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Right of Conscience – HB 348 Participation Waiver Amendments

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Parents, this is critical information you must understand to protect your family.

You and your children have a right to conscience that has not always been respected in our public education system.

This past legislative session, HB 348, Participation Waiver Amendments, was sponsored by Representative Cheryl Acton and Senator Mike Kennedy. It does something amazing in protecting families from those times when a student in class feels something is violating their belief system. They now have an out.

However, the key to this bill is GETTING EDUCATED ON HOW IT WORKS.

It’s really simple, but if you don’t know it exists, you can’t use it.

Know your rights and protect your family.

Violations

If you are faced with an issue where the school violates your or your child’s rights, send an email to board@schools.utah.gov AND audit@schools.utah.gov. The audit address is for the state office to investigate, and the board address is to make sure the state board knows an infraction has occurred.

3 things to get educated:

Video

1) I have made a video with State board member Natalie Cline, Monica Wilbur from HigherGround.work, and myself discussing this bill and how it works. Please watch it here:

Handouts

2) Here are handouts Representative Acton passed out for Q&A to help everyone understand the bill and alleviate concerns.

The bill passed in the Senate on a unanimous vote 27-0-2. In the House it was 51-17-7. Governor Cox signed the bill. It’s law.

Waivers of participation Q and A

Waivers of participation reference FINAL

The Law

3) Here is a link to the bill but I’m also including the text so you can read it here. The protections I have colored red. Use this code language and reference any time a school issue arises to show officials that you understand your rights and they must back down.

https://le.utah.gov/~2023/bills/static/HB0348.html

If you’re unfamiliar with reading a bill, strikeout text is being removed from code and underlined text is added by the bill.

House Bill 348

1     

PARTICIPATION WAIVER AMENDMENTS

2     

2023 GENERAL SESSION

3     

STATE OF UTAH

4     

Chief Sponsor: Cheryl K. Acton

5     

Senate Sponsor: Michael S. Kennedy

6     


7     LONG TITLE
8     General Description:
9          This bill clarifies how a school responds when a student refrains from participation in
10     school due to a student’s or a student’s parent’s religious belief or right of conscience.
11     Highlighted Provisions:
12          This bill:
13          ▸     defines terms;
14          ▸     clarifies how a school responds when a student refrains from participation in school
15     due to a student’s or a student’s parent’s religious belief or right of conscience,
16     consistent with Utah Constitution, Article I, Section 4;
17          ▸     grants the State Board of Education rulemaking authority; and
18          ▸     makes technical and conforming changes.
19     Money Appropriated in this Bill:
20          None
21     Other Special Clauses:
22          None
23     Utah Code Sections Affected:
24     AMENDS:
25          53G-10-203, as renumbered and amended by Laws of Utah 2018, Chapter 3
26          53G-10-205, as last amended by Laws of Utah 2019, Chapter 293
27     


28     Be it enacted by the Legislature of the state of Utah:
29          Section 1. Section 53G-10-203 is amended to read:

30          53G-10-203. Expressions of belief — Discretionary time.
31          (1) Expression of personal beliefs by a student participating in school-directed
32     curricula or activities may not be prohibited or penalized unless the expression unreasonably
33     interferes with order or discipline, threatens the well-being of persons or property, or violates
34     concepts of civility or propriety appropriate to a school setting.
35          (2) (a) As used in this section, “discretionary time” means noninstructional time during
36     which a student is free to pursue personal interests.
37          (b) Free exercise of voluntary religious practice or freedom of speech by students
38     during discretionary time shall not be denied unless the conduct unreasonably interferes with
39     the ability of school officials to maintain order and discipline, unreasonably endangers persons
40     or property, or violates concepts of civility or propriety appropriate to a school setting.
41          (3) Any limitation under [Sections 53G-10-203 and 53G-10-205] this section on
42     student expression, practice, or conduct shall be by the least restrictive means necessary to
43     satisfy the school’s interests [as stated in those sections], or to satisfy another specifically
44     identified compelling governmental interest.
45          Section 2. Section 53G-10-205 is amended to read:
46          53G-10-205. Waivers of participation.
47          (1) As used in this section[, “school”]:
48          (a) “School” means a public school.
49          (b) “Student” means a public school student in kindergarten through grade 12.
50          [(2) If a parent of a student, or a secondary student, determines that the student’s
51     participation in a portion of the curriculum or in an activity would require the student to affirm
52     or deny a religious belief or right of conscience, or engage or refrain from engaging in a
53     practice forbidden or required in the exercise of a religious right or right of conscience, the
54     parent or the secondary student may request:]
55          [(a) a waiver of the requirement to participate; or]
56          [(b) a reasonable alternative that requires reasonably equivalent performance by the
57     student of the secular objectives of the curriculum or activity in question.]

58          [(3)] (2) (a) In accordance with Utah Constitution, Article I, Section 4, a student may
59     refrain from participation in any aspect of school that violates a religious belief or right of
60     conscience of the student.
61          (b) A school may not, in any aspect of school:
62          (i) require or incentivize a student to affirm or deny the student’s or the student’s
63     parent’s religious belief or right of conscience;
64          (ii) engage a student in a practice that violates or is contrary to the student’s or the
65     student’s parent’s religious belief or right of conscience; or
66          (iii) penalize or discriminate against a student for refraining from participation due to
67     the student’s or the student’s parent’s religious belief or right of conscience.
68          (3) [The school shall] When a student refrains from participating in any aspect of
69     school that violates the student’s or the student’s parent’s religious belief or right of conscience,
70     the school:
71          (a) shall promptly notify [a] the student’s parent [if the secondary student makes a
72     request under Subsection (2).];
73          (b) may offer an alternative that does not violate the student’s or the student’s parent’s
74     religious belief or right of conscience; and
75          (c) may not require the student or the student’s parent to explain, defend, or justify the
76     student’s or the student’s parent’s religious belief or right of conscience.
77          (4) A student’s parent may waive the student’s participation in any aspect of school that
78     violates the student’s or the student’s parent’s religious belief or right of conscience.
79          (5) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
80     state board shall make rules consistent with this section.
81          [(4) If a request is made under Subsection (2), the school shall:]
82          [(a) waive the participation requirement;]
83          [(b) provide a reasonable alternative to the requirement; or]
84          [(c) notify the requesting party that participation is required.]
85          [(5) The school shall ensure that the provisions of Subsection 53G-10-203(3) are met

86     in connection with any required participation under Subsection (4)(c).]
87          [(6) A student’s academic or citizenship performance may not be penalized if the
88     secondary student or the student’s parent chooses to exercise a religious right or right of
89     conscience in accordance with the provisions of this section.]

 

 

 

Awesome, Take Action

Bonds for the Win! How One Mom SAVED her ENTIRE School District!

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This is an incredible video and story about how one mom ended mask mandates in her district. I believe the same thing may be able to be done if your child is being harmed in other ways in your school district. Watch and read below. Text below is from their YouTube video’s description.

Surety Bonds are required for every elected and appointed official throughout the United States – including, but not limited to State School Boards, Districts, Mayors, Sheriffs, and County Officials.

Website: www.BondsForTheWin.com

Telegram: https://t.me/bondsforthewin

We also have separate Telegram Groups by State: https://bondsforthewin.com/telegram-state-groups

We have made HUGE progress in Illinois! Check out how this single mom protected her 16 year old, autistic son by simply filing a claim against her superintendent’s Surety Bond.

——————————

A mother named Violet with a 16-year-old boy who has autism begged the schools to let her son have an exemption. They refused.

When forced to wear the masks he became distraught and he harmed himself so badly that he had to be hospitalized in a mental institution.

Violet obtained the bond for the superintendent of her school district. Turns out – The superintendent was carrying a $4 million liability per bond claim!!

So next Violet served the superintendent with a letter of intent to file a claim against her bond if she didn’t pull back the mask mandates, admit she was wrong, and resign within five days.

The superintendent did nothing. After day 6 Violet filed the claim against her at the bond company.

The very next day we have a recording from the lawyers who represent the district explaining that they have to get rid of the masks, all state and federal funding is BLOCKED, and the superintendent is on her own with regard to the $4 million claim!!!

They also put out a request for parent volunteers to substitute for teachers because their funding is CEASED due to an OPEN claim against them.

UPDATE: Since we created this video Violet felt bad that the teachers were out of work so she retracted the claim She assumed the Superintendent would operate on good faith But instead she reinforced mask mandates. We still have her bond Stay tuned….

DON’T LET UP ON THESE PEOPLE!!!! They have been bribed/blackmailed and they will go right back to their ways until they see a consequence for their actions.

Stay strong patriots, we might need to create a few examples of individuals who end up having to file for bankruptcy. Its a small price to pay to FREE GOD’s CHILDREN from mask slavery!!!

——————————-

How to get the Surety Bonds:

1. Send a request letter directly to the public official’s email address – in many states they are each independently liable if they DO NOT provide this information upon request.

2. Call the Treasurer and find out who the bond company is – then Contact the bond company and they will send you a copy.

3. Get a copy of the bond at the probate office, which is where they’re kept according to many state laws.

4. Contact the Sheriff and ask him to go down to the district office with you – if he won’t help, try to go after his bond, once you have it, demand that he help you.

5. Ask constitutional sheriffs who they are bonded with and then call the company and request the bonds for every sheriff in your state. Sheriffs are MORE POWERFUL than you think. They have complete jurisdiction over your county, even over the Police Departments.

6. Call the State Board of Education and tell them you want to start a new school, ask them if you need to be licensed, bonded and insured and get the list of companies you can use to set that up. Most states only have 1 or 2 bond companies. Then call each company and request the bonds under FOIA for every district.

7. Start a group in your state in order to share paperwork and strategies. These companies are experts at playing cat and mouse. If you don’t ask for this information with specific language they feel they are not violating the law by denying your request. But once you find a strategy and verbiage that works it’s likely to work throughout your state.

8. Some bonds are burred in insurance policies, If you get the policy, but you don’t know how to read it contact us via our website and we will help. https://www.bondsforthewin.com

Reference, Take Action

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

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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/

Reference, Take Action

The New Content Opt-Out Form

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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.)

News, Take Action

Governor Keep Your Promise

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(Download the 2017 Utah GOP Convention Flier)

Action Items

Tweet #GovernorKeepYourPromise

Call the governor at: 801-538-1000

Protect your Children’s Privacy – Get the Toolkit

Governor Herbert told Republican delegates during his campaign in 2016, that he would put an end to Common Core and restore local education control. But, nothing came of his promise:

May 4, 2016: Governor Herbert issued a letter and visited the s State School Board to ask them to withdraw from Common Core. The State Board voted to do so, pending funding from the legislature. Nobody followed through to get the legislature to fund it. The Governor should lead out and use his position to keep this promise to Utah.

http://libertasutah.org/blog/utah-governor-calls-for-states-withdrawal-of-common-core-education-standards/

http://libertasutah.org/drop/herbert_commoncore.pdf

Trump’s US Education Secretary Pretends like Common Core doesn’t exist (just like Utah’s State School Board):

February 16, 2017: Education Week reported that Trump’s US Education Secretary Betsy DeVos told Michigan radio station host Frank Beckmann that the Every Student Succeeds Act (ESSA) effectively does away “with the notion of the Common Core.”

April 17, 2016: President Trump’s US Education Secretary Betsy DeVos claimed, “There isn’t really any Common Core anymore.” (In her home state of Michigan, DeVos has heavily promoted Common Core with personal funding to lobbying groups)

http://www.breitbart.com/big-government/2017/04/24/education-sec-betsy-devos-there-isnt-really-any-common-core-anymore-in-schools/

http://www.breitbart.com/big-government/2016/12/10/stop-common-core-michigan-not-fooled-betsy-devos-know-truth/

– – – – – – – – – – – – – –

HARD TRUTH #1:

President Obama’s administration designed the Every Student Succeeds Act (ESSA) to look like the bill was returning power to the states, when the administration had already effectively given power over states and districts to Common Core’s creators through Race to the Top:

December 10, 2015: President Obama signed No Child’s Left Behind’s replacement called the Every Student Succeeds Act (ESSA). The White House issued a report, and said, “The Every Student Succeeds Act (ESSA) that President Obama signs today builds upon the significant success of the President’s education policies…”.

The White House further reported, “Today, as President Obama signs that bill into law, the White House is releasing an analysis of progress made in elementary and secondary education since the President took office and how ESSA will cement that progress.”

https://obamawhitehouse.archives.gov/the-press-office/2015/12/10/white-house-report-every-student-succeeds-act

President Trump’s US Education Secretary Betsy DeVos is moving forward with Obama’s Every Student Succeeds Act (ESSA) and telling Common Core’s creators that THEY represent local control:

May 20, 2017: President Trump’s US Education Secretary Betsy DeVos gave a speech to Common Core’s co-creators, the CCSSO* and told them that the CCSSO would be in charge of state’s and district’s reforms now that Obama’s Every Student Succeeds Act (ESSA) is in place.

https://www.ed.gov/news/speeches/highlights-secretary-education-betsy-devos-remarks-council-chief-state-school-officers

*Note: The Council of Chief State School Officers (CCSSO) is a CEO led club for all State Superintendents in the country. They co-created Common Core and have effectively taken all the control that State Superintendents have given them. Their recent publications show that their mission is antagonistic to parents and American ideals. See page x and xi of their book about global, online Competency-Based Education and see what they say about American parents.

– – – – – – – – – – – – – –

HARD TRUTH #2:

The Obama administration designed Race to the Top for Assessments to eliminate state/district control over online curriculum and assessments. States are going along with online curriculum and assessment reforms because they are now backed by ESSA:

President Obama’s Race to the Top for Assessments helps—with the CCSSO’s help—Common Core’s Common Education Data Standards. This initiative was designed to undercut local control over online curriculum and assessments by uniting the Ed Tech industry around common international technology standards. Eventually, tests can become interoperable—globally.

http://www.ccsso.org/Resources/Programs/CIO_Network_.html

http://www.ccsso.org/Documents/2014/CCSSO%20Criteria%20for%20High%20Quality%20Assessments%2003242014.pdf

http://www.ccsso.org/Resources/Publications/Using_Interim_Assessments_in_Place_of_Summative_Assessments_-_Consideration_of_an_ESSA_Option.html

– – – – – – – – – – – – – –

HARD TRUTH #3:

Utah’s System of Higher Education Partnered with the CCSSO to align K-12 and Higher Ed to Common Core:

July 19, 2016: Utah’s System of Higher Education reported that Utah has partnered with the CCSSO, and other Common Core creators, to “improve teacher preparation for K-20 schools”—with the new guidance from President Obama’s Every Student Succeeds Act (ESSA):

https://higheredutah.org/improving-teacher-preparation-a-k-20-partnership/

October 15, 2016: Utah’s System of Higher Education reported that Obama’s Every Student Succeeds Act (ESSA) “provides unique partnership opportunity for Higher Ed and K-12”:

https://higheredutah.org/essa-provides-unique-partnership-opportunity-for-higher-ed-and-k-12/

The CCSSO started giving “guidance” to states on online assessment “best practices” and implementation:

http://www.ccsso.org/Resources/Programs/Every_Student_Succeeds_Act.html

President Obama’s Chief Technology Officer, Richard Culatta bragged that Common Core’s Next Generation Assessments can collect 100,000 pieces of personal information on EVERY CHILD, EVERY DAY:

https://www.youtube.com/watch?v=Z0uAuonMXrg

The idea of creating massive personal profiles on students’ values, attitudes and behaviors is supported by a Bill Gates’ funded project at Arizona State University through a computer-adaptive learning platform called Knewton:

https://www.knewton.com/resources/press/asu-cengage-learning-and-knewton-to-develop-highly-personalized-active-adaptive-learning-solution/

https://asunow.asu.edu/content/technology-remaking-education-asu

Knewton’s founder claims that their learning and assessment platforms can collect “5 to 10 million actionable data per student per day” as part of “personalizing learning.”

http://stopcommoncorenc.org/common-core-big-data-knewton/

The Every Student Succeeds Act supports mass data-mining of student’s social-emotional skills (values, attitudes and behaviors):

http://thefederalist.com/2016/10/19/schools-ditch-academics-for-emotional-manipulation/

http://floridacitizensalliance.com/liberty/wp-content/uploads/SEL-One-Summary-social-emotional-learning.pdf

http://www.edweek.org/ew/articles/2016/01/06/essa-law-broadens-definition-of-school-success.html

http://www.ascd.org/ASCD/pdf/siteASCD/policy/ESSA-Resources_SEL-Funding.pdf

https://truthinamericaneducation.com/elementary-and-secondary-education-act/new-common-core-social-emotional-learning/

– – – – – – – – – – – – – –

HARD TRUTH #4:

Arizona State University and Global Silicon Advisors (ASU+GSV) hosted an Ed Tech Summit at Utah’s Grand America. Many progressive leaders behind Common Core spoke, as did many prominent Utahns. GSV Advisor’s wants to use Common Core to globalize online curriculum and assessments within the next 10 years—finally allowing the global elite to eliminate local school boards:

See page 292 of GSV Advisor’s publication, “American Revolution 2.0” to read their 15-year Strategic Vision:
https://www.scribd.com/document/123451210/American-Revolution-2-0

Trump’s US Education Secretary spoke to ASU+GSV Summit leaders as if they represent parents and local education control:

https://www.ed.gov/news/speeches/prepared-remarks-us-secretary-education-betsy-devos-2017-asu-gsv-summit

Deseret News oped by Utah mom, Autumn Foster Cook about the ASU+GSV Summit:

http://www.deseretnews.com/article/865679325/Op-ed-Tech-innovators-should-reject-move-to-eliminate-school-boards-and-support-national-standards.html

– – – – – – – – – – – – – –

HARD TRUTH #5:

The elite groups behind Common Core have been open about their desires to use online curriculum and assessments to eliminate local education control:

“Conservative” Fordham Institute:
“…leaving local districts and boards in charge of digital instruction will retard innovation, entrepreneurship, collaboration, and smart competition, simultaneously stifling students’ ability to find—and be taught by—the very best educators around the globe.”

Fordham has taken funding from the Gates’ Foundation (the largest funder of Common Core).
https://edexcellence.net/commentary/education-gadfly-weekly/2012/april-26/overcoming-the-obstacles-to-digital-learning-1.html

Achieve Inc*.:
*Achieve Inc. co-created Common Core with the CCSSO and National Governors Association. Their founder, Louis Gerstner, the former head of IBM, wrote an article in the Wall Street Journal after President Obama was elected. The sub headline read: “Let’s abolish local school districts and finally adopt national standards.”
https://www.wsj.com/articles/SB122809533452168067

The Gordon Commission:
Jeb Bush’s partner, former Governor Bob Wise, is part of the Gordon Commission—funded through the Obama administration. The 2013 Commission’s report stated:

“The Common Core Standards, and the rethinking of assessments that they are fostering, provide an opportunity to challenge [the] deeply held belief in local control.”

http://gordoncommission.org/rsc/pdfs/gordon_commission_public_policy_report.pdf

In 2011, Jeb Bush and Bob Wise published an oped in Utah’s Deseret News about how Utah was implementing all of their digital learning policies:

http://www.deseretnews.com/article/700117171/Utahs-promising-digital-learning-policy.html

– – – – – – – – – – – – – –

HARD TRUTH #6:

The CCSSO and the Obama administration’s US Department of Education developed Common Core’s Common Education Data Standards (CEDS) so that global elites could profit from gathering private information about student’s values, attitudes and behaviors in the “new global economy”. Massive dossiers on students from cradle to career will create their new “goldmine”:

http://missourieducationwatchdog.com/superintendent-association-tells-districts-to-mine-gold-in-your-backyard/

https://truthinamericaneducation.com/privacy-issues-state-longitudinal-data-systems/common-core-data-collection/

– – – – – – – – – – – – – –

Parent Privacy Toolkit

Parents should know how to protect their children’s private learning information from both third-party curriculum and assessment providers and states and districts. Here is an excellent resource, the PARENT TOOLKIT:

https://truthinamericaneducation.com/privacy-issues-state-longitudinal-data-systems/parents-resource-protect-student-privacy/

Reference, Take Action

Resolution to get Utah Off Fed Ed

17 Comments

Update 1/23/16: This resolution and amendment passed overwhelmingly in the Utah county GOP Central Committee meeting. Only 3 nays to about 225 yeas. I have modified the text below so it only contains the amended version of the resolution which passed. We also have a legislator working on drafting this move as legislation, and another legislator working on the request for an audit.

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If you are unaware of the most recent moves by the federal government to solidify its takeover of education in America and its intrusion into family lives, please review these articles which only deal with the recent passage of the Every Student Succeeds Act.

Article 1: ESSA Invades Your Home
Article 2: NCLB 2002 vs. ESSA 2015

(Drafted by Jennifer Huefner, Pam Budge, Wendy Hart, Kristen Chevrier, JaKell Sullivan, Christel Swasey, Kirby Glad, and Oak Norton)

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 a small fraction of our total education budget (4), but by accepting that sum 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 is not beholden to federal mandates on education as that is not in the constitutional purview of the federal government, and as such this resolution asks that the legislature and state school board nullify all federal education mandates; and,

BE IT FURTHER RESOLVED THAT Utah should withhold money that would be sent to the federal government in an amount equal to the sum they return to us each year for education and use those funds for K-12 education in this state, drop or nullify all federal education mandates, and fully fund Utah’s education programs; and,

BE IT FURTHER RESOLVED THAT if Utah is not able to make use of the previous clause, 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 comprehensive legislative audit of federal programs including but not limited to those put into place through the 2009 Stimulus Package including data systems (7), alignment to federal regulations, statues, and grants, with the intent for determining how Utah can make a full and complete separation from federal education policies 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, HI 07
Katrina Kennedy, AL 5
Mark Cluff, AL 4
Kirby Glad, OR 24
Michael Wirrick, PG 8
Kristen Chevrier, HI 9
Robin Devey, OR 28		Brian Halladay, PG 09
John Morris, LE 11
Jared Oldroyd, PR 11
Nels Beckstrand, AF 05
Loma Lee McKinnon, SR 02
Mark Barlow, AF 13		Troy Lynn, HI 7
Robert Capel, AL 03
Maureen LaPray, PR 38
Tamara Atkin, Payson 06
Nathan Allred, Payson 01
Lynda Roper, PR 25

Supported by: Senators Margaret Dayton, Al Jackson, David Hinkins, Mark Madsen; Representatives Brad Daw, Mike Kennedy, Jake Anderegg, Brian Greene, David Lifferth, Norm Thurston, Marc Roberts, Kay Christofferson

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.

Utah Education Funding(5) http://www.utah.gov/governor/news_media/article.html?article=20151207-1

(6) ESSA, SEC. 8530A. PROHIBITION ON REQUIRING STATE PARTICIPATION

(7) http://www.scribd.com/doc/283013828/Utah-State-Office-of-Education-circumventing-oversight-public-input-legislative-authority

Here are my comments from presenting this resolution to the Central Committee.

In 2012 Senator Margaret Dayton invited me to a meeting with Lieutenant Governor Bell to explain what was going on with common core and the agenda behind it. What came out of that meeting was I was asked to draft a bill to protect to Utah from federal encroachment. SB 287 passed and contained several triggers that if any of them were to occur we would exit the agreements.

A couple years ago, Governor Herbert was on the Blaze dismissing concerns about Common Core and referenced this bill: (https://www.utahnsagainstcommoncore.com/herbert-on-the-blaze/)

Said he: “We have a law that says if any of this federal overreach somehow gets into our [education] system, we are mandated to get out of it.”

Governor Herbert, it’s time.

Here are the federal education triggers now in Utah law. (http://le.utah.gov/~2012/bills/static/SB0287.html)

53 (6) The state may exit any agreement, contract, memorandum of understanding, or
54      consortium that cedes control of Utah’s core curriculum standards to any other entity, including
55      a federal agency or consortium, for any reason, including:
56          (a) the cost of developing or implementing core curriculum standards;
57          (b) the proposed core curriculum standards are inconsistent with community values; or
58          (c) the agreement, contract, memorandum of understanding, or consortium:
59          (i) was entered into in violation of Part 9, Implementing Federal Programs Act, or Title
60      63J, Chapter 5, Federal Funds Procedures Act;
61          (ii) conflicts with Utah law;
62          (iii) requires Utah student data to be included in a national or multi-state database;
63          (iv) requires records of teacher performance to be included in a national or multi-state
64      database; or
65          (v) imposes curriculum, assessment, or data tracking requirements on home school or
66      private school students.

The triggers have been pulled. One state has to start the ball rolling. My vote is we do it here in Utah and lead the nation in reclaiming our freedom and breaking these federal chains of bondage. If not us, if not now, then who, and when?

We do not eliminate one dime of education funding. It simply stops Utah from sending it to the feds and having it returned with strings. We just keep it here, or we self-fund.

 

Concerns, Take Action

ESSA Invades Your Home

18 Comments

Writing this week in the Deseret News, Senator Orrin Hatch and State Superintendent Brad Smith wrote:

No Child Left Behind was a setback for Utah. It subjected our children to excessive testing, stripped our schools of critical decision-making authority and ceded too much power to the federal government. After 13 years of frustration and disappointment, Utah families have rightly been clamoring to leave this law behind.

That’s why we supported the opportunity to scrap No Child Left Behind and give Utahns a fresh start. This week, Congress passed the Every Student Succeeds Act (ESSA), a massive education overhaul that the conservative Wall Street Journal called “the largest devolution of federal control to the states in a quarter-century.”

This is prime evidence of people who:

  1.  Do not read bills before commenting and just rely on others to tell them what a source document says and means.
  2.  Evidence that people read something and attribute good intentions to the federal government and hope for the best.
  3.  Actually just like the feds involved in our lives more and more.

I cannot believe that these two individuals from Utah would actually be in favor of the feds now invading the home as this bill is about to set in motion (see below), so I have to assume that they are part of category 1 or 2 above. Thankfully, 5 of our 6 members of Utah’s delegation actually READ the bill and voted against this abomination. What abomination am I talking about specifically?

Alpine School District board member Wendy Hart posted this article to her blog. I’m reposting with permission.

************

From: http://wendy4asd.blogspot.com/2015/12/jan-4-2016-deadline-to-support-family.html

Jan 4, 2016: Deadline to Support the Family vs US Dept of Ed

I hope everyone is having an enjoyable vacation.  My family enjoyed a wonderful Christmas and we are looking forward to 2016.  I apologize for interrupting what should be family time, but I felt this information was extremely important.

As many of you know, the replacement law for No Child Left Behind, called the Every Student Succeeds Act (ESSA), was passed in December.  As part of that law, the states must come up with a plan for education that includes a ‘Family Engagement Plan.’  Also, the US Dept of Education (USED) is supposed to come up with their own Family Engagement Plan that states MAY adopt, if they don’t want to do their own homework.  The USED has placed their plan on their website and is inviting comments until JANUARY 4th.  (It’s almost as if they didn’t want public comments, since they put this out over Christmas break, but I digress.)  Here is the link for comments: http://www2.ed.gov/about/inits/ed/earlylearning/families.html#family-engagement-draft-statement

I would especially encourage you to read pages 13 -14.

Utah State Law says that parents are primarily responsible for the education of their children and that the state’s role is to be secondary and SUPPORTIVE to the parents’ role.  The Family Engagement piece is anything but supportive to the parents’ role.  It does have a lot of nice-sounding stuff to blur the lines of you being allowed to ‘partner’ with the Feds/State as they raise your children.

I could go on with my own diatribe, but I found this from left-leaning education blogger Peter Greene that accurately assesses what a lot of the problems are with this ‘plan’.  http://curmudgucation.blogspot.com/2015/12/the-federal-family-fixing-plan.html  I appreciate the fact that this plan is so appalling to average, normal people that it is not a left/right issue, it is a parents vs bureaucrats issue.

Please take a few minutes to weigh in.  Once this train is on the track, we will be told it’s too late.

Here are some samples:

Implement a vision for family engagement that begins prenatally and continues across settings and throughout a child’s developmental and educational experiences.

Develop and integrate family engagement indicators into existing data systems 

Local schools and programs should track progress on family engagement goals, as detailed in family engagement plans.

Just remember this when we adopt something egregious as part of our state plan.  The mantra that things like this can’t happen in Utah hasn’t been applicable for far too many years.

And a public thank you to Reps Chaffetz, Love, Bishop, and Stewart, as well as Sen. Mike Lee for voting against ESSA and it’s horrid intrusion into the autonomy of the family!

Happy New Year and thank you for all your support and involvement!

Wendy
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Are you KIDDING ME? Parents, please demand your legislators nullify this bill, this session. ESSA and NCLB have no place in Utah schools or homes.  Contact them now at http://le.utah.gov/GIS/findDistrict.jsp.
Assessments, Take Action

Is your school violating the law?

7 Comments

Has your school notified you of your parental rights?

If you have not been notified by your local school of your rights detailed below, ask the school why they are violating the law and ask your school board member to ensure all schools in your district are following the law. This statement is from SB 122 passed in 2014. It is state law.

http://le.utah.gov/~2014/bills/static/sb0122.html

47          53A-15-1502. Annual notice of parental rights.
48          An LEA shall annually notify a parent or guardian of a student enrolled in the LEA of
49      the parent’s or guardian’s rights as specified in this part.

What is specified in this part? OPTING OUT OF SAGE TESTS! (Among other things)

86      (9) (a) Upon the written request of a student’s parent or guardian, an LEA shall excuse
87      the student from taking a test that is administered statewide or the National Assessment of
88      Educational Progress.

If your school has not notified parents of this right, bring it to your principal’s and school board members’ attention.

Further, new state law passed this year 2015 (http://le.utah.gov/~2015/bills/static/SB0204.html, line 92), and signed by the governor mandates that teachers may not incentivize/reward (line 238) or punish SAGE test participation or withdrawal through opting out, and may not use it in grading students (lines 90-93).

On April 10 “The Utah State Board of Education approved amendments to Rule R277-404 Requirement for Assessment of Student Achievement aimed at clarifying the rules and procedures for parents or guardians who wish to opt their public school students out of state tests. Parents or guardians will be asked to fill out an opt-out form at least one day before the test is to be administered.” (http://www.schools.utah.gov/board/Meetings/Summary.aspx#Opt-out)

NEW STATE SCHOOL BOARD POLICY (http://www.schools.utah.gov/board/Meetings/Summary/materials/R277-404-April2015.aspx)

“Parents may further exercise their inherent rights to exempt their children from a state administered assessment without further consequence by an LEA.” (pg 7)

“Upon exercising the right to exempt a child from a state administered assessment under this provision, an LEA may not impose an adverse consequence on a child as a result of the exercise of rights under this provision.” (pg 7)

UPDATE 4-28-15: 2014’s parental rights bill allows for opting out of SAGE. However, Senator Osmond has indicated that 2015’s bill doesn’t take technical effect until July which is after the school year ends. Therefore, teachers have a right to use SAGE in their end of year grading. However, for those who opt out, it appears there is nothing in the law that allows teachers to use an alternate test in your child’s grades. My previous line here about students taking an alternative test was triggered based on Judy Park’s statement at the bottom, but no alternative test is provided for in Utah law, and next year teachers cannot use this test in grades at all. So opting out should not impact your child, or cause your child to have to take an alternative test. See Wendy Hart’s comment below.

Senator Osmond wrote this email to someone explaining the situation.

“The law itself becomes effective on May 12 (or 60 days from the adjournment of the Legislature), but its implementation was always intended to begin in the next school year. Again, that was the intent. So, technically this is the reason for the confusion.

The bottom line is that the both the Legislature and the Utah Board of Education are communicating that the law is to be effective beginning the next school year. This means that teaches may tie SAGE results to grades for this year. But after this school year it will be against the law to do so.”

Wendy Hart, a board member in Alpine School District, posted this to Facebook:

“There is no legal requirement from a state level for your child to take an alternative test. I have not heard of a ‘replacement’ test that one ‘orders’. So, this is a local school thing. If it is a local school thing, then there must be a board policy that was adopted in an open, public meeting that REQUIRES students to take this alternative and specifies where/how this is to take place. Otherwise, this is just an administrative-level decision and it does not hold any legal weight. If the teacher was willing to write his own test, then again, this is an administrative thing. Even though this is a charter school, their board meetings are still subject to Utah Open Meetings Laws. All agendas should be publicly available, all policies, all audio of all meetings. They would need to show me chapter and verse as to their authorization for this action. But that chapter and verse cannot, in any way, conflict with existing state law.”

Dr. Gary Thompson posted this on Facebook and I agree.

“Unless your kid is in grade 9-12, the effects of “grades” are not worth stressing over.

I mean really? So a 6th grade kid goes from a B to a C…or even a D because he does not take a test?

So what.

I’m sure Harvard won’t give a damn, and neither should you…especially when they are using it as a bullying tactic.

Call their bluff.

Pull your child.

Ask me how many times someone has asked me about even my GRADUATE school grades in the last 7 years since graduation.

Tell them you would be more than thrilled to have your child take the test..any test.. when they can produce validity reports for them.

Otherwise, let them know that you refuse to allow your child to be used as experimental fodder for a private testing company.

P.S. If they hand you something and say its a validity report, feel free to scan it and send it to me directly.

Several parents have sent me administration produced “validity” reports on the SAGE. Each and every one of them were AIR and/or USOE produced public relations essays.”

The truly aggravating thing is that we are asking 3rd graders and on up to sit for 2.5-3 hours at a time taking a year end test that will do NOTHING for learning. It’s grueling. I’m one of those accountants who took the CPA and CMA exam, both 16 hour exams, and each section was an endurance test along with the knowledge, and this was for someone in their 20’s, not 8 years old.

As per instructions from State Associate Superintendent Judy Park on 9-23-14 to all schools:

“3. When a … parent or guardian opts‐out of a state‐level test, no academic penalty shall result for the student. If teachers/schools use any of these tests for grading/promotion decisions, some alternative assessment will need to be provided…
5. Any student who is in school and not participating in testing should be engaged in a meaningful educational activity. Students not participating in any testing should not be singled out in any negative way nor should the student or the class be administratively punished in any way because a student opts out of testing…”

This instruction should prevent teachers from giving unfair alternative assessments to students.

Take Action

Utah teacher perverting U.S. history with Howard Zinn

3 Comments

I received this email from someone last week which I think many of you will be interested in. This is not Common Core related, although we all know about the awful perversion of AP U.S. History that has taken place under the College Board which is aligning everything to Common Core. Here is what she sent me. Take action below.

My daughter goes to Cottonwood High School. She had her first AP US History and her teacher told them that the history they learned in elementary was all a lie. They read from “History is a Weapon” by Howard Zinn where he tells them that the US is founded on genocide of the Native Americans. My daughter also tells me that the other students in the class believe the teacher.

Please do the following:

1) Email your local and/or state school board member and ask them to make sure Howard Zinn’s version of U.S. history isn’t being portrayed in your school district classrooms. I would include what this mother’s letter contains.

2) Carbon copy your legislators and the governor on your email.

If you don’t have your legislators email addresses, get them here (http://le.utah.gov/GIS/findDistrict.jsp)

Governor Herbert’s contact form is here. Copy/paste your email to him:

http://utah.gov/governor/contact/