parents

School-issued laptops have created a pornography crisis for America’s public school students

School Laptops are allowing students to access pornography

Norman public schools recently sent out a survey to parents to gauge their opinion of the district’s in-school smartphone policy, anticipating the passage of legislation that would severely restrict the use of phones by students during school hours. From “strongly disagree” to “strongly agree”, parents are asked whether phones should be put away all day, used only during passing periods, used only for emergencies, et cetera. I opted for the strictest policy options given, but even then, I don’t believe it’s enough.

“Phone” is an insidious euphemism for these pocket-sized, high-powered computers that can be used to access the most explicit content imaginable. For the first time in human history, the most degenerate content in existence is instantly within our children’s reach, and, being children, they search it out. We as a society have consciously turned a blind eye to this hideous tech revolution, telling ourselves that kids aren’t accessing this garbage, and only using their phones for their intended purpose. We’re lying to ourselves, and instead of confronting this crisis directly, we’re allowing it to unfold without a whimper of protest, with catastrophic consequences for our kids’ developing minds.

The phones, though, aren’t even the worst part of this grotesque tech intrusion.

School-issued laptops have become the primary gateway for adolescents to access pornography, explicit music, and other degenerate content, and nothing at all is being done about it. At NPS, all middle school and high school children are issued laptops to be used for classwork. The problem is that these laptops also access the internet, and despite assurances from the school district that internet “filters” are in place, kids are able to access explicit content, corrupting them and setting them up for debilitating digital addictions for the rest of their lives.

Students also take these laptops home with them, using them on internet connections without any filters in place at all. If all NPS laptops were audited to find out how students have been using them, what would we discover?

This question was researched in 2023, and researchers found that 41% of students accessed explicit material during the school day.

A quick Google search of in-school laptops being used to access explicit content turns up endless news stories that read like every parent’s nightmare.

A story from January details how parents learned that their 4th grader was able to access “hardcore porn” on his school-issued laptop.

In a post published at HoweverItHappened, a parent described finding pornography on their 9 year old son’s laptop. The parent locked down all devices, and discovered that their son had searched for this content while at school.

In 2020, parents were horrified to discover that their middle schoolers were accessing pornography on school laptops. Parents of an 11-year old boy were devastated at what they found in their son’s browsing history. From the article:

““We feel almost robbed of our son’s innocence,” said the boy’s mom, who asked to remain anonymous. “It’s been really hard, I’ll be honest, on me for the past week.” Another parent, who also asked to remain anonymous to protect his family’s privacy, said his 9-year-old third-grader had also accessed extremely graphic content, mostly through Twitter.”

In 2017, auditors found that students at a Mississippi public school were using their school laptops to access explicit content.

Another article explains how kids can bypass existing school filters to access degenerate material through the use of a wifi hotspot, VPNs, proxy websites, or smart DNSs.

Explicit content isn’t the only problem. Many parents are infuriated to discover that their kids have been mindlessly browsing the web while at school, resulting in plummeting grades. Memphis parents found that their daughter had been watching YouTube all day long while in class, and apparently the teachers were either unable or unwilling to put a stop to it.

While the Children’s Internet Protection Act requires schools to monitor student’s usage of district-provided devices, it is clear that no amount of “monitoring” will solve this issue.

The current conversation surrounding internet-connected devices in our schools is fundamentally flawed. The question shouldn’t be “when or where”, but whether students should have access to this technology at all while on campus. They clearly should not. School should be a sanctuary away from our tech-saturated society. Students need to learn to live without their devices for at least 8 hours a day. If many can’t, then we need to confront the fact that these devices have become highly-addictive drugs, and begin treating them as such.

The surest way to remove laptops from our schools is to force the district to perform an audit. We would be so horrified at what was discovered that I believe our kids would return to pencil-and-paper learning within a week. The only problem now is how to force the NPS to perform the audit.

Through unrestricted access to explicit content, these devices destroy our children’s innocence before they’ve even begun puberty. And these devices are everywhere. The fact that our schools are giving them to students means that schools themselves are facilitating the destruction of the innocence of America’s school children. This is a national crisis that has been ignored long enough.

The solution isn’t “more filters” or “enhance monitoring” of student’s devices. It is the total removal of this technology from our schools, root and branch. We’ve allowed a Big Tech takeover of our schools without a single objection, and the result is horrific: children developing a life-long addiction to these devices and the content that they find. This may be Big Tech’s real goal: the creation of life-time customers. We must face this reality now, for our the sake of our children’s mental and emotional wellbeing, and their future.

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Addendum: ROPE Report dealt with this in our interview with Kansas parent, Denise Roberts.

April 29, 2025 0

Kaiser Partners With OK To Fund Birth To Three ‘Early Education’ Collecting Data On Babies For Tax Dollars To Justify Putting Them In Daycare

Friday, Michael and I had Carolyn McLarty on during the first hour of the podcast to talk about citizen lobbying. It was a great show! I really urge you to check out the whole thing on YouTube or Rumble.

After Carolyn had gone, Michael and I talked about numerous issues, but one of those was about the data being collected on students. In the video below, Michael and I talked about how many apps and computer programs students now use at school and how those are often collecting data from their interaction with the program/application.

This article is from our original blogspot and was written in 2014 when we were trying to stop the State Longitudinal Database. I suggest you at least open it and scan it because it gives some pretty good examples as to how classroom data mining is happening through programs and applications used in the classroom.

Here are Michael and I talking about that very thing on Friday’s show.

This morning, I found a message in my Facebook messenger from an old “common core” friend. She sent me a website – the Kids Count Data Center. I remembered having seen that years ago, but I hadn’t looked into it recently. I scrolled through Oklahoma’s collected data categories and was – once again – completely freaked out by what I found.

The data is apparently provided by the Annie E. Casey Foundation (AECF) – a non-profit organization started by the man who created UPS. The AECF credits itself with helping to start the foster care system while moving toward the abolishment of orphanages.

I ran AECF through Data Republican and was not able to find that they take tax dollars of any kind, nor are they granted monies from organizations that take tax dollars. I was able to find some of the organizations they fund, however, and two things are clear; they donate to large organizations that do collect lots of taxpayer dollars and they donate lots of money to leftist, ‘social change’ organizations. This makes me wonder at the reasons for which they are collecting so much data on kids.

From the AECF website I was able to find out that the only grant given in Oklahoma was to the Oklahoma Policy Institute, headquartered in Tulsa. No shock then – after running them through Data Republican – the OPI is funded by a number of leftist organizations including the George Kaiser Family Foundation and the Tulsa Community Foundation.

This is interesting and concerning. Statistics can be made to say whatever the person using the statistic wants them to say. What do leftists want with all this data?

The AECF makes no bones about the fact that they are collecting all their data to influence policy decisions made by legislators.

Here’s a PERFECT example. “The First Eight Years” is a report created by the AECF populated with data collected through the Foundation. Why? To give policymakers reason to FUND early childhood education with tax dollars – tax-funded DAY CARE essentially – on the notion that it’s the “best way to ensure a successful workforce in the future”.

Apparently their strategy has worked in Oklahoma since 2006, when the Oklahoma legislature created OECP – the Oklahoma Early Childhood Program (OECP) – headquartered in…wait for it…TULSA. The OECP is tasked to “improve the quality of early education and expand capacity to serve children from birth through age three statewide.” (bold for emphasis)

According to this 2011 Tulsa Today article, the George Kaiser Family Foundation gave the Tulsa Community Action Project (CAP) 92 million dollars from 2004 to 2011. CAP is an OECP ‘partner’. So is Tulsa Educare – also funded by Kaiser.

Because I was offended by the fact that the AECF would/could collect information on kids NOT IN SCHOOL, I clicked on the data point called, “Young Children Not In School”. This data came from the U.S. Census Bureau, American Community Survey. So, families actually taking this survey, coughed up to the federal government that their kids weren’t in school and that information was entered into the US Census Bureau database – which is shared with the public and across government databases.

This is the reason the AECF gives for collecting this data on babies.

High-quality prekindergarten programs for 3- and 4-year-olds can improve school readiness, with the greatest gains accruing to the highest-risk children. Head Start and the expansion of state-funded programs since the 1990s have greatly increased access to preschool. But many children, especially 3-year-olds, continue to be left out, exacerbating socioeconomic differences in educational achievement.

What is ‘school readiness’? What is high-risk? Whatever the AECF, CAP, OECP says it is – usually based on a definition created by some group in the ‘get money from tax payers to take babies away from their parents’ scam.

At this point, I’d like to point out information from the OECP’s 2024 Annual Report.

Please note, this is supposed to be a state agency, yet George Kaiser funds the majority, while the state of Oklahoma comes in a paltry second. Also note, wages and benefits are the majority of the spending here because all the staff are involved in thinking about things related to how to grade childcare centers and the children inside. Here are two things the staff did last year.

They determined how attached to the caregiver BABIES and TODDLERS were. Shouldn’t we care more about the fact that these babies are in a place where they are NOT becoming attached to their parents?

And then there’s this:

Yes, Oklahoma is measuring the literacy of babies and toddlers and the state of Oklahoma is using tax dollars to do this, while partnering with an Obama donation bundler.

And let’s think on this just a minute. According to the OECP annual report, 3,666 children were ‘served’ by this program. Do the math. That’s an expense of almost ELEVEN THOUSAND dollars a child – for DAY CARE that the state and its private partners have dubbed EARLY EDUCATION.

In closing (for now), I’m going to add the diagrams I created while studying the State Longitudinal Database back in the 20-teens. THIS is why all this data collection is a problem. Once the data is collected, it goes everywhere and everywhere it goes, it populates databases that follow kids throughout their public school and work careers. Hopefully, it’s obvious why this is bad. Hopefully, it’s obvious why we need our lawmakers to protect our kids from this kind of intrusive nonsense that does nothing but build reasons for taking more and more tax dollars from citizens to fund more and more ways to take their tax dollars – and babies.

March 9, 2025 0

V1SUT Talks Transgender Teacher

Friday, December 13th, our friend “Mary” with the V1SUT Vantage substack, joined Michael and I to talk about trans teachers. (Find the full video on our YouTube and Rumble channels)

Earlier in the week, Mary published, “First Drag Queen Now Secretly Trans Principal: Progressive Public Ed in America’s Reddest State” about the Western Heights Public School district, where the Superintendent hired a drag queen to Principal a district elementary school (Shane Murnan who has since been fired), who then hired another drag queen as a para professional and then a Chinese immigrant who was found soliciting sex from (what he thought was) a 15-year-old boy.

Now, Mary has found that a biological woman has been working in the district as a male in MANY different roles in the school for over eight years.

In the clip below, Mary talks about how hard it is to find a trans person once they change their identity. Should it be this hard – especially if this person is working with children?

She then goes on to talk about the fact that, according to Oklahoma law, a trans person must use the bathroom of their birth sex, not their preferred sex. If this is the case and it’s hard to find a trans person working in a school, how could we be sure they weren’t using facilities with biological boys?

Mary asked Ryan Walters and other OSDE employees about this issue, but received absolutely no answer in response. Why? Isn’t this a situation parents might want to know about?

In this last clip Mary talks about whether or not parents should know that their child’s teacher doesn’t present their biological sex in public. Not every parent agrees with alternative lifestyles and though there are no accusations of inappropriate interactions with this teacher and other students, don’t those parents have a right to know that his teacher is teaching their child?

I know I would certainly want to know. As I’ve said on the podcast from the beginning – I don’t care what people do on their private time, but people employed by taxpayers to shepherd children must meet a higher standard for their behavior and their lifestyle choices. Children are vulnerable and in need of protection in every way possible – especially at school where personal safety goes hand in hand with learning.

December 15, 2024 0

A Teacher’s Story – Why I Quit Teaching In Oklahoma Public Schools

Becky Pellam, PhD, spoke to Michael and Jenni on Wednesday, October 2nd, 2024, about her teaching experiences in Oklahoma.

Dr. Pellam came from Texas, where she taught in the Dumas district. She loved it there, but she met a man from the Oklahoma panhandle and settled in on a ranch they bought there together. Hungry to teach again, she applied to Guymon PS and was hired as a Teaching Coach.

Before she started, she had great feelings about her time there and what she could do to help the kids – the majority of whom had ACT scores in the single digits. After she began, her experience changed drastically.

During her year of employment in Guymon, she was bullied by the other teachers, many of whom told her she was a ‘plant’ from the central office sent to spy on the other teachers and refused to submit their benchmarks to her. She talked to her superintendent about the situation but she seemed to get nowhere.

She talked to the school board president, who listened intently and believed her report, but asked her to contact the Board’s vice-president. When she did, the long-time, active OSSBA (Oklahoma State School Board Association) member told her that he had heard she was a trouble maker and knew she was the problem, not anyone else.

Needless to say, after she was told by the Superintendent to falsify benchmark data to the school board, she had it in her mind to quit, but then the school essentially fired her anyway.

Here’s Becky’s story about her employment with Guymon in her own words:

After being forced to leave Guymon public schools, she was hired at DOVE Virtual Acadmy (DVA) – an Oklahoma online public charter school.

Dr. Pellam talks about how – just like her experience with Guymon PS – everything started fine, but quickly turned sour.

The Principal almost immediately had Dr. Pellam teaching THE ENTIRE HIGH SCHOOL class of nearly 100 kids to the tune of 12 and 13 classes per week. For those who aren’t teachers, that’s 3 TIMES a ‘normal’ amount of coursework. For each class, there is a certain amount of ‘prep’ that has to happen to develop the course and to assist/grade/monitor the students. This level of coursework would exhaust anyone, but Becky also was helping to run a ranch and raise their daughter at the same time.

In the end, she found that DVA was ALSO cheating the accountability system by enrolling ‘ghost students’ to get their enrollment up (in Oklahoma, schools are appropriated funds via the number of ‘butts in seats’), but then unenrolled over 40% of their students – the ones on the lower end of the academic spectrum – when it came time for state testing.

Here is Dr. Pellam telling the story about her employment with Dove Virtual Academy:

Toward the end of the LIVE 2 hour+ broadcast, Jenni and Dr. Pellam began to talk about what education actually is.

Few people – including teachers and administrators today – know what it means to EDUCATE a child. It’s certainly NOT what we’re doing in Oklahoma right now. Right now, we’re training kids for jobs, not educating them in order to be the people best able to decide what they want to do.

There is method to this madhouse approach of education, however. Uneducated people are compliant people because they don’t know how to think for themselves. They do what they’re told because they’re conditioned to do that. They can’t think for themselves because they’re not educated, they’re conditioned.

Becky and Jenni took several minutes to flesh out this fact so that people could hopefully understand what it is that Oklahoma is doing wrong in public education. And that’s after we spoke about the horrible public school culture – the teacher/administration bullying that goes on against those who want to come in and actually teach and do the right thing.

Here are Becky and Jenni discussing the idea of what REAL EDUCATION looks like:

Dr. Pellam is VERY BRAVE for coming forward in this way.

Jenni had the very same kind of experiences while she was teaching in Oklahoma public schools 25 years ago, so this is not a new thing – THIS IS TEACHER/ADMINISTRATION CULTURE IN MOST OKLAHOMA SCHOOLS. Good Oklahoma teachers simply leave rather than try to do anything because they know nothing they will say will be heard or addressed.

See, no one listens to them because the fixes necessary REQUIRE HARD WORK, not just THROWING DOLLARS AT THE PROBLEMS and no one from public school administration, to our legislature, to our Governor really want to do the work that is required to solve the deeply entrenched problems with public school culture in Oklahoma.

Oklahoman’s shouldn’t BE FORCED TO PROVIDE THEIR TAX DOLLARS FOR THESE UNFUNCTIONAL SCHOOLS. If we really care about kids – and do we really? – we would FIX the broken public school administrative culture, instead of forcing taxpayers to provide private school tuition dollars to people who can already afford a private school education for their kid/s!

October 3, 2024 0

A List – With Commentary – Of The Newest Rules Added To The Oklahoma State Department Of Education Website For Review

Jenni White

I have simply copied and pasted much of the information from the OSDE website’s Administrative Rules page into this document, so please pay attention to the PUBLIC HEARING DATES in BOLD. Also, if you’d like to provide any commentary on these rules to the state prior to the hearing, you may do so here: rules@sde.ok.gov, or through their address:

Office of Legal Services
State Department of Education
Hodge Education Building
2500 North Lincoln Boulevard
Oklahoma City, Oklahoma 73105-4599

A public hearing will be held at 2:00 p.m. on Thursday, February 15, 2024, in Room 1-20 (State Board Room) at the Oliver Hodge Building, 2500 North Lincoln Boulevard, in Oklahoma City for the following rules.

Subchapter 3. Standards for Elementary, Middle Level, Secondary, and Career and
Technology Schools
Part 22. Standard XII: Academic Performance
210:35-3-210. Purpose. [NEW]
210:35-3-211. Applicability of the Standard. [NEW]
210:35-3-212. Metrics for Academic Deficiencies. [NEW]

Text of proposed rule
Rule Impact Statement

These appear to be reasonable rules to specifically address schools with low academic proficiencies. The only question here is, upon what tests will the school year district data assessment be predicated? Oklahoma’s state tests, NAEP, or something else. Without knowing from what assessment tool the data to be considered will be culled, how can the rule be enforced? That issue needs to be addressed.

Subchapter 3. Standards for Elementary, Middle Level, Secondary, and Career and
Technology Schools
Part 9. Standard V: The School Staff
210:35-3-86. Qualifications; personnel records; health and safety. [AMENDED]

Text of proposed rule
Rule Impact Statement

This rule appears to be addressing the issue at Western Hills Elementary School exposed by ROPE Report Regular V1SUT.

These rules, under the NEW heading of Health and Safety, require all administrative assistants in a school building overseeing staff or an education program to have appropriate teaching certification for the job they hold. Same for staff. All certifications must be filed in the school of employment throughout the school year.

Additional PROPOSED rules say:

(g) Health and safety regarding certified employees. If a district maintains the active employment or contract of, or renews a contract of, a certified employee currently under investigation for certificate revocation, and that employee’s certificate is revoked at the conclusion of that investigation, the district shall be given a health and safety deficiency.

(h) Health and safety regarding non-certified employees. If a district maintains the active employment or contract, or renews a contract, of a non-certified employee currently under investigation by law enforcement for a felony; and that employee is convicted of a felony, pleads guilty to a felony, or pleads nolo contendere to a felony at the conclusion of that investigation; the district shall be given a health and safety deficiency.

The problem to me here is the word CURRENT. It appears to be a grandfather clause. If there are staff or teachers with a felony record in the past, there is no provision for that. This is an absolutely REQUIRED rule to protect the safety of children in public schools, but – in my mind – it should include ALL CURRENT employees regardless of whether they are ‘currently’ under investigation. If a teacher or employee in a public school has a felony record, they should – more than likely – not be around children.

Also, what impact is a “health and safety deficiency” in a school’s accreditation? If it is a slap on the wrist, why even create the rule? This question speaks to the rule below.

Subchapter 3. Standards for Elementary, Middle Level, Secondary, and Career and
Technology Schools
Part 21. Standard XI: Accreditation Status
210:35-3-201. Statement of the standard. [AMENDED]

Text of proposed rule
Rule Impact Statement

I’m unclear how specific are these rules. Here’s an example of the 3^rd accreditation standard:

3. Accredited With Deficiencies: A school site or district fails to meet one or more of the standards but the deficiency does not seriously detract from the quality of the school’s educational program.

Question: We learned above that a “Health and Safety” deficiency will be added if schools continue employment of certified or non-certified personnel under current investigation for a felony or found to have a current felony. One could argue that employees under investigation of a felony do “not seriously detract from the quality of the school’s educational program”. Consequently, this needs to be tighter language – or it should at least be made clear that the State School Board retains the right to use recorded deficiencies based on the evidence at hand for each school. Even that doesn’t work, however, because that kind of language will be construed in whatever way an Administration decides to use it – for good or for evil.

Maybe we should keep the number of ‘deficiencies’ very small and very meaningful and then make the accreditation based on the number of deficiencies alone.

A public hearing will be held at 10:00 a.m. on Friday, February 16, 2024, in Room 1-20 (State Board Room) at the Oliver Hodge Building, 2500 North Lincoln Boulevard, in Oklahoma City for the following rules.

Subchapter 1. General Provisions
210:25-1-2. Equal Protection [NEW]

Text of proposed rule
Rule Impact Statement

This is the highly anticipated DEI rule that our Superintendent has been talking about. I see no reason for this rule. What the rule states in a-d is effectively wiped out by e-f. Here’s what I mean:

(e) Nothing in this rule prohibits the Department or any recipient of funds from the Department from applying for a grant or complying with the accreditation requirements by an accrediting or licensing agency, including, but not limited to, submitting to the grantor or accreditation agency a statement that:

And then it goes on to specify services for poor and underserved populations. Following this, the rule exempts situations:

(f) This rule shall not be construed to apply to the Department or any recipient of funds from the Department with respect to the following:

Included under (f) is this specification:

a policy, practice, procedure, program, class, or activity required for compliance with state or federal laws, rules, or regulations for obtaining or retaining institutional, academic, or discipline-specific accreditation or licensure;

Here’s an example of an accreditation organization for K-12 institutions including Catholic schools;

“Standard 1 Leaders cultivate and sustain a culture that demonstrates respect, fairness, equity, and inclusion, and is free from bias.”

So, if the OSDE is going to exempt accreditation organizations, you’re gonna get DEI. There are other exemptions in this list. I’m not going to list them all here, but I’ve pasted in the URL, please look at it yourself and let me know your thoughts, but if these rules DON’T APPLY to any of the items listed under (f) – THEY ARE COMPLETELY MEANINGLESS IN TERMS OF STOPPING DEI.

A public hearing will be held at 2:00 p.m. on Friday, February 16, 2024, in Room 1-20 (State Board Room) at the Oliver Hodge Building, 2500 North Lincoln Boulevard, in Oklahoma City for the following rules.

Subchapter 29. Standards of Performance and Conduct for Teachers
210:20-29-5. Principle III [AMENDED]

Text of proposed rule
Rule Impact Statement

Here is the text of the rule:

(e) A teacher may be dismissed, refused employment, or not reemployed after a finding that such person has, either in the presence of a minor or in a manner available to a minor online, engaged in sexual acts, acts that appeal to the prurient interest in sex as found by the average person applying contemporary community standards, or acts that excessively promote sexuality in light of the educational value of the material and in light of the youngest age of any student with access to said material.

Again, this seems to be a perfectly reasonable rule that SHOULD stop predators from being around public school kids. HOWEVER: here are some concerns:

This is similar language to that used by many parents to try and remove sexually inappropriate library books from school libraries – this has only worked in isolated incidences. Sexually inappropriate library books are still littering the shelves of libraries across the campuses of Oklahoma public k-12 schools.
The left will argue until they turn blue in the face that whatever sexually disgusting nonsense they’ve brought into the classroom “has educational value”.
In addition, they MAY be dismissed etc? What does THAT mean? That means that no one could be removed from the classroom.

This rule basically needs to say that ANY STAFF MEMBER OF A PUBLIC SCHOOL WILL be dismissed if – after a law enforcement investigation AND/OR a school inquiry of the individual – has found that they engaged in ANY sex act with a minor student – including inappropriate online communications.

So much of this stuff ends up being useless because the wording doesn’t say what it needs to say (not that mine is perfect either, just saying what’s written is NOT good)

A public hearing will be held at 10:00 a.m. on Tuesday, February 20, 2024, in Room 1-20 (State Board Room) at the Oliver Hodge Building, 2500 North Lincoln Boulevard, in Oklahoma City for the following rules.

Subchapter 3. Departmental Precepts
210:1-3-4. Annuities contracts. [REVOKED]
Subchapter 5. Due Process
210:1-5-7. Teacher evaluation, dismissal, and nonreemployment. [REVOKED]
Subchapter 9. Interlocal Cooperative Agreements [REVOKED]
210:1-9-1. Purpose. [REVOKED]
210:1-9-2. Definitions. [REVOKED]
210:1-9-3. Enabling provisions/restrictions. [REVOKED]
210:1-9-4. Conditions applicable to interlocal cooperative agreements. [REVOKED]

Text of proposed rule
Rule Impact Statement

Not sure why all these are being revoked, but nothing much to say about revoked law. The more revoked laws we can get, the happier I’ll be!

Subchapter 1. General Provisions
210:1-1-1. Purpose Declaration of Foundational Values [AMENDED]
210:1-1-7. Purpose [NEW]

Text of proposed rule
Rule Impact Statement

Oh my goodness. So much of this is completely unnecessary. While I agree with many of the sentiments, this is a Department of Public Education supported by the tax dollars of ALL Oklahomans. This entire document should be scrapped excepting the BASICS contained in (a), (b) – I suppose, (e), (f), (i) and (j). Because it’s been said in many of the other rules that the Department of Education of the State of Oklahoma follows that State and Federal Constitutions, there is no reason to take up space banging that ideal on the head. It simply serves to put liberals into spasms and why should we use tax dollars for that? We must educate kids properly as asserted in letter (e) and move on. The more strife this department stirs up with the Left, the harder it becomes to get business done.

Subchapter 5. Due Process
210:1-5-6. Suspension and/or revocation of certificates [AMENDED]

Text of proposed rule
Rule Impact Statement

This rule inserts a single paragraph that states the number of days in which the OSDE must be notified if contesting the revocation of a teaching certificate. Nothing here out of the ordinary.

Subchapter 1. General Provisions
210:10-1-6. Computer assisted pupil accounting [REVOKED]
210:10-1-10. Accreditation rating [REVOKED]

Text of proposed rule
Rule Impact Statement

It appears the accreditation rating was revoked in favor of the language submitted under 210:35-3-201. Statement of the standard.

Subchapter 1. General Provisions
210:10-1-16. Oklahoma Academic Scholar and other student recognitions [AMENDED]

Text of proposed rule
Rule Impact Statement

This is VERY HELPFUL. It adds language including the CLT (Classic Learning Test) – a test that is being used by some universities now instead of the SAT and ACT (or at least in conjunction with). My kids took the CLT as 8^th graders and while there was still some iffy gunk on it about global warming for example (according to my kids), there was nothing at all as just downright confusing and indoctrinating as some of the ACT and/or SAT language.

But again, this goes back to my question about Metrics for Academic Standards at the beginning of this document. What test will the state use to make those determinations? We can’t have some kids tested with the state test, but then include ACT/SAT or CLT scores. We need to pick a test and we have long advocated for an independent testing service like CLT or the Iowa Test of Basic Skills as the ACT is HORRID.

Subchapter 2. Parental Rights
210:10-2-2. Definitions [AMENDED]
210:10-2-3. Requirements [AMENDED]
210:10-2-4. Noncompliance [AMENDED]

Text of proposed rule
Rule Impact Statement

This language has been added to the existing rule:

“Independent Contractor” means an individual, organization, or entity that is engaged by and/or contracted by a school district to provide services or instruction, whether directly or indirectly, to students or within a school district on a temporary or contractual basis and is not an employee of the school district.

Does this person have to be certified? The school is responsible for them ultimately, but it makes me uncomfortable. I’m not sure exactly what this might be. If it’s a health coordinator, what information could they bring in the parent might not be aware of. It’s a tricky business. We have always wanted the public schools to have more ability to be flexible, but with all that has been going on in the last 10 years, one could argue that many are already way more flexible with education providers than we want them to.

Subchapter 13. Student Assessment and School Accountability
210:10-13-2. Oklahoma School Testing Program (OSTP) scope and general administration [AMENDED]
210:10-13-18. Oklahoma School Accountability System [AMENDED]

Text of proposed rule
Rule Impact Statement

I couldn’t really find anything that was problematic in either of these rules. Basically it’s allowing for remediation for schools who do not score at least satisfactory on the state criterion-referenced tests (very specific test, thankfully). The only problem is that the school only gets remediation if there’s funding.

The second rule gives schools a way to challenge their A-F score and makes it clear that F schools must get comprehensive support and show improvement – but then it doesn’t say here what will happen if they don’t. It’s always the follow-up that kills the best rules/laws/plans…

Subchapter 17. Federal Programs complaint procedures
210:10-17-1. Complaint Procedures [AMENDED]

Text of proposed rule
Rule Impact Statement

This is HUGE! So huge in fact, that I wrote a whole blog just about that. Please read it.

Subchapter 9. Professional Standards: Teacher Education and Certification
Part 1. General Teaching Certificate Requirements
210:20-9-12. General education requirements of individuals who already hold baccalaureate
degrees [REVOKED]
210:20-9-14. Alternative plan for student teaching requirements [REVOKED]
Subchapter 11. Professional Standards: Accreditation Standards for Approved Teacher Education Programs
210:20-11-1. Evaluation process [REVOKED]
210:20-11-2. Specific Standards for Program Approval [REVOKED]
210:20-11-3. General education and professional education [REVOKED]
210:20-11-4. Specialization standards [REVOKED]
210:20-11-6. NCATE/State joint visits [REVOKED]
Subchapter 15: Residency Program
210:20-15-3. Residency committee [REVOKED]
210:20-15-4. Variations to the residency program regulations [REVOKED]
Subchapter 24. Science and Mathematics Advanced Recruiting Technique (SMART) Program
210:20-24-1. Purpose [REVOKED]
210:20-24-2. Science and Mathematics Advanced Recruiting Technique (SMART) Program [REVOKED]
Subchapter 26. Academic Achievement Award Program
210:20-26-1. Purpose [REVOKED]
210:20-26-2. Selection and payment criteria [REVOKED]
210:20-26-3. Qualified employees [REVOKED]

Text of proposed rule
Rule Impact Statement

Again, not sure why, but happy to revoke any laws, rules or regulations. LOL

Subchapter 23. School Board Members
210:20-23-3. Requirements for new and incumbent school board member training [AMENDED]
210:20-23-4. Requirements for continuing education; certificates; costs [AMENDED]

Text of proposed rule
Rule Impact Statement

Interesting; the only thing changed about this rule is that the Oklahoma State School Boards Association (OSSBA) has been removed from the wording of the rule under training. Unfortunately, I’m not sure how this will help anything because state law has not been changed. We tried to get it changed, but we were not successful. Several times in the rules I’ve read today it says that if the rule disagrees with state law, state law prevails, so I’m not sure how this will do anything. If you’d like to see why I say that, please read this article.

SB1447 STOPS MANDATORY SCHOOL BOARD TRAINING and SB1445 REDUCES ALL SCHOOL BOARD TERMS TO TWO YEARS

Subchapter 5. Budgeting and Business Management
Part 1. Implementation
210:25-5-4. Accounting [AMENDED]

Text of proposed rule
Rule Impact Statement

Apparently this removes the ability of a charter school to appeal any changes in the data they’ve sent the OSDE regarding their financial reporting and accounting. They can show cause that changes are warranted before the data is locked, but the appeal process no longer would exist.

Subchapter 3. Standards for Elementary, Middle Level, Secondary, and Career and Technology Schools
Part 5. Standard III: Administration and Organization
210:35-3-48. Local board responsibilities/staff relationships [AMENDED]

Text of proposed rule
Rule Impact Statement

Nothing really much to say about this. These look to be changes required by reorganizing the text after removing this statement:

(3) The local board and its individual members shall refrain from involvement in or interference with the administrative functions of the school.

I’m surprised that was in the rules, but then I was also surprised that THIS was in the rules previously:

(B) Lack of harmony in the teaching staff, board, or community, when such conditions affect the quality and effectiveness of instruction and climate of the school, shall be considered sufficient cause for not accrediting a school. Political and special interest groups or individuals shall not interfere in the operation of the schools.

Subchapter 3. Standards for Elementary, Middle Level, Secondary, and Career and Technology Schools
Part 17. Standard IX: Financial Support
210:35-3-167. School District Transparency Act [NEW]

Text of proposed rule
Rule Impact Statement

This is a new section of rules that basically say that if a school’s website does not comply with accountability law they’ll get a deficiency on their accreditation if they don’t fix it within 30 days.

A public hearing will be held at 2:00 p.m. on Tuesday, February 20, 2024, in Room 1-20 (State Board Room) at the Oliver Hodge Building, 2500 North Lincoln Boulevard, in Oklahoma City for the following rules.

Subchapter 3. Standards for Elementary, Middle Level, Secondary, and Career and Technology Schools
Part 25. Standard XIV: Freedom of Religion [NEW]
210:35-3-251. Voluntary prayer [NEW]
210:35-3-252. Minute of silence in public schools [NEW]

Text of proposed rule
Rule Impact Statement

I’ll be honest. I think this is nonsense. I think it’s detracting from the REAL issues which are that our kids can’t read or do math proficiently, and while I love Jesus personally, I don’t think adding one minute of quiet time to their school day will affect a single thing about that. Making teachers teach properly and schools follow the law will do more for that than a single silent minute.

In fact, I don’t see anything different in this section of ‘new’ law than what has already been happening in public schools for many years.

The only thing different about this ‘new’ rule is that it provides for a complaints process if the school isn’t following the law and:

(c) The State Department of Education shall annually verify that districts have adopted policies that comply with this rule and shall recommend an accreditation deficiency to the State Board of Education for any school district that fails to comply.

Getting an accreditation deficiency for not enforcing a single silent minute is way over the top to me. Now, if a school is not allowing a coach to say a prayer before a game, or teachers to keep Bibles on their desks – I think there’s a problem, as those are personal issues, not state issues – but those situations aren’t addressed in this rule, most probably because they’ve been adjudicated frequently at numerous levels of the judiciary.

January 22, 2024 1

Are Children In Oklahoma Going To Starve Because Governor Stitt Turned Down Federal Money To Feed Them?

Hint: the short answer is NO.

Earlier this week I scanned this opinion piece by Oklahoma Voice editor, Janelle Stecklein, Stitt shouldn’t have opted out of USDA program that feeds hungry youth. In fact, I admit I didn’t spend too much time reading it because I know the bottom line – children are starving and it’s government’s job to force dollars from the hands of its citizens to feed them.

NOPE.

First of all, THIS IS A NEW PROGRAM. It is not the Title 1 government funding for nutrition programs that NO Oklahoma governor has ever refused – ever.

Secondly, the government has no money other than what it takes by force from its citizens. Government’s jobs are to be few and those don’t include feeding people. Churches and non-profits offer the opportunity for individuals to help the poor and hungry.

Thirdly, the government is trillions and trillions of dollars in debt. IT HAS NO MONEY PERIOD. The more it prints, the higher inflation rises and the less money our children are going to have to set up and run their own households and raise their own children. Americans are already living on borrowed money and when the bottom falls out, most ALL of us will suffer the consequences of hunger and scarcity.

But charity giving is down. Ok. Let’s get the government to quit usurping the jobs of the private sector and force that to return.

But kids are starving. Then how do we explain the explosion in childhood obesity rates?

But kids can’t learn when they’re hungry. That’s what Title 1 funds are for and the government feeds children breakfast and lunch 5 – and sometimes more – days a week in our tax dollars. Yet, I’ve even advocated turning that job over to non-profits and removing Oklahoma from the federal government teat. Do you know how often Oklahoma is forced to create rules and laws to get those funds? Rules and laws that separate citizens further from their government and trade individual liberty for group comfort?

Sadly, the author has one really good point – we’re shelling out millions of taxpayer dollars to make sure people get subsidies for sending their kids to private schools, but we won’t take more money from taxpayers to feed kids. Interesting. But then again, there aren’t tons of “nutrition choice” PACS out there giving money to every legislator on God’s green earth to subsidize private organizations through the state to provide every parent their choice of nutrition for their children either…

So, my solution is this; GOVERNMENT, STOP SUBSIDIZING PRIVATE FAMILIES AND BUSINESSES. Get out of the non-profit lane and let non-profits take it back. Frankly, it may be too late at this point, but if we don’t start doing it now, our highly subsidized economy will crash – and it will take us all out – not just the 4 kids falling through the cracks of the multiple government programs already set up to subsidize their care.

PS: Here’s an opinion piece in the Oklahoman by OU Professor David Demming that says nearly exactly the same thing!

January 15, 2024 0

Parental Rights Foundation Press Release Regarding The Rights of Parents

The Parental Rights Foundation was pleased to send the following press release earlier today, featuring exciting new polling data about public support for parental rights:

FOR IMMEDIATE RELEASE // June 1, 2022 // Purcellville, VA – The Parental Rights Foundation, working with Heart and Mind Strategies, recently asked the following question of a national audience: “In general, parents have the constitutional right to make decisions for their children without government interference unless there is proof of abuse or neglect. Do you agree or disagree with this view of parental rights?”

Overall, 83% of Americans agree with the statement above, and 51% strongly agree, according to the survey. Only 10% disagree, with just 3% strongly disagreeing. And only 6% are not sure.

Among Republicans, 90% support the question, with 64% strongly supportive. Among Democrats, 83% support, with 44% strongly supportive. And among Independents, 78% support, with 47% strongly supportive.

Both Trump voters (91% agree, 65% strongly agree) and Biden voters (84% agree, 44% strongly agree) are supportive.

Support is strong across ethnicity: Whites 85% agree, 53% strongly agree. Blacks 75% agree, 49% strongly agree. Asians 76% agree, 36% strongly agree. Hispanics 85% agree, 53% strongly agree.

Support is strong across additional demographics surveyed as well, including education, religion, age, employment status, household income, and region.

“Parental rights are truly universal,” said Will Estrada, President of the Parental Rights Foundation. “As we saw when Governor Youngkin won election in Virginia last year in a state that President Biden had won handily, as we saw this spring when parents in San Francisco voted their radical school board members out of office, and now as we see in this incredible survey, parental rights cut across party lines, ethnic lines, and gender lines.”

“Americans overwhelmingly agree that parents have the right to make decisions for their children,” said Bruce Blakeman, Senior Vice President at Heart and Mind Strategies, who conducted the survey. “It’s about as close to unanimity as you can get on an issue with Americans. These results show that any candidate who opposes parents’ rights does so at their own peril. This survey quantifies across the country what happened in the Virginia governor’s race last year.”

“Moms and dads love their children, raise their children, spend sleepless nights concerned for their children. Parental rights truly means protecting our precious children by empowering parents. That’s the heart of what this survey shows,” said Estrada.

The entire survey can be viewed online at www.ParentalRightsFoundation.org/poll2022.Thank you for standing with us in support of this vital cause. Your ongoing support enables us to stand up for children by empowering parents through protection of these important rights—rights upon which we all agree!

Sincerely,

Michael Ramey
Executive Director

June 3, 2022 0

School Counselors Now Pushing CDC-Linked Gender Group To Public School Kids in Elk City

I was sent this screenshot from a fellow conservative activist who received it from a friend whose child is enrolled in Elk City Public Schools.

Beyond being COMPLETELY INAPPROPRIATE on its face, moreover, its’ hopefully a wake-up call FOR PARENTS about how many ways schools are contacting your children without YOU as the parent knowing about it.

First, let’s tackle the Genders and Sexualities Alliance (GSA).

The following can be found on their “Mission” page:

Our overall strategy for fighting for educational justice is to work with grassroots, youth-led groups and GSAs, empowering them to educate their schools and communities, advocate for just policies that protect LGBTQ youth from harassment and violence, and organize in coalition with other youth groups across identity lines to address broader issues of oppression.
All of our work with students focuses on leadership development and activism that prioritizes building alliances not only across sexual orientation and gender identity lines, but also across race, ethnicity, and class lines, and our resources and trainings are designed to facilitate coalition building.
Genders and Sexualities Alliance (GSA)

They also take an active role in “training youth leaders“, which includes recruitment for clubs. This page has numerous videos available prepared to do just that. In fact, GSA also has significant resources for use inside and outside of public schools, which include curricula and ‘took kits’.

This page is devoted to Civic Engagement and includes ideas such as:

Engaging in collective practices with a group is shown to increase resilience! This can be as simple as working on art or creative projects together, making music, dancing, or singing together, or trying out collective breathing or meditation. Our Virtual GSAs Resource Page and Queer and Trans Wellness Resource Page has many different activities you can try out!

What’s Wrong Here

1. This survey came as a Google Document, apparently via email: Google Documents are easily hacked so, despite what the email says, personal information can be collected and shared. Unfortunately, just because something says one thing, that doesn’t mean it’s done the way it was promised.

2. The survey was given to Elk City high school students by a counselor, bypassing parents. In many blogs, I’ve called attention to the American School Counselor Association and its link to SEL, which very much plays into the idea that equity includes LGBTQ students. From CASEL (Collaborative for Social Emotional Learning).

We imagine communities in which all young people—across race, ethnicity, family income levels, learning abilities, home language, immigration status, gender identity, sexual orientation, and other factors—have the skills, relationships, and environments to thrive.

NOTHING AT SCHOOL SHOULD GO TO AN UNDERAGED STUDENT INDEPENDENT OF PARENTS

3. Schools and teachers can contact students many different ways without parents seeing that information and that is according to state law, parents have the right to see anything the school provides their children – as it should be. There are texting apps and email apps and all kinds of apps schools use to communicate with children. Parents, you need to know what these are and have a copy of any correspondence with your child and the school/teacher cc’d to you.

4. Schools have several pipelines through which LGBTQ resources are perpetuated inside the district and the classroom even beyond the School Counselor: A. The CDC offers a great deal of information regarding LGBTQ youth the use of which schools justify because it’s CDC-provided. B. “Safe and Supportive Schools” – a concept developed at the Department of Education in Washington, D.C. to stop bullying, also provides resources and information to schools – perpetuating the LBGTQ lifestyle. The CDC actively promotes the GSA as a resource for ‘advancing safe schools‘.

5. The GSA isn’t the only LGBTQ resource to ‘recruit’ students and incite activation in LGBTQ issues. GSLEN is another organization that has made its way onto school campuses. Over a decade ago now, ROPE found something called “The Day of Silence” in which students pledged to spend the day in silence in solidarity to LGBTQ issues and – before they stopped publishing the list of schools participating – we found many Oklahoma schools were taking part.

GSLEN is an excellent example of how something is made to look ‘supportive’ of students, but has a backstory full of sexually disgusting depravity.

The founder of GLSEN is Ken Jennings – Obama’s Safe School Czar. The link over his name will take you to a Mass Resistance page which has documented information about this man, including The Fistgate Conference attended by students as young as 12.

6. Much has come to light following the Louden County VA rape case in which a ‘transgendered’ boy raped a girl in the girl’s bathroom and the Superintendent covered it up. Continuing to allow LGBT activism can – and will – only result in further such cases – especially when many schools simply refuse to discipline students anymore.

7. Anti transgender activist Walt Heyer, has made a career of warning parents about the evils of transgenderism since receiving treatment as a transgendered woman that allowed him to return to life as a man. In a Federalist article from this year, Heyer warns parents about the 5 steps used by transgender activists to GROOM children about which he says:

Children are attracted (and groomed) through the influence of their peers, social media, and teachers.
It’s easy to see why a child who hits a rough period emotionally, or feels socially awkward or isolated, would be drawn to identifying as transgender as a means to acceptance and attention.

These school clubs allow LGBTQ ideology to create an ‘affirming’ space where children who need affirmation or want attention, find a place they are welcomed. In fact, one mother of two transgender children explains it this way:

You get love-bombed online, you get love-bombed on at school, your social status goes up by at least 10 ranks. As soon as you say you’re trans, you turn into a star. And kids are thirsty for that kind of affirmation.

PARENTS: THIS HAS TO STOP, but the only way to stop it is to know exactly what’s going on with your child at every point possible. Here are some ideas for ways to help you correct this issue in your school.

1: Find a group of parents who are interested in the issue and are willing to come together to remove LGBTQ clubs and resources from your school. Working as a united front will help your school administration see you as a force with which to be reckoned.

2: Confront your school board and continue to confront your school board about the issue until they act. If you are able to create a group, make sure that each of your members says something about the issue at each board meeting. Eventually the Board will tire of hearing about it if they are not sensitive to your initial concerns.

3: Create a social media account and post articles about the fallout the LGBTQ lifestyle causes in children. Post videos from GSA and GLESN that show how they organize and activate students to to get attention from parents.

4. Write opinion pieces in the local paper (if they’ll take them) drawing attention to the issue as a way to create awareness in the community about what is going on in the schools their taxes support. Remember – angry taxpayers can be great allies!

5. DON’T GET FRUSTRATED AND QUIT! I often tell exasperated parents who have tried for an entire school year to make something happen that wouldn’t, that it took us four solid years of work here in Oklahoma to repeal Common Core from state law. Taking back school districts that have been allowed to flourish into parent-destroying, authoritarian-loving black holes on their own with minimal parent participation aren’t going to turn around in 15 minutes. But that’s okay. The victory will be even sweeter once it comes!

November 12, 2021 0

Edmond Public Schools Superintendent, Dr. Angela Grunewald’s November 2nd Response To Parents, Is Either Deliberately False, Or Uninformed By Reality

In a post made to the Edmond Public Schools website, Superintendent Dr. Grunewald addressed what she characterized as “negative and sometimes false comments” made by parents at the 11.1.21 Board Meeting. On the playground we used to say, “It takes one to know one.” Dr. Grunewald’s response to parents in this missive is either deliberately false, or – worse – uninformed by reality. Here’s how we know.

I have known Molly Jenkins – like every other ROPE Board Member – for 8-10 years. She’s tough and smart and like the rest of us, VERY concerned about what is happening to our children in public education.

In the Spring of 2021, she was very troubled by an assignment that was brought to the attention of the EPS Board at a regular Board meeting by a parent who was alerted to the assignment by their child who was completing work online due to COVID.

The class was reading The Absolutely True Diary of A Part Time Indian, a book about a native American boy who lives on a reservation, has troubles in school, reads books and draws cartoons.

Unfortunately, what might be a really interesting book, centers a great deal on the differences between Native Americans and white people from his perspective. Another book in a long litany of books for young adults that introduce race (or sexuality) as a way of indoctrinating readers into certain worldviews.

In May, after the passage of HB1775 preventing the teaching of Critical Race Theory ideals, Molly – still concerned about the “white vs indian” assignment she’d seen – drove to the EPS Administration building and asked for a meeting with Superintendent Grunewald.

She wanted to speak with the Superintendent personally to make certain they were going to follow HB1775 after seeing what she felt to be a completely inappropriate narrative.
An appointment was made and on the day she returned for the meeting with Dr. Grunewald, she was interested to find 10-12 copies of a book sitting on a table in her office with the word ‘equity’ in the title.

“That looks like an interesting book,” she remarked to the Superintendent who then suggested she take a copy to read.

During the meeting, Molly shared her CRT concerns with Dr. Grunewald who assured her they were not teaching CRT tenets in Edmond Public Schools. So, with little further to say after that ‘assurance’, Molly headed home to read the book she was given.

Once home, it took her just about four hours to read the book from cover to cover, she found it so unnerving. On nearly every page she made notes to herself about what she was reading and how it directly connected to the ideals which derive from CRT – the ones specifically outlawed by HB1775.

After reading the book, she immediately contacted EPS Administration to make a further appointment with Dr. Grunewald, which was granted.

At that meeting, she explained to the Superintendent what she had found in the book and that she found CRT tenets on nearly every page.

She asked Dr. Grunewald if she had read the book in its entirety and was told NO, BUT SHE HAD SCANNED IT.

Molly asked the Superintendent who she was giving the book to read – since there had been numerous copies on the table. Dr. Grunewald would NOT give her a clear answer, saying only, “some people around here”. She felt that the Superintendent was very dismissive with her – almost a “you do you we’ll do us” kind of attitude.

Now, let’s examine Dr. Grunewald’s statement from November 2.

Look at the first bullet point. Now, look at this:

What Dr. Grunewald said was simply a talking point described by leftist educators to defend against the use of CRT in schools. In literally means nothing. It’s a deflection for parents who have done their homework and know better.

Bullet point 2 – no one has said it was a standard. Another deflection.

Bullet point 3 – this point references the book we’ll discuss in the next frame – “Belonging Through A Culture of Dignity”.

Bullet point 4 – SEL=CRT. Guest poster Emily Wright (EPS mom of 3) made that abundantly clear in her blog of this week. You can find that here. SEL is Social Emotional Learning, another education fad created by a bunch of leftist teachers in order to indoctrinate children. If you don’t believe me, read this page. Talk about mumbo-jumbo, word salad – not to mention that children’s EMOTIONS are strictly the territory of PARENTS, not schools.

In this portion of her response, Dr. Grunewald claims she’s read the book “Belonging Through a Culture of Dignity”. Here’s what WalMart said about the book when I went searching for it.

“Once these fundamental human needs are understood, educators can gain clarity of the barriers to meaningful student relationships, especially across dimensions of difference such as race, class and culture…Through their work, the authors aim to equip educators with the tools necessary to deliver the promise of DEMOCRACY through schools by breaking the cycle of equity dysfunction once and for all.”
Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation Kindle Edition
by Floyd Cobb (Author), John Krownapple (Author), Brenda CampbellJones (Foreword)

FULL STOP. There is so much wrong with those sentences it’s hard to breakdown in a blog, but let me do it by asking some questions:

How did public schools create students OF EVERY COLOR and sex smart enough to put a man on the moon without this tripe?
Has anyone looked to see what the National Assessment of Academic Progress scores of Oklahoma students are in Math, Science and Reading? (I have – they’re dismal and have been for a decade) Have schools been teaching, or modifying behaviors?
If you specifically hone in on race, class and culture do you make disparities clearer to children or less clear?
Since when are schools a DEMOCRACY?
Who says there is a “cycle of equity dysfunction” except for the people like Dr. Becky Bailey who stand to make a KILLING on all the stuff she sells to promote ‘dignity’ through SEL programming? Is this about money or the welfare of kids?

Molly read the entire book. Here are some of the most horrifying nuggets from the book:

Pg 42: “Schools routinely offer our students on the margins (e.g., impoverished and minoritized) inferior academic experience to students of affluence and cultural dominance. – Nor did it require educators to prioritize a sense of belonging for students racialized as Black (or otherwise) who were displaced and had to leave the safety and belonging of home schools and move into often unwelcoming school cultures that were exclusively White. Thus a “belonging gap” emerged within racially integrated schools. (Hilariously, ‘bussing’ was created by liberals believing that black students couldn’t possibly get a good education in black schools – a racist notion in and of itself – so they moved them from their homes into white areas to get equal access to education excellence. Yet another one of the ‘liberals screw it up and screw it up worse trying to fix their original screw up’ because they simply have to find fault with something all the time.)

Pg 62: The whole page is filled with racist nonsense, but here are a few examples: “To redress inequity and create a socially just system of education, ensuring access is not enough For educational equity, access and belonging are both vital”. “Historically marginalized identity groups are most vulnerable to the stereotype threat and belonging uncertainty when aspiring to achieve in the dominant culture.”

pg 76: “Perhaps the concept of race (being White, more specifically) is the most prominent example of social exclusion and belonging in US history.”

pg 77: “Whiteness, as Joe Feagin (2013) argues, is more definitely characterized as the absolute right to exclude and, ultimately the entitlement to determine who belongs.” “Entitlement has determined, among other things, where groups of people can live or work, whether or not they have basic rights (e.g., voting, health care), and what type of social activities and relationships they can have with whom (e.g. marriage). In 2018 and 2019, the hashtag #LivingWhileBlack went viral on social media, documenting racial exclusivity Droves of videos show White Americans calling the police on everyday people – Black, Latinx, Muslim, Americans – going about their lives (without markers of Whiteness in places where they are perceived not to belong: Starbucks, swimming pools, golf courses, fitness centers, sidewalks, parks, picnic tables, libraries, college campus tours, and more. To this day, the markers of race often determine the extent to which people feel they belong in any given environment.”

Look up HB1775 and then compare that to these book excerpts. Everything here DEFIES letters a, b, f, g and h of that bill, causing the book – and Dr. Grunewald by pushing it – to violate HB1775.

Now let’s look at her next statement:

Once again, we find that Grunewald has little to say but echoing the talking points of others in the public education cabal.

Apparently, she just surfed the internet and came up with the definition the rest of the sheep use.

And now, how about the concept that we must ‘heal the child before we can educate the child’? That’s a concept that’s been pushed since John Dewey wanted to take control of society by getting between parent and child since parent wouldn’t necessarily bring the child up to be a democratic socialist the way he envisioned children should be brought up. (Read more about Dewey in “John Dewey & the Decline of American Education: How The Patron Saint of Schools Has Corrupted Teaching & Learning” – It was VERY enlightening about why public education is the way it is.)

Now look at her last bullet point.

So they’ve increased the number of counselors. Why? Because the state Department of Education gave schools money to hire counselors – $35 million dollars in ESSR funds to be exact – because, well, COVID. Schools pay half – the state pays half – everyone’s happy. Except that the “School Counselor Corps” as they are being called, apparently come mainly from the American School Counselor Association (ASCA) – an organization that says:

School counselors work toward cultural competence and engage in anti-racist actions by advocating to change racist policies, procedures, practices, guidelines and laws contributing to inequities in students’ academic, career and social/emotional development
American School Counselors Association

You can see more about the ASCA here. The ASCA also pushes SEL, driving more CRT tenets into children through counseling and data-collection surveys (from the company owned by the husband of the daughter of Merrick Garland, the federal Attorney General who told the FBI to investigate parents at school board meetings – oh what a tangled web we weave when first we practice to deceive.)

So, yet again, Superintendent Grunewald seems to literally be falsifying information or have no idea what she’s reading, what she’s saying or what goes on in her own schools.

Clearly EPS is saturated with SEL and clearly, SEL is the pipeline for CRT pushed by counseling services and Dr. Grunewald herself through “Belonging Through a Culture of Dignity”.

In closing, Dr. Grunewald is doing little more than many Superintendents do anymore when confronted by parents who actually care – they are either outright lying, or are too soaked in their own indoctrination to understand what they’re doing to our kids.

This is another excellent reason why SCHOOL BOARD ELECTIONS ARE PARAMOUNT. School boards can literally get rid of these kinds of Superintendents and hire ones that actually care about kids, not merely pushing what the education cabal wants pushed on kids.

GET INVOLVED IN SCHOOL BOARDS AND SCHOOL BOARD RACES IN YOUR DISTRICT TODAY!

November 12, 2021 0

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