Link to Saul Alinsky Type Community Organizing Part of New High School Course

Change is a word we heard often when President Obama was campaigning for President. Change is the goal of the Rules for Radicals/Saul Alinsky type community organizing. Now, Change is the key word used in the components of Partnership for 21st Century Skills. The West Bend School District recently adopted a new high school course for credit that is part of this Partnership for 21st Century Skills. It might sound benign to some. I would like to shed some light on what this is all about.
Through a Google search on Partnership for 21st Century Skills, I discovered that those promoting this talk a lot about skills for success in the "global world". They discount curriculum and desire to transform learning. That should be obvious due to the fact that the WBSD will give 1 of 22 needed high school credits for something other than curriculum. The goal does not seem to be education, but re-education.
They talk about the 4C's: Communication, Collaboration, Critical Thinking, Creativity

Flexibility, adaptability are two of their key terms. It sounds like they have little use for anyone with a different standard.
Media is a component they desire students to command. Media, after all, is used for propaganda...
They desire this new teaching system to be intentionally and purposefully integrated into an educational system. President Obama is all over it.

And Ted Neitzke and Al Pauli told us it was just about "volunteer credit". Oh, it is so much more! The Board of Education was duped. The re-education of our children via the West Bend School District is well on its way. Rules for Radicals is now reality for our children, paid for by us.

Recent guest editorial by School Board member Dave Weigand:

There will be a new course at the high school this fall.

Those of you with academic expectations for a new course may be waiting in anticipation. Some might say, with all the emphasis on ACT scores in reading, math or science, this new course must be chosen to expand learning in those areas. Perhaps it would be about studying classical literature, or teaching more history, or a course that focuses on the Constitution and our Founding Fathers, or the importance of the free market capitalistic society with an emphasis on liberty and personal responsibility.

No, if that was your expectation, you would be sadly disappointed. Apparently what we need most is a course in service and global citizenship.

Am I kidding? I wish I was.

As one school board member, charged by the state of Wisconsin to advise teachers and administrators regarding instruction, I believe this new course offering is unwise. I go on record in the community that I did not approve it during the Board Instruction meeting Monday night.

This past summer I gave up a partial day of work to help develop the district's strategic plan. Not once was this idea mentioned in the discussions.

At the Board Instruction meetings regarding this new course proposal, scant questions were asked by those who approved it, and no information given on the curriculum of this course.

To be clear, this was approved by 2 of 3 committee members and will be implemented without full Board approval. High school principals will, at their discretion, grant permission regarding which activities are acceptable. It is completely arbitrary. The Board will have no input.

I shared these concerns with Administration and other Board Instruction members:

1. The Board and Administration spend many hours developing a strategic plan for the district. This is not part of that plan.

2. This creates a dumbing-down of curriculum when comparing educational rigor. Students can earn 1 of 22 graduation credits through this volunteer course.

3. The school district has a course, ISICS, which allows students to volunteer in a classroom or other similar activity. ISICS is part of approved curriculum and happens during the school day. This new course offering is simply redundant in purpose.

4. When credit is given to what was previously voluntary service, by definition, that service is no longer volunteer. Students would not be honest to list their hours for this coursework as volunteer on a resume or portfolio because credit was received. The reward would be the graduation credit.

5. This is a reversal of the purpose of school clubs, which exist to enhance existing school courses, i.e. the French Club exists to enhance the French Class. The Service and Citizenship course was created, as stated by Administration, in an attempt to create a curricular tie to the Key and Rotary International Clubs.

6. Rotary and Key Clubs are currently non-sponsored school clubs. There is no need to invent a new course in order for these clubs to exist.

7. Creating this course sets the District up for possible litigation if another non-sponsored club wishes to push to have a course created for them. If we are going to teach community organizing and give credit for it, others would make similar arguments for inclusion as being treated the same. The law of unintended consequences.

8. This sets up a course which includes activities that are outside of school and thus not available to all students, nor under the supervision of the school board or school administration. Who is to say what is an acceptable service? It sets a dangerous precedent of being inconsistent with other electives offered.

9. This course was endorsed by administration, referencing a similar course offered in Burlington, and districts in Illinois. As many of us know, Illinois is known for their community organizers. Why would we following their example?

Contrary to comments by my colleague Mr. Beaver, there will be a cost to the district. No course can be offered without cost, either through staff or incidentals. Currently, three staff members will be needed, plus the cost for paid advisors when the clubs change status after this course is implemented.

This isn't about the value of teenagers volunteering. My own children accumulated hundreds of volunteer hours. This is about expectations of high school courses and the legal responsibility of the Board of Education.

Dave Weigand

West Bend Schools adopt Volunteer Course for Graduation Credit

Dave Weigand was the lone vote against the new high school citizenship course set to begin fall 2012. The course will give ¼ credit per semester, up to 1 full credit for high school graduation (22 credits). Students meet with a high school staff member 4 times per semester, then fulfill the “coursework” outside the school in what was previously a volunteer work. Now, as a credited course, the volunteer work will no longer be volunteer, but will be for credit.

Al Pauli, at the January 9^th meeting told the Instruction Committee members that the course, if adopted, would allow the Key and Rotary Clubs to be school clubs because they were creating a curricular tie through offering the new course. Pauli, however, admitted that those clubs are up and running today as after school clubs.

Weigand argued that the course sets a dangerous precedent and other after school clubs, such as the Dolphins, would have a legal right to then ask for creation of a course to allow their club to become an official school club. He expressed concern about the dumbing down of the high school curriculum. “It's a slippery slope.” he said. “We are a Board of Education and this puts us into a whole other realm than our curriculum. The students are involved in an activity off campus which we have no control.”

Weigand also cited his concern about students who previously listed volunteer activities on job or college applications which would not be allowed now if those hours were now part of their high school credits for graduation.

Kris Beaver argued that this course would not have a cost, and continued to badger Weigand about his realization that hours served would no longer be volunteer and students could not list them as such. “Have you talked with anyone in the colleges to ask if they would accept the hours as volunteer?”

Weigand stated that students would be lying if they were not honest on their job or college applications. Beaver did not agree and said the students were still volunteering even though they would receive credit.

Pauli, school administrator, admitted that the school would not list credited hours on a students high school transcript but would distinguish between credited hours and volunteer hours.

Addressing Beaver's comment that there would be no cost to the district, Weigand said, “There is always a cost. We're all adults in the room and we all know there is always a cost to any course offered in the schools.” The course would involve at least 3 staff members at this time.

Tim Stepanski, committee chair and purported conservative, asked only one question. He asked if there were any curricular ties to the new proposed course. He was told that the ties found by administration were English and Counseling.

There were no questions about standards of curriculum. No rational about why the course is being offered other than it allows Key Club and Rotary Club to be school sponsored clubs. No questions about accountability of courses offered off school sites. This course smacks of Saul Alinsky type community organizing and the dumbing down of high school curriculum.

As Weigand voted, “No”, he commented, “This is not a wise move. You set yourselves up for future litigation and future boards will ask, 'what were they thinking?'”

Policy Committee to discuss parental permission for school clubs, Board Instruction Committee to reconsider Citizenship Course

On the dock for Monday night:
The Policy committee will discuss the following new language to the co-curricular policy:

Parents have a right to be informed of all co-curricular activities in which their
children participate. Parents/legal guardians must provide informed written consent
for each co-curricular activity before a student may participate in the activity.

Also on the agenda is parental permission for students to participate in any survey which is invasive in nature.

Policy Committee meets at 5pm

Board Instruction meets at 6pm

Regular Board meeting at 6:30pm

Board Instruction will also be reconsidering adopting a new high school course that gives credit for volunteer clubs. (See previous post)

Agenda Item Details

Meeting

Jan 23, 2012 - Board Instruction Committee

Subject

2. Service and Citizenship Class at High Schools

Type

Discussion

Presentation: Service and Citizenship class at the High School

Topic and Background: At the January 9^th Board of Instruction meeting Phil Ourada, assistant principal of East High School, presented a proposal to initiate a new ¼ credit class at the High School called Service and Citizenship. At that time it was recommended that the course proposal move forward and be offered to students starting in the fall of 2012

Rationale: The Department of Public Instruction Wisconsin has joined the Partnership for 21st Century Skills to ensure that the Wisconsin PK-16 educational system prepares students with the knowledge and skills needed for the 21st century workforce. Service-learning provides an instructional methodology that will provide students with experiences that bring these skills to life through the application of knowledge and skills in addressing community issues.

Why Service-Learning is Important

• Service-learning is a teaching method that engages students in solving problems within their schools and communities as part of their academic studies.
• Research has shown that service-learning has an enduring positive impact on students' academic achievement, civic engagement, and personal and social development.
• Service-learning is an effective instructional pedagogy which asks students to use their abilities and skills to make their school, local, and global communities stronger.
• Service-learning is a key strategy in developing 21st century skills which will lead to a prepared workforce and a civically engaged citizenry.

Committee meetings to be video taped and New Service and Citizenship course at high schools

High school students will be able to earn 1/4 credit each semester (for a total of 1 credit for graduation) by enrolling in a Service and Citizenship Course. The course will follow the model of the Kiwanis Club, thus making that club an official co-curricular in the district. Students will meet 4 times per semester to review their portfolio and must have 35 service hours to earn the credit. The high school administration will determine if the volunteer activity is appropriate for the course.
Dave Weigand and Tim Stepanski both voiced concerns about the new program. Stepanski asked how the course would remain "apolitical", and Weigand asked Mr. Ourata to confirm that this would not make "a bunch of ACORN volunteers". Ourata assured them both that he would make sure those were not an issue. After the meeting I asked if students could earn credit by, say, collecting signatures for the Recall Walker campaign. Mr. Ourata stated that political activity would not be included in the definition of "volunteer. Mr Pauli, from administration, said it would be determined by those in charge.
My question is, who is right?
http://www.boarddocs.com/wi/wbsdwi/Board.nsf/files/8Q92UG73EEFD/$file/Service%20and%20Citizenship%20Portfolio.pdf

http://www.boarddocs.com/wi/wbsdwi/Board.nsf/files/8Q92UR73F10A/$file/Service%20and%20Citizenship%20Proposal.pdf

On another note...
Thanks to the work of board member Dave Weigand, the committee meetings will now be video taped and available the next morning for public viewing. Weigand is working toward transparency and accountability in the school district and administration. Weigand has commented that the meat of discussions take place at the committee level and not in the regular board meetings. The public will now be able to hear what takes place at that level even if they cannot attend meetings.

A School Board that Respects Parental Rights and Authority

It always encourages me to see those in elected positions of authority working hard for families. Read on about a recent meeting:

POLICY COMMITTEE

November 28, 2011

PRESENT: R. Marquardt, D. Weigand, T. Miller, V. Elliehausen

OTHERS: R. Parks, B. Williams, T. Neitzke, A. Pauli, J. Ciriacks, B. Altendorf

The meeting was called to order at 5:08 p.m.

Policy 370 – Co-curricular Activities

This policy was reviewed at the September 12, 2011 policy committee meeting at which time revision were requested. As requested, the wording, in part, of the district’s discrimination policy was removed, but was cross-referenced in the policy. Mr. Weigand asked that the requirement for parental permission be included in the policy, not the administrative rule, since the Board of Education does not at this time review administrative rules, and he would like to see that process begin in the near future.

Ms. Elliehausen and Mr. Pauli stated that this type of specific requirement is best suited for the administrative rule, not policy. Mr. Weigand said that the policy needs to be a requirement for written parental permission and the administrative rule would enforce and facilitate the process.

Mr. Neitzke stated that the role of the building principals is to communicate to parents the expectations of their student’s participation in co-curricular and clubs offerings. Mr. Weigand stated that in his rationale he drafted, it is very broad and the board should decide if it is above or below the line. He stated that his rationale is broad enough and fundamental enough that it belongs in policy and the specifics would be administrative rule. Mr. Marquardt suggested that the rationale statement Mr. Weigand provided, which included written parental permission be the intent for the policy and how it is administered is administrative rule. Mr. Pauli will work with Mr. Weigand on this policy. Mr. Marquardt agreed that this policy should include communicating the expectations for each child’s participation with parents, but that the administrative rule should define the process. Mr. Weigand agreed that as long as parents understand and give written consent he could go along with that for policy, with administrative rule writing specifics to enforce policy. This policy will be brought back to this committee in January for further review.

Policy 333 – District Programs/Activities

At the September 12^th policy committee meeting, Mr. Weigand asked that district administration review the Cedarburg School District’s policy regarding this subject. Mr. Pauli reviewed Cedarburg’s policy and shared the differences between their policy and the West Bend School District’s current policy and concluded that the differences are minimal. The Cedarburg policy abides by Wisconsin State Statutes which require an opt-out provision; however, Cedarburg’s process includes personal follow ups/phone calls to parents are made to ensure all parents have responded and understand the election. It was mentioned that 48 of 275 10^th grade students in Cedarburg elected to opt –out of “sensitive” topics. Mr. Weigand has requested that the process for West Bend requests parents to elect 1 of 3 options: opt-in fully; opt-out fully or opt-out of specifically identified sensitive areas of the curriculum. Mr. Weigand said the election process would be a good way for parents to make the decision for their child, mentioning that human growth and development is not a required topic but if the district does offer it the district should make it more parent friendly, and we should be more creative in ways to offer the decision to parents. Mr. Weigand said he believes the public would like to be given an option and he would like a policy and implementation in place so that nothing falls through the cracks during parental notification and parental decision making for the “sensitive” topics.

Mr. Marquardt suggested allowing parents to select a path for human growth and development, Path A and Path B, depending on the sensitive nature of the material, and if parents do not respond their child would default into the less controversial path.

Mr. Pauli stated that the HGD committee would convene second semester and during the committee work they would review the Cedarburg process.

Ms. Elliehausen asked Mr. Weigand if he was okay with no changes to 1-3 of the policy. Mr. Weigand responded for number 3 a lot of great ideas were put forth and he would work with Mr. Pauli on implementing them through administrative rule.

The committee discussed the policy include a provision similar to Cedarburg’s #5 which pertains to students participating in invasive medical procedures. Administration concurred that this provision can be added to current policy. Mr. Weigand and the committee further discussed that with items 4 and 5, and now new number 6 related to invasive testing that stronger language be added clearly stating that students would not be able to participate in the surveys or testing without parental permission. There will be an opt-in for 4, 5 and 5. Mr. Pauli added the exception of those areas required by the Department of Public Instruction, the State of Wisconsin and/or Federal law if funds are associated with them. Administration again concurred that this provision could be added to those sections. Mr. Pauli will work with Mr. Weigand on these revisions to policy 333.

This policy will be brought back to this committee in January for further review.

Policy 615 Disclosure of Financing and Total Costs of All Referenda

Mr. Williams asked that district administration develop a policy that would define, in the case of referendum or borrowing, the District’s responsibility to disclose: 1) total principal amount, 2) interest to be paid over the term of the loan, 3) total cost of 1 and 2, and 4) assumptions used to support the amount of the referendum or borrowing. All district communications to the full community would also include this information. The committee forwarded this policy to the full board for first reading at their December 12, 2011 regular board meeting.

Review of policy process

Ms. Elliehausen provided a list of the current Board policies and the date each was last reviewed. She also provided a timeline for the remainder of the policies that haven’t been reviewed as part of the 5-year cycle. Additional information included the role of the committee, the process for reviewing policies and forwarding to the full board, as well as the process for requesting a new policy. Policies within the 600 series are the next to be reviewed by this committee.

Meeting adjourned at 6:02 p.m.

Letter from a former homosexual

This is really an eye opener. I wonder how many parents are aware of this information?

Compassion Kills

by Greg Quinlan, President of Parents and Friends of Ex-Gays & Gays

As a former homosexual, I know homosexuality is not genetic or irreversible. DNA or medical tests to determine if a person is homosexual do not exist. Sexual orientation is based on feelings, self-affirmation, and public declaration. According to the American Psychiatric Association, there are no replicated scientific studies to support that people can be born “gay” or that homosexuality is innate.

I left homosexuality nineteen years ago. I watched 100 of my friends and acquaintances die of AIDS before I stopped counting. Yet I would never have adopted a gay identity if I had been taught that change is possible. And if my friends had been informed, they might still be alive today.

But nothing has changed. Too many youth are being led astray, as I once was. Homosexual student clubs like Gay Straight Alliances (GSAs) teach children to approve a lifestyle that killed my friends and to defend it in the name of “compassion.” GSAs focus on “questioning” youth, knowing that in an adolescent’s life, confusion and insecurity about the opposite sex is common. GSAs teach students that homosexuality is innate, and that bisexuality and transvestite behavior is normal. That teaching is false and is not compassionate.

As the President of Parents and Friends of Ex-Gays & Gays (PFOX), I know firsthand that GSAs adamantly oppose PFOX’s efforts to bring the ex-gay message to students. While GSAs believe in equal rights for gay groups, their vision of equality is narrow and does not extend to the ex-gay community. GSAs and their parent group, the Gay and Lesbian Student Education Network (GLSEN), advocate for gay inclusion at all levels of education, but reject any ex-gay participation.

Ask GLSEN if they support tolerance for the ex-gay community. Ask GSA clubs if they accept people who change their sexual orientation as much as they support those who change their gender. Ask GSA sponsors if they will direct students with unwanted same-sex attractions to ex-gay resources or demand that they celebrate their newfound “gay” identity.

Do GSAs inform students that anal sex is more unhealthy than smoking? As a nurse, I witnessed my friends unnecessarily die of AIDs because no one mentioned alternatives to homosexual behavior. I forgive my parent’s generation for not fighting for my peers, but I cannot forgive myself if we fail to fight for our own children now. Think twice before allowing GSA’s to enter your school system. How will the School Board feel if even one child decides to enter homosexuality as a result of the GSA being a school sponsored club? Remember, their kind of compassion kills.

Parents and Friends of Ex-Gays & Gays (PFOX) provides education and public awareness in support of families and the ex-gay community.

Superintendent Asks for Poll about Operating Referendum

When we want something badly enough we ask for it. If we are told “No” we might ask again, and try and think of a different way to ask or a different spin to put on the question so we can get the desired answer. Sometimes we experience that with our children; School administrators are no different.

Tonight, in the Stakeholders meeting held at the ESC, Superintendent Ted Neitzke suggested the Stakeholders Committee put a straw poll to the community to see if there is support for an operating referendum. He said he did some research and it would cost $1,800-2,000. The straw poll would consist of robo calls with questions to the community. Ted asked the committee, “Should we do this?”

He then admitted to the 9% unemployment and comments he hears in the community that the district isn’t reducing enough. He then went on to ask if the idea should be put to bed or introduced.

School Board Member Rick Parks said he was the one who suggested it and thought it was a “prudent first step” toward an operating referendum. He then also admitted that the community’s “numbers show that holding the line” is what they want.

Other committee members, Tim Stepakski (chair) and Bart Williams said that a wrong message would be sent to the community if a straw poll like this is conducted. Stepanski stated that the message the new administration has been trying to put forth is not in line with an operating referendum and “even polling says something different than that message”.

Stepanski did not rule out the idea, he simply said the timing is wrong.

Parks continued to advocate for the poll, saying that if there is even going to be talk of a referendum, a poll should be done first.

Williams brought up the double-dip recession facing Wisconsinites and said that even helping his son sell popcorn for boy scouts is a challenge in the current economic situation many face. He said, “People are worried and even raising the question brings concerns”. He went on to say that the district is in a good spot with fund balance and the budget is balanced. “I don’t see a need for it.”

Parks continued his advocacy for the poll by mentioning the possibility of someone paying for the cost of the poll, to the nods of Mr. Neitzke. Neitzke said he has three questions that are possibilities for the poll and read them.

Stepanski and Williams said they are not in agreement with moving ahead with a straw poll and Parks now said he agreed.

Administration has been told “No” for now. Let’s see how badly they want that operating referendum…………..Stay tuned.