistakes to learn. The lesson promotes the idea that the building of the first bridge was not only justified because of what followed after the disaster, but that it was a good thing because progress was made. Not so. A good thing would have been to heed the warnings of engineers who were opposed to the cheaper project, conduct more research, and construct the bridge the right way the first time.
Lesson 4
Concerns across the lesson, video, script, and student handout
1- A discussion about reaching our goals and identifying and planning for “roadblocks” that might keep them from reaching a goal. The lesson gives the following scenario: student has a goal. The student’s parents say that the goal is not an appropriate goal for the student. The lesson asks the students to decide if the parents are an “internal roadblock” or an “external roadblock”. Teaching students that their parents are “roadblocks” is not acceptable. This is anti-family.
Lesson 5
Concerns from the lesson video in the “video” section and with the lesson conclusions
1- Game of Thrones reference in the video. Cartoon student has a book on the desk called “Game of Dragons”. Game of thrones is reprehensible media containing pornography, overt and explicit violence, and all manner of debauchery. The prequel series to game of thrones is ‘House of Dragons’. I discovered this when I googled ‘game of dragons’ to see what came up. There is no place for this in the schools.
2- The lesson promotes the incorrect idea that hard work, bravery, and careful planning will result in success. This is a fallacy. Sometimes, whatever you do, you lose, you don’t make it, you fail. No acknowledgement of this possibility, or the important skill of dealing with this kind of disappointment.
Lesson 7:
Concerns from the video, which is a repeat of the video shown in lesson 2, with the same
I am very uncomfortable that I am being required to teach this content to my students. I hope that I have expressed my thoughts and concerns clearly. I haven’t been able to review the entire course, but it seems reasonable to me to believe that there is sufficient evidence to pause and reconsider what we are teaching.
Music expresses feeling and thought, without language; it was below and before speech, and it is above and beyond all words. ~Robert G. Ingersoll

How is this inclusive?

A few days ago I received an email sent from a Utah State Office of Education employee. I’ll leave the employee anonymous because it’s truly irrelevant since so many employees there are fully on board with this programming.

The email from the state employee is below my response. It was sent to teachers and administrators all over Utah.

******My Letter to this Employee & the State Board of Education

____________, in reviewing your recent email, I noticed this Ham4Progress scholarship you promoted is only available for children that are not white.

“The award is open to students who meet the following eligibility requirements:
·        Black, Latino/a, Indigenous, Asian, or Pacific Islander”

I see this is from a private entity so it’s apparently not state taxpayer funds being used to favor people based on race, but I am troubled why a state employee would promote a scholarship designed only for minorities.

Would you similarly promote a scholarship from another private entity if their scholarship was only for white children?

If not, why not? Would that be racist but this is not? I’m getting confused over how the new politically correct rules work when implemented because they clearly don’t work by logic.

Is the state not committing itself to the practice of “inclusion, diversity, and equity?” How is this inclusive? How does this promote diversity? How is this equitable? There are thousands of scholarship opportunities. Why would you promote this one that doesn’t fall in line with the new state policy???

Inclusive means comprehensive, yet the indoctrination taking place today has inclusive mean everyone but Caucasian. Diversity literally means having people from various ethnicities and backgrounds, but the indoctrination taking place is geared toward excluding Caucasians, conservatives, and Christians. Equity means being fair like the phrase “justice is blind,” but the indoctrination is straight out of Orwell’s “Animal Farm” where some pigs declared themselves “more equal” than others. Instead of equal opportunity, the preaching is for equal outcomes and the exalting of one over another.

The new “racism” is all about pointing the finger to make one race feel guilt, another pride, and the end result is exactly the division Karl Marx preached, not Martin Luther King.

It’s particularly troubling that a Social Studies specialist would send this out. My own deficient background in history and social studies is enough to recognize that all these idiotic policies being implemented lead to DIVISION, not UNION.

“Those who cannot remember the past are condemned to repeat it.” (George Santayana)

Preaching white fragility, original sin due to whiteness, reparations, micro aggressions, and so on, are anti-Christian teachings. For a state population that is highly Christian, it’s stunning so many have accepted these teachings instead of returning to what the preacher Martin Luther King taught, which is what Jesus taught. Love one another. That solves every problem. Every problem.

All this other nonsense (and that’s putting it mildly) leads to fear and anger, and you know what the wise sage of Star Wars said about that. It’s the path to the dark side and we can plainly discern that’s exactly what’s happening right now. More violence and less tolerance leading to ripping the public apart, the goal of every Marxist who wants revolution which is what the foundation of Antifa and Black Lives Matter is based on, setting race relations back decades in the process.

It is my hope that the state school board will stand up to this nonsense and recognize the incredible harm that this path is promoting. This isn’t a “conservative” issue. It’s not even a race issue. There are evil forces at work seeking to divide people every way they can and it’s unconscionable that the state of Utah is promoting these divisions to state employees.

In a sad way it’s funny that the exact point I’m making is being illustrated in this email that the preaching of inclusion is clearly leading to exclusion.

Only true doctrine changes hearts and minds. Love one another led to the success of the civil rights movement 60 years ago. Historically, that’s the only successful policy for healing racial tension. Go watch the movie Invictus. That terrorist (Nelson Mandela) repented and came to the truth about loving each other and healed his country. The American terrorist Bill Ayers has been preaching the anti-Christ doctrine of social justice for decades and warping the meanings of inclusion, equity, and diversity. It’s a perversion of truth and leads us into dark paths and he’s been wildly successful selling this hatred.

Moses 6: 54. “Hence came the saying abroad among the people, that the Son of God hath atoned for original guilt, wherein the sins of the parents cannot be answered upon the heads of the children, for they are whole from the foundation of the world.”

We get what we preach. False doctrine leads to madness. Love conquers all.

Just a final word on your attached “Civil Dialogue” flier. It looks like yet another example of indoctrinating into these false beliefs.

“Teachers will…learn how to counter their own personal bias.”

Well what if a teacher just loves the children and helps them equally? Oh silly me, that can’t be happening. Teachers just don’t understand their own racism, right? This is insulting to teachers.

“Participants will be required to dedicate at least one class period Fall 2021 to practicing civil dialogue with their students…”

Does that mean other classes can be free from civil dialogue? Or is this just another thinly veiled indoctrination event? That would be my guess.

Dear State Board members, what direction do you really want to take Utah? This isn’t education. This isn’t progress.

Oak Norton

*********

Here is the email sent out along with the 2 attachments (1 referenced just above)

    1. Civil Dialogue Utah 3Rs flyer
    2. Image:

UEN's learn at home resources*********

[BEGIN EMAIL]

ABA Division of Public Ed Teacher Institute is Virtual This Year!

Judge John F. Grady Virtual Summer Teachers Institute

July 29th & August 5th, 2021

Here is the link to apply for the ABA Summer Teacher Institute:

Click Here For More Information and to Register

Utah 3Rs Project Civil Dialogue Training for Teachers (Flyer Attached)

The Utah 3Rs Project Civil Dialogue program will be held on the campus of Utah Valley University on Wednesday, July 28, 2021 from 9:00 am-3:00 pm. Optional tours of the Reflection Center and the Roots of Knowledge stained glass exhibit will immediately follow the end of the program.

Teacher incentives include:

  • The first 40 teachers to register will receive $100 stipends, which will be distributed after participants complete the evaluation for the in-service training and report on their Fall classroom civil dialogue session.
  • Participants will receive 6 re-licensure points for participating in the program.

If you are interested please contact Eleesha Tucker at the email address etucker@Utah3Rs.org to register.

More information: Utah 3Rs Project

Summer Professional Development Sessions from the OER Project Team

Virtual professional development sessions are coming up fast! Whether you’re new to OER Project courses or you’re already an active member of our community, this is your chance to strengthen your practice and prepare to guide your students through a year that will be like no other.

They have just launched their PD schedule page (bookmark it now!)

Professional Development Schedule Page and Registration

You are welcome to sign up for any session that interests you. They are opening registrations on a rolling basis, and encourage you to save the dates you’re interested in now.

Scholarship Opportunity – Ham4Progress

Gilder Lehrman is proud to partner with Hamilton on the Ham4Progress Award for Educational Advancement. This award supports college-bound high school students from communities that directly experience the consequences of injustice and discrimination.

The award is open to students who meet the following eligibility requirements:

  • Black, Latino/a, Indigenous, Asian, or Pacific Islander
  • College-bound high school junior
  • Minimum GPA of 3.2 on a 4.0 scale
  • Enrolled in a Gilder Lehrman Affiliate School

Recipients of the Ham4Progress award will receive $2,500 for educational purposes, such as

  • Test preparation courses
  • Tutoring
  • College visits
  • Technology (laptops, tablets, or other devices used for learning)

Applications are due June 30, 2021.

Please share this link with other teachers in your district and pass it along to eligible students.

How to Deal with Subversive and Inappropriate Content in Your Child’s Classroom

Many people ask what to do when your child is subjected to subversive or inappropriate content at school. It can happen from exposure to inappropriate media, curriculum, teacher’s comments, and even state assessments or surveys.

When it happens (not if) here are the steps to take. If it happened in the past, still try to do this process.

(If you are a teacher forced to teach this content, see step 4b)

0) Prevention (pre-vent before you “vent”)

You should do your best to prevent indoctrination in the first place. Turn in the opt out forms for subversive content, gender ideology, state assessments, and where applicable, digital surveillance of your home. These forms put educators on notice by reminding them of state laws to not touch certain subjects or administer surveys that contain such content.
(https://www.utahnsagainstcommoncore.com/action-list/opt-out-forms/)

Then talk with your child about these forms and let them know their teachers are being informed and reminded of certain things that are not to be taught. Teach your children that teachers are not allowed to shame them either (by state law) and what that looks like (embarrass them, reward others, punish them in front of the class, and otherwise coerce them into taking the tests). Give your children permission and instruction that if one of these inappropriate subjects comes up they may walk out of class. Encourage them to inform their friends as well so if the topics arise they can all walk out at once. If the teacher asks what they are doing, they can state they are going to the nurse’s office. Then make sure they absolutely refuse to speak with a school counselor.

Never make your children’s teachers into greater authority figures than you the parent. If you say, “listen to your teacher,” add, “so you can tell me anything they say that goes against what we’ve talked about at home.” If you don’t do this, children will develop a sense that their teacher who is with them all day, is always right and they are teaching them the right things in the right way. For the ultimate protection, consider homeschooling (see item 8 for links).

 

1) When it happens, document everything

As you proceed down these steps, keep track of previous conversations to give a summary to the next person you contact so they know the efforts you have gone through to make corrections and when they say, “did you speak to ____” you can say “yes, and this was their response.” Also, record conversations that you are able to so you have a perfect record of what was said.

Start your documentation by noting:

  • The school this took place at
  • The teacher(s) involved
  • What class, time(s) and date(s)
  • What curriculum material was used if any (book, publisher, periodical, etc…)

 

2) Speak with the Teacher (always speak with respect sharing your concerns, never accusatory. “Share” your concerns.)

a) Do they share your concern?

Yes: Can they and will they stop teaching subversive content?

Yes? Great! Thank the teacher for listening to your concerns. Then inform your child of the outcome and warn them to be watchful and report any infractions to you.

No? Why? Is it their own beliefs or is someone pressuring them to use this material (material can be curriculum content or assessments)? (Principal, District Administration, EDI director (Equity, Diversity, and Inclusion), School Board?)

b) Are they part of the problem? Document it and move to step 3.

 

3) Speak with the Principal

a) Do they share your concern?

Yes: Can they and will they stop subversive content from being taught?

Yes? Great! Thank the principal for listening and taking action. Make sure they have specific action steps and then follow up to make sure they are done.

No? Who is pressuring them to use this material? (EDI director (Equity, Diversity, and Inclusion), District Administration, School Board?)

b) Are they part of the problem? Document it and move to step 4.

 

4a) Report to the State Hotline

Utah has a state hotline to report specific instances of indoctrination, student shaming and bullying by teachers, and so on. If the teacher and principal cannot give you satisfaction, report everything immediately then proceed to step 5.

Full instructions: https://www.schools.utah.gov/internalaudit?mid=892&tid=3

Quick reference: call 801-538-7813 or email audit@schools.utah.gov. Share your story with them and email your story to state board members at board@schools.utah.gov. Then also email your story to indoctrination at utahnsagainstcommoncore.com.

 

4b) Teacher help

If you are a teacher who is being forced to teach things against your conscience, please email your story to indoctrination @ utahnsagainstcommoncore.com and let us publish your story anonymously. We will keep you anonymous but please include sufficient information to allow us to contact you and verify your identity.

 

5) Speak with District/Charter School Board member

This person often can’t affect what’s happening directly in a classroom like the teacher or principal so I think it’s best to report things in step 4 and then have this conversation.

a) Do they share your concern?

Yes: Will they work to stop subversive content from being taught in the district?

Yes? Great! However, depending on the issue, the board member may or may not be able to fix the issue. If it requires board action, they (and possibly you) will have to convince others there is a problem in order for the board to take action. This is where petitions and movements often get started since the school board affects the direction of the district. Ask what they will do and how you can help.

No? Who is pressuring them to use this material? (State Board, EDI director (Equity, Diversity, and Inclusion), Legislature, Federal policy?)

b) Are they part of the problem? Run against them or find someone you can support to run against them. When you complete this process, publicize what their position is with regard to your concern.

 

6) Speak with State Board member

a) Do they share your concern? Did they read the email you sent in step 4a?

Yes: Will they work to stop subversive content from being taught in the state?

Yes? Great, but they are even further removed from the classroom. Ask what they will do and how you can help.

No? Who is pressuring them to use this material? (Legislature, EDI director (Equity, Diversity, and Inclusion), Federal policy?)

b) Are they part of the problem? Run against them or find someone you can support to run against them. When you complete this process, publicize what their position is with regard to your concern.

 

7) Speak with your House Representative and State Senator

a) Do they share your concern?

Yes: What will they do? Will they hold hearings or run a bill to stop subversive content from being taught in the state?

Yes? Ask how you can help and how to participate in the process.

No? If they agree with you and won’t or can’t do anything about it, ask if they would recommend another legislator who they think might be interested in helping and contact that person.

b) Are they part of the problem? Run against them or find someone you can support to run against them. When you complete this process, publicize what their position is with regard to your concern.

 

8) Next steps

Publish all your documentation.

Gather reinforcements who can help.

Speak with friends and neighbors about the problem. Have cottage meetings.

Start a petition with other like-minded parents and raise awareness.

Run for office and replace the bad actors or find others who are like-minded and willing to do it.

Write letters to the editor.

Homeschool or private school and stop financially supporting any institution that indoctrinates children (including universities). Or dual enroll (https://www.utahnsagainstcommoncore.com/dual-enrolling-your-child/) to homeschool for the indoctrinating classes while attending school for the others. Homeschooling has come a LONG way over the last 50 years. There are excellent materials that make the job a lot easier and there are plenty of groups for kids to associate with and socialize. They can still participate at local school events with their friends too. For some excellent videos on getting started and being inspired, check out: https://www.agencybasededucation.org/options/homeschooling/

There are many great private schools available that shun Common Core and are freedom oriented. Ask around and find one.

Start a private school. Here’s a workshop discussing how:

https://www.agencybasededucation.org/how-to-start-a-school/

 

9) FAQ

What guidance is the state office giving schools and teachers? Know this so you can inform teachers as well.
https://www.utahnsagainstcommoncore.com/opt-out-guiding-document/

“Am I the only one complaining?”
Almost certainly not. This is a common tactic to isolate parents who are voicing their concerns. Some years ago after one particular incident in Alpine School District, I encouraged people to complain to the district. That week, three people contacted me and said the same district administrator had told all of them they were the only one to complain about the issue. Obviously he was lying to them in an effort to minimize their concerns and make them feel alone and weak.

“If I opt my kids out, do they still have to do the practice tests? I have a teacher telling my son too bad.” And: “The teacher is telling my child they will have to do a lot of extra work during the test we opted out of. Is that legal?”
No. Read the state laws here: https://www.utahnsagainstcommoncore.com/opt-out-guiding-document/

More Proof Utah’s Governor(s) are All About the Money

With permission I am publishing this Facebook post by Dr. Gary Thompson, one of my two favorite Utah doctors… :)
***
I received this letter last week from a political insider who worked during the Utah-Herbert/Cox Administration. I waited several days to do a background check on the writer before making this public. He/She checked out.
If you want to know why the Cox Administration will never meet with me, and quite frankly, why they are more than likely figuring out a nasty way to destroy my name and honor? Read on:
Doctor Thompson:
“Gary, you do not know me personally. I worked through__________and contacts on the UDOE, mainly ____________back in 2014-16, to try to stop the State’s work in digitizing children and creating electronic figure-prints, and using the data commercially. It was an epic failure.”
“You scared the hell out of the establishment. I suspect Gov. Herbert admin was especially concerned over the potential for you exposing them, and how they circumvented the intent of parental rights and stripped away all local control”
“And you would have exposed how they altered the legal language, so they could digitize minors for profit, while making parents responsible as the primary for exposing them, all while stripping parents of all editorial control over the classroom. You would have shown how digitizing minors completely ignored all the science behind the principle of “do no harm” .”
“And how it was never about improving educational outcomes. It was about them gaining power and the State profiting. In a word, you would have exposed the lie. And they knew you would.”
“What you may not know, is your battle exposed enough of their design as to prevent them from carrying it out in full. And it provided parents a way to take it back without having to fight the beast….”
Here is my [Gary’s] open response to the Cox Administration:
Dear Cox Administration:
I don’t want to fight you, expose you, or have ANY involvement with politics. I do not wish to be on TV, made famous by Tucker Carlson or any media talking head. I do not want to write a book, or receive monies from speaking engagements…..
All I want is to hang out with my beautiful wife and six kids, and to assist her with her efforts of providing trauma level services to the area of the State with the highest youth suicide rate in the country, and to raise my kids via the values passed on by several generations of African Americans in my family system.
Critical Race “Theory” goes directly against those values, and have a strong statistical possibility of harming both my marriage and my biracial children.
5 years ago I promised to “go away” quietly from the public spot light IF your future policies did not directly negatively affect my wife or kids.
I kept mine…but it appears to be that you may be under the direct influence of the Union, BLM, and other woke, left leaning entities which are championing CRT….thus it appears that you are thinking about breaking your promise.
I hope you have the fortitude to stop this harmful garbage in its tracks during the special legislative session coming next month. If not? You will leave me no choice but to come out like a bat out of hell to fight this on both a local and national level.
I won’t come out of this as a “winner”, but I do know this much: Neither will you.
I am more than willing to be “canceled” and shamed fighting for family my against CRT……are you willing to risk your political career and good name over this garbage?
I’ll find out in May.
Best regards;
Gary Thompson, PsyD.

Stop Comprehensive Sexuality Education

The below article is by Natalie Cline, a sitting member of the Utah State School Board. She is not writing on behalf of the board.

I also invite you to watch 4 presentations from a recent Eagle Forum conference which go into some depth about what’s happening in Utah right now:

https://www.utahnsagainstcommoncore.com/4-critical-presentations-this-is-in-utah/

 

******** FROM NATALIE CLINE

Dear Parent

Please read in full! Important information!

Thank you for having the courage to advocate for your child! Gone are the days you can just sit back and hope your child will be safe at school. The following are some important steps to help you proactively advocate for your child. Please share with other concerned parents.

1) Get Educated on the Harmful Programs in Schools:

Social Emotional Learning programs groom your children to accept Critical Race Theory, Comprehensive Sexuality Education, Gender Ideology, BLM Curriculum,  and intersectionality. Learn more here:

CSE: https://www.comprehensivesexualityeducation.org/

https://protectchildhealth.org/webinars/

Gender Ideology:

A perfect example of how they are trying to indoctrinate our teachers and students:  Keynote from the Utah Pride Center’s conference for Utah Educators, held 1/23/2021 “Gender Creative Education: Building an Inclusive and Equitable Learning Community”

https://www.youtube.com/watch?v=0nkv_SOyqvM

Critical Race Theory:

https://www.heritage.org/sites/default/files/2020-12/BG3567.pdf

Here is just a handful sources for factual information of the issue which will provide the children valuable education rather than indoctrination:

FACTS by Walter E. Williams, distinguished prof. of economics at George Mason

University (originally from Philadelphia):

https://www.the-dispatch.com/opinion/20190816/walter-e-williams-how-important-is-todays-racial-discrimination

https://www.youtube.com/watch?v=YzNYCPZXvlw

FACTS by Carol Swain, Prof of political science & Law at Vanderbilt University:

https://www.youtube.com/watch?v=g_a7dQXilCo

The Plight of the Black People and the myth of Systemic Racism:

https://www.youtube.com/embed/TQEbUMX1uug

FACTS: Larry Elder on systemic racism in America

https://www.facebook.com/RealBrigitteGabriel/videos/719032492204373/UzpfSTEwMDAwMTM0ODUwMDI2OTozMTE1NDYxMTE4NTA4ODA4/

https://www.youtube.com/watch?v=RlGE9dg7fyM

FACTS: Ben Shapiro debunking viral systemic racism explained video:

http://easternontarionetwork.com/index.php/2020/06/10/ben-shapiro-debunks-viral-systemic-racism-explained-video/

FACTS by Walter E. Williams, distinguished prof. of economics at George Mason

University (originally from Philadelphia):

https://www.the-dispatch.com/opinion/20190816/walter-e-williams-how-important-is-todays-racial-discrimination

https://www.youtube.com/watch?v=YzNYCPZXvlw

Read the first lawsuit of many to come due to subversive indoctrination programs in schools:

https://www.schoolhouserights.org

Social Emotional Learning (SEL) programs:

https://www.agencybasededucation.org/battleground-religious-freedom-k-12-assessments/

Deep dive into SEL:

https://m.facebook.com/story.php?story_fbid=1202298819962552&id=100005473355853

SEL’s Massive Data Collection testimony:

https://whatiscommoncore.wordpress.com/2018/02/06/video-jane-robbins-testimony-to-congress-on-consent-and-student-data-privacy/

SEL & Transgender Ideology:

https://www.christianpost.com/news/how-schools-are-programming-children-imposing-transgender-ideology-propaganda-expert.html

BLM Curriculum:

https://www.blacklivesmatteratschool.com

Action Civics/Civics Engagement programs: https://www.texaspolicy.com/action-civicsnew-civics-civic-engagement-and-project-based-civics-advances-in-civic-education/

 

2) Opt-out Forms:

1) CSE-gender-ideology-non-consent_form

2) Opt_out_of_subversive_content form

The school will not always tell you when something controversial is going to be taught unless you make your wishes known in unmistakable terms. These opt out forms will help you do just that!

Feel free to edit the forms to include anything not already mentioned that you do not consent to having your child taught or exposed to. For example:

“I do not consent to my child being read stories that include the topic of intersectionality, gender identity/orientation, or homosexuality ideology”

“I do not consent to my child participating in the Second Step program and I request that my child be allowed to go to the library to do an alternative assignment whenever the class is participating in these program materials.”

“I do not consent to my child participating in any discussions, activities, programs, or presentations on the topics of Cultural Proficiency/Competency/Revelance, Diversity, Equity, Inclusivity, Privilege, White Fragility, Intersectionality, Anti-Racism, Systemic Racism, bias/sensitivity training, Critical/Crucial Conversations (i.e. Critical Race Theory), Social Justice, Racial Justice, etc.”

I would recommend that you add signature lines at the bottom of each form for the principal and teachers to sign showing they read and understand your desires. Have them sign two copies of each opt-out form, one for your records and one to be kept in your child’s official file.

 

3) Know the Laws – and how they pertain to your parental rights and child’s learning environment. Cite these laws whenever asserting your parental authority over your child’s education:

Be sure remind your school that yours and your child’s first amendment rights are guaranteed even at school – freedom of speech, religious freedoms, and rights of conscience – and that Utah code 53G-10-402(6) states that political, atheistic, sectarian, religious, or denominational doctrine may not be taught in the public schools (except as provided in Section 53G-10-202).

Constitutional free speech laws also protect against compelled speech of any kind (i.e. having to choose an identity group, having to state whether they are an oppressor or oppressed, having to state their own preferred pronouns, having to use someone else’s “preferred” pronouns, having to state their sexual orientation,  having to admit guilt for something they didn’t do, having to say they are “racist”, have “privilege” or “power” etc.).

Utah laws protecting parental rights are cited in the attached opt-out form for “subversive content”.

You may want to edit the “sexual content” non-consent form to include the following Utah laws and Board Rules that require parental consent to be given before anything related to sexuality or gender orientation are discussed in class:

https://rules.utah.gov/publicat/code/r277/r277-474.htm

https://le.utah.gov/xcode/Title53E/Chapter9/53E-9-S203.html?v=C53E-9-S203_2018012420180124

Take this teacher’s advice:

Teacher advice

 

4) If your child is taught or exposed to inappropriate materials in their classroom or library:

1) Find out if your local school board approved the book, curriculum, or program. If they did not, have them remove the inappropriate materials from the classroom, and send out a formal apology to all parents in the school informing them of what happened and what actions they are taking to remedy the situation and ensure it does not happen again. If they did approve it have them remove it from the approved list.

2) Ask teacher/administrator what content on the opt-out forms have already been taught to your child so you can discuss the content with your child, share your family’s values and why these are important to you.

3) Report incident to the Utah Education Hotline: 801-538-7813, include the offending teacher or administrator’s name(s) if you suspect your complaint may require disciplinary action. Also, mail the State School Board with your concerns at board@schools.utah.gov.

 

5) Right to Know: 

Parents have a right to know everything their children are taught.  Assert your parental rights by visiting the school and insisting they let you see all books, curricula, resource materials, and computer programs being used. Ask to be logged in through the student portal so you can see what is only available through the student portals. Write down the names of any programs or curricula being used and research them at home. See attachments below for more helpful tips.

 

6) School Community Counsels:

Find out about your local school community councils on your school’s website and in the attachment below. This is where you as a parent can have a voice in what happens at your child’s school. Attend their meetings and work to get informed parents on the counsel or get on it yourself.

School Community Council Basics Document

 

7) Teach Your Child:

Teach them what is ok and not okay for them to be taught in school so they know when to call you. Not sure what to tell them to watch out for? Study the links in the “Get Educated” section at the beginning of this letter and then you will know.

Teach your child to trust their instincts. If something doesn’t feel right it probably isn’t. If your child is “sick” about what is being taught or presented in class or online, have them tell the teacher they “do not feel well” so they can go to the office and call you. Come up with a code word they can use when they call you so  that you understand they need rescuing from the uncomfortable situation such as a fake name for a relative that if they mention it on the phone you know they are in distress (ex. “Did Uncle Charlie arrive safely?”).  Be sure to follow up with the school about whatever it was that caused your child discomfort.

 

8) Utah Parents United:

Last, but not least, go to http://www.utahparentsunited.org/get-involved.html and join with other concerned parents and learn powerful ways you can advocate for your child! We must stand together to protect our children.

Thank you again for caring about your child enough to get involved!

 

(image by Mykhailo Ridkous @ 123rf.com)

4 Critical Presentations – this is in Utah

Please watch these critically important videos from the 2021 Eagle Forum conference. These issues are here in Utah.

5:33 Gayle Ruzicka, Eagle Forum President speaking on the reproductive mutilation of children happening in our state. Ask your legislators to support HB 92 which prevents surgeons in Utah from performing transgender procedures on minors.

7:16 Jennie Earl (currently serving on the Utah state school board), on critical race theory and cultural Marxism.

Jennie Earl Eagle_Forum_Presentation

7:35 Merrilee Boyack (Abortion-Free Utah and Family Watch International) on comprehensive sex ed in Utah schools.

7:50 Nicholeen Peck – discusses pornography happening in Utah schools through the databases children have access to. Ask your legislators to support HB 38 which requires Utah schools to block obscene and pornographic material from students.

 

The New Content Opt-Out Form

Parents have always had the primary responsibility and authority for their children’s education but state and local authorities, and some individual classroom teachers, often bypass family concerns and legal limitations on what can be taught to children in schools.

As such, a small group of concerned citizens created this new opt-out form and sent it to me. Please download the pdf or copy/paste the below text into your word processor, print it out, sign it, and address it to your child’s teacher and principal.


Opt out of subversive content (Click to download PDF)


Dear _______________________,

It has come to my attention that many entities within public education and the community at large, are pushing an agenda into schools that diminishes the relationship between parent and child, abolishes liberty and personal responsibility, and silences the free exercise of individual conscience.  Specifically, there are groups seeking to divide our nation according to oppressed and oppressor classes, a concept which is a prominent feature of Marxist ideology.

Therefore, please be informed that:

“Under both the United States Constitution and the constitution of the state of Utah, a parent possesses a fundamental liberty interest in the care, custody, and management of the parents’ children” (Utah Code § 62A-4a-201).

The state of Utah recognizes that parents have the “right, obligation, responsibility, and authority to raise, manage, train, educate, provide and care for, and reasonably discipline their children(Utah Code § 62A-4a-201) and “supports parents through a responsive educational system that guarantees local school communities autonomy, flexibility, and client choice” (Utah Code § 53E-2-301-3).

In the implementation of “all policies, programs, and responsibilities, the Utah Legislature, the state school board, local school boards, and charter school governing boards” are required to “respect, protect, and further the interests of parents in their children’s public education(Utah Code § 53E-2-201-2(a)).  Furthermore “political, atheistic, sectarian, religious, or denominational doctrine may not be taught in the public schools except as provided in Section 53G-10-202(Utah Code § 53G-10-402).

The Utah Legislature envisions an educated citizenry that “encompasses foundational principles including strong moral and social values, and loyalty and commitment to constitutional government” (Utah Code § 53E-2-301).

As a parent of a child or children in this school, please be advised that:

My child/children will not participate in any activities, receive literature, read text books or literary works, view videos,  attend assemblies,  take assessments, or participate in any activities that disparage the United States Constitution, any of the citizen rights guaranteed by the First Amendment, capitalism, our constitutional republic, law enforcement, the Founding Fathers of the United States of America, or the founders of Utah.

I am requesting that none of the following be used in the education of my child/children:

  • Broad negative generalizations about race and privilege.
  • Ideology of an oppressed and oppressor based on characteristics or background not on individual actions. Education should allow for diverse thinking including various religious and ideological groups.
  • Shaming children in any way based on items listed in Utah Code § 53E-9-203. For example, environmentalism that diminishes human life or disparages family size.
  • Any theory of the history of the United States of America or the state of Utah that states a need for fundamental transformation of our constitutions.
  • Diminishing self-government and personal responsibility in favor of collectivism
  • Activities that focus on victim ideology and seek to divide U.S. citizens, communities, or families and pit one group against another (e.g., heterosexism, classism, ableism, racism, Marxism, intersectionality, white fragility, identity grouping, privilege, etc…).

Furthermore, any literature, curriculum materials, assemblies, guest speakers, other media or communication made available from or through political /advocacy groups — especially those associated with “Critical Theory” or “Critical Race Theory” should not be used in the public school environment. (e.g. Black Lives Matter Inc., The 1619 Project, Comprehensive Sexuality Education, etc…)

In accordance with the parameters stated in Utah law, none of the below topics are to be addressed in the curriculum of children in the state of Utah without written parental consent (Utah Code § 53E-9-203).

  • “political philosophies;…
  • sexual behavior, orientation, or attitudes;
  • illegal, anti-social, self-incriminating, or demeaning behavior;
  • critical appraisals of individuals with whom the student or family member has close family relationships;
  • religious affiliations or beliefs;…”

Educators are required to “comply with all federal, state, and local laws” (R277-217-3) which includes the following prohibited conduct (R277-217-2-23) “exclude a student from participating in any program, deny or grant any benefit to a student, or encourage a student to develop a prejudice on the basis of: (a) race; (b) color; (c) creed; (d) sex; (e) national origin; (f) marital status; (g) political or religious belief; (h) physical or mental condition; (i) family, social, or cultural background; (j) sexual orientation; or (k) gender identification;” LEA’s are required to report violations to the UPPAC (R277-217-5).

I give full consent for the below items to be integrated into the education of my child/children as stated in Utah law (Utah Code § 53-10-204).

  • “respect for and an understanding of the Declaration of Independence and the constitutions of the United States and of the state of Utah;
  • Utah history, including territorial and preterritorial development to the present;
  • the essentials and benefits of the free enterprise system;
  • respect for parents, home, and family;
  • the dignity and necessity of honest labor;
  • and other skills, habits, and qualities of character which will promote an upright and desirable citizenry and better prepare students to recognize and accept responsibility for preserving and defending the blessings of liberty inherited from prior generations and secured by the Constitution.”

Foundational changes being called for by a few will result in the destruction of law and order, healthy families, peace and prosperity, private property rights, and life. This is evidenced by the riots and other alarming behavior currently taking place around our nation. It is a lawful mandate, and my expectation, that public schools preserve a lawful citizenry that will carry forward the legacy and freedom ideals of this great nation.

Sincerely,

Signature:  ____________________________            Child(ren): ________________________________________

(Disclaimer: This document is intended to help parents and educators reference key parental rights laws and is not to be construed as legal counsel.)