School and Mental Health

Are you being constantly bombarded with reminders of a “mental health crisis?” A crisis?

Do you view your life and that of each of your children as “individual” free human beings?

Or, do you view your and your children’s lives as being mere elements of and accountable to society’s global systems of education, health (physical and mental), family, vocation, and service?

“Mental health refers to how a person thinks, feels, and acts when faced with life’s situations.”  Pretty much encompasses EVERY facet of our lives, doesn’t it?

“’New beliefs’ and ‘new thinking’ are KEY to the global management system.  Adults as well as children MUST trade truth, facts and logical thinking for myths, UN values, and the consensus process.  The masses must learn to see themselves, not as individuals, but as part of a greater whole:  a group, a community, the planet.  Finally, the United Nations is nearing its goals:  to create a unified, socialist world made up of COMPLIANT work citizens ready to adapt to what Al Gore called a ‘wrenching transformation of society.’”[emphases added]

This all requires systems to MONITOR citizens, beginning at the earliest ages.  Think Social Emotional Learning, school mental health programming, technology in the classrooms, surveying, home visits by community agencies, doctor office questions, etc..

Monitoring each child and his “appropriate” mental health progression is essential to managing the masses.

Keep reading about the UN’s Plan…

The UN Plan for Your Mental Health by Berit Kjos  –  1999 (Updated November 2014) See also World Health Organization Trading U.S. Rights for UN Rules | Justifying Mind Control | Brainwashing  No Room for God: Reviving the ‘Science’ of Re-education  Home Skip down to Molding the Minds of the Masses

“We believe that mental health is just as important as physical health maybe even more so.”5 Donna Shalala, former Secretary of the Department of Health and Human Services

“Mental health refers to how a person thinks, feels, and acts when faced with life’s situations.” National Mental Health Services Knowledge Exchange Network [link now obsolete]

“The challenge to humanity is to adopt new ways of thinking, new ways of acting, new ways of organizing itself in society in short, new ways of living.”20 Our Creative Diversity, UNESCO

Don’t be deceived by nice sounding labels such as Healthy Start, Healthy People, Healthy Families, Healthy Communities, and Healthy Cities. These and other “local” campaigns for public and mental health follow a global blueprint. They all fit into a worldwide system of “health management” and surveillance led by the World Health Organization, a UN special agency that equates faith with hate and truth with intolerance.1 The goal is conditioning the masses to willingly conform to new “universal” values, environmental guidelines, and a global management system.

Dr. David Satcher, U.S. Surgeon-General and Assistant Secretary for Health, gave a progress report at a National Healthy People Consortium in November 1998: “We have a clear blueprint in place,” he announced. “Currently, 47 states are actively involved in Healthy People 2000 and’Healthy City and Healthy Community‘ initiatives are being pursued throughout the country. Hundreds of national organizations have reviewed the Year 2000 objectives and have adopted them as their own.”

Dr. Satcher then drew the connection between Healthy Start, Healthy People, mental health and the World Health Organization:

“Every child should be given the opportunity for a healthy start… No priority yet has generated as much interest and enthusiasm as this one on mental health…”
“…our efforts will be focused on maintaining a system of global health surveillance

“Healthy People 2010 is the United States’ contribution to the World Health Organization‘s call to the nations of the world to renew their commitment to health for all.”


In a 1996 speech at The National Children’s Mental Health Initiative, Donna Shalala, Secretary of the U.S. Department of Health and Human Services (DHHS), said,

“From fully immunizing children by age two… to stopping domestic violence, we’re working to improve the lives of young people from the cradle to young adulthood. And a strong part of our vision is the mental health of children. We believe that mental health is just as important as physical health …maybe even more so…” 5

As head of the DHHS, Shalala helped organize The National Mental Health Services Knowledge Exchange Network (KEN). Ponder its definition for mental health:

“Mental health refers to how a person thinks, feels, and acts when faced with life’s situations. It is how people look at themselves, their lives, and the other people in their lives …and explore choices.” 6

Do you wonder what Dr. Shalala and her network of health planners would consider good thinking? Or bad thinking? This definition doesn’t tell us. How do they want people “to look at themselves” or “explore choices”? The answer is clear when you study UNESCO’s psycho-social strategies for conforming the minds of our children to its anti-Christian world view. But without background information, these ambiguous, open-ended phrases hide the true intentions.

However, Dr. Shalala and other self-proclaimed “change agents” do tell us that the old ways “a person thinks, feels, and acts” must change. They don’t fit the new global ideology or the consensus process. According to Professor Benjamin Bloom, called the Father of OBE, the new “purpose of education and the schools is to change the thoughts, feelings and actions of students.”7 So it’s not surprising that UNESCO’s Commission on Culture and Development in its report, Our Creative Diversity, wrote that –

“The challenge to humanity is to adopt new ways of thinking, new ways of acting, new ways of organizing itself in society, in short, new ways of living.” 8

Referring to the management and monitoring of its education program, the Kansas State Board of Education made a similar statement, “QPA [Quality Performance Accreditation] is a process which demands new thinking, new strategies, new behavior, and new beliefs.”

“New beliefs” and “new thinking” are key to the global management system. Adults as well as children must trade truth, facts, and logical thinking for myths, UN values, and the consensus process. The masses must learn to see themselves, not as individuals, but as part of a greater whole: a group, a community, the planet. Finally, the United Nations is nearing its goal: to create a unified, socialist world made up of compliant world citizens ready to adapt to what Al Gore called “a wrenching transformation of society.” 9


In 1946, the first head of WHO laid the foundation for today’s mental health program. Having implied that Christian parents indoctrinated “their defenseless children” with “poisonous certainties” that cause war and conflict, Canadian psychiatrist Brock Chisholm, added,

“The problem is no longer the germ of diphtheria, but rather theattitudes of parents who are incapable of accepting and using proven knowledge…

“Surely the training of children in home and schools should be of at least as great public concern as their vaccination…. Individuals who have emotional disabilities of their own–guilts, fears, inferiorities–are certain to project their hates on to others… [S]uch reaction now becomes a dangerous threat to the whole world….

“We must be prepared to sacrifice much…. If it cannot be done gently, it may have to be done roughly or even violently…” 10

Half a century has passed since Dr. Chisholm called for UN controls that would abolish divisive Christian “certainties”. Today, WHO commands an international networking agency that helps nations around the world change and monitor the ways their people think, choose, and act. Called Nations for Mental Health, it links each member state to the UN agenda and promises to steer each nation toward the UN goal:

“Governments will be assisted to formulate, implement, monitor and evaluate mental health policies.

“Mental health policies should enable all individuals whose mental health is disturbed or whose psychological balance may be compromised to obtain services adapted to their needs, and to promote the optimal development of the mental health of the population.” 11

To develop “the mental health of the population” and to prevent dissent and conflict from blocking progress, everyone must participate in the consensus process. Assessments for all — young and old — will show who might be “at risk” of not meeting the new mental standards for healthy communities.

For a glimpse at the vast network already in place, look at some of the mental health partners in the WHO agenda:

  • World Health Organization (WHO)
  • Nations for Mental Health
  • Dept. of Health and Human Services
  • National Mental Health Services Knowledge Exchange Network (KEN)
  • Healthy Cities
  • Healthy Communities
  • Healthy Families
  • Healthy People
  • Healthy Start

Children, in private as well as government schools, practice compliance by signing the Healthy Practices Pledge. It sounds innocuous at first — just promise to “brush with a fluoride toothpaste,” choose “snacks such as fruits and vegetables,” and “make our home a smoke-free zone,” then sign the pledge. But the contract is open-ended. It suggests that other “healthy” behaviors will be added later. 12 What if the next contract adds “cooperation with” and “tolerance for” something that conflicts with a child’s faith? What if a refusal to sign the contract brings ridicule and persecution? Is your child ready to follow God, even when pressured to conform?


The Healthy Cities project was launched by WHO in the early eighties. Its web site explains its purpose: “The Healthy Cities Project helps change the ways in which individuals, communities, private and voluntary organizations and local governments think about, understand and make decisions about health.”13

Today, its guidelines are followed by leaders across America — whether they use the label “Healthy City” or not. Remember Dr. Satcher’s report at the 1998 Healthy People Consortium:

“‘Healthy City and Healthy Community‘ initiatives are being pursued throughout the country. Hundreds of national organizations… have [adopted] the Year 2000 objectives… Healthy People 2010 is the United States’ contribution to the World Health Organization‘s call to the nations of the world to renew their commitment to health for all. 14

It’s no accident that the last three words, “health for all,” sound like UNESCO’s 1990 World Conference on Education for All (EFA). The latter introduced the same six education goals President Bush announced in 1991. EFA’s counterpart in the health arena is WHO’s Health for All (HFA). And, like Goals 2000, the US branch of UNESCO’s outcome-based education system, “a Healthy City is defined in terms of process and outcome.”

WHO’s Healthy Cities program works with America’s Coalition for Healthier Cities and Communities, whose members may or may not use the WHO labels. But they must all follow the Total Quality Management process which calls for continual monitoring of change and progress. They must also agree to:

  • “measure our progress. “
  • “address the root causes of problems.”
  • “promote a broader definition of health that includes physical, mental, social, and spiritual dimensions.”
  • “focus on prevention, wellness and change incentives.”


The key to prevention is continual and controlled training, monitoring, and remediation.15  As Clinton suggested at the 1997 White House Conference on Hate Crimes,

“There would almost have to be some sort of club or organization at the school, because if you think about it, your parents are still pretty well separated … We have to find a disciplined, organized way out of this so that we reach every child in an affirmative way before something bad happens.”

In the UN plan for Healthy Cities, prevention becomes a personal duty. Since the group counts more than the person, friends and neighbors would be asked to report on one another — just as in Nazi Germany.

“I challenge our young people to realize their important role in this seamless system,” said Donna Shalala. “Many times, you as friends are the strongest link in the chain of contact. You know best when your brother, your sister or your friend is facing problems…”5

President Clinton suggested the same tactic during the above hate-crimes conference: “The Justice Department will make its own hate crimes training curriculum available. A lot of hate crimes still go unreported... If a crime is unreported, that gives people an excuse to ignore it.” Then he announced a Justice Department website which invites children to tell “trusted adults” about “hateful” or exclusive attitudes they see in their relatives at home or in friends in school.

Hard to believe? It all makes sense when you consider the United Nations’ hostility toward traditional values. Ponder the words of Federico Mayor, Director-General of UNESCO:

“The mission of UNESCO… is that of advancing… international peace and the common welfare… We have witnessed… the resurgence of nationalism, the growth of fundamentalism and of religious and ethnic intolerance. The roots of exclusion and hatred have shown themselves even deeper and more tenacious than we had feared… Peace… requires, in the words of the Constitution, ‘the intellectual and moral solidarity of mankind’.”16


Children who refuse to conform may be considered handicapped. According to a Teacher Training Manual from the National Training Institute for Applied Behavioral Science,

“Although they appear to behave appropriately and seem normal by most cultural standards, they may actually be in need of mental health care in order to help them change, adapt, and conform to the planned society in which there will be no conflict of attitudes or beliefs.”17

Conflict must be replaced with solidarity, and — as in the USSR — everyone must be monitored for compliance with the new global beliefs and values. Such a surveillance system is at the heart of President Clinton’s Executive Order 13107 (See “Trading U.S. Rights for UN Rules.” It establishes “an Interagency Working Group on Human Rights Treaties”, and its functions include:

  • the monitoringof the actions by the various States for their conformity with relevant treaties,
  • the provision of relevant information for reports and other monitoring purposes, and
  • the promotion of effective remedial mechanisms;” 18

Monitoring the progress of mental Health for All (HFA) is essential to the process of managed change. Non-compliance or dissent must be spotted, reported, and corrected before it spreads. Even “a substantial risk” of failure to conform could bring preventative correction. Remediation, conflict resolution, and other mind changing strategies include these steps:

  • challenge traditional values
  • evoke strong feelings
  • produce cognitive dissonance, a form of mental and moral confusion
  • dialogue to consensus
  • elicit a response that

1. demonstrates a change in attitude

2. can be measured

3.becomes part of a child’s individual electronic data file

The goal of brainwashing in the Soviet Union was to create the new “Soviet Man.”19 The UN goal is to mold global citizens so committed to the new ideology that they cannot be turned back even by the most logical arguments. UNESCO’s 1995 report, Our Creative Diversity, said it well:

“Education must inform… but it must also form, it must provide them with a sense of meaning to guide their actions…

“Education should promote ‘rational understanding of conflict, tensions, and the processes involved, provoke a critical awareness… and provide a basis for the analysis of concepts that will prevent …chauvinist and irrational explanations from being accepted.’…

“Its primary task is to provide information, explain and analyze problems and subject them to criticism…
“It should cover adults as well. The principle of lifelong education should be the aim of all societies.” 20

Edward Hunter wrote the book Brainwashing, an insightful report on the experience of prisoners who survived Soviet brainwashing strategies in Communist Countries during the fifties. His warnings should shine a red light into our foolish presumptions that this process couldn’t be used in our nation. 21 Compare his words with the above UNESCO report written over four decades later:

“Even when he stands by himself, the truly indoctrinated communist must be part of the collective. He must be incapable of hearing opposing ideas and facts, no matter how convincing or how forcibly they bombard his senses. A trustworthy communist must react in an automatic manner without any force being applied.” 22

Having learned to process away facts and fear truth, these conditioned masses would resist logic and hate God’s Word. It’s natural. After all, “the whole world is under the control of the evil one.” (1 John 5:19) Therefore, Jesus warned His disciples long ago, “If they persecute me, they will persecute you. for they do not know the One who sent me.” Are you and your children ready to face hostility and rejection for your faith? If so, you will delight in this promise:

“Blessed are you when men hate you exclude you, and revile you, and cast out your name as evil for the Son of Man’s sake. Rejoice in that day and leap for joy, for great is your reward in heaven.” Luke 6:22-23

For practical information about the consensus process and other psycho-social strategies, read chapter 3 in Brave New Schools. To understand the worldwide feminist movement’s goals and influence on mental health regulations, read chapter 9 of A Twist of Faith.


1. See “Clinton’s War on Hate Bans Christian Values”

2. Healthy Start was summarized by Robert Holland in his article, “Statists Seek to Monitor All Newborns and Train Their Parents”, Richmond Times Dispatch (February, 1999): “Armed with backing from private foundations and the federal government, advocates of Hillary Clinton’s It-Takes-a-Village ideology are beginning to implement a plan for cradle-to-grave tracking of the newborns of first-time parents.

        Part of the scheme entails sending agents into private homes to “train” parents for up to 50 visits annually per family. Expectant parents are enlisted by being asked to sign permission forms at the hospital, where amid all the excitement of a first birth they may not be aware of the implications for their privacy and parental rights.

        Information that the agents collect from families will be put in a nationwide system called the Program Information Management System (PIMS), which will contain medical and psychological entries and observations on family relationships. PIMS’ tracking of newborn’s development could easily be linked with other preschool and public-school databanks currently being expanded. Eventually the information in a comprehensive, permanent record could be shared with employers when an individual applies for a job.”

3. David Satcher,National Healthy People Consortium Meeting, 11-12-98

5. Donna Shalala: This link is now obsolete, but we downloaded a copy of her speech.

6. The National Mental HealthServices Knowledge Exchange Network (KEN) at

7. Benjamin Bloom, All Our Children Learning (New York: McGraw-Hill, 1981); 180.

8. Our Creative Diversity, UNESCO, 1995, p.11.

9. Al Gore, Earth in the Balance (New York: Houghton Mifflin, 1992), 274.

10. G. Brock Chisholm, “The Re-Establishment of Peacetime Society,” Psychiatry, February 1946.  

11. Nations for Mental Health:

12. Weekly Reader, American Health Foundation, Fall 1998.

13. Healthy Cities Project:

14. David Satcher,National Healthy People Consortium Meeting, 11-12-98

15. See “Trading U.S. Rights for UN Rules” at

16. UNESCO’s Education and Human Development website:

17. B-Step, Teacher Training Manual, National Training Institute for Applied Behavioral Science, 1240 North Pitt, Suite 100, Alexandria, VA 22314 (800-777-5227). (Was in Bethel, ME) Cited by Cherrilyn Gulbrandson, 183.

18. Executive Order 13107, Section 4 (v).

19. See quotes and exerpts from Edward Hunter’s book Brainwashing at

20. Our Creative Diversity, UNESCO, p.169, 171.

21. See a comparison between Communist brainwashing strategies and tactics used to change values in U.S. classrooms at

22. Edward Hunter, Brainwashing: The story of the men who defied it (Pyramid Books, 1956), 201.

Kansas Acts on Advantageous Time to Require Additional Immunizations for Children

CONTACT KDHE (Phil Griffin and your state legislators (especially Representative Eplee, 163 Deer Run, Atchison, KS 66002, Phone: 913-367-2382, Email: to PROTEST the ATTACK on YOUR PARENTAL RIGHT to act in the best interest of your own child.

Tracking Your Kids All Summer Long

Blue Valley USD229 in the Kansas City, KS, area is often a spring board for what other districts in Kansas will soon try themselves. Therefore, Kansas parents should be watchful for this coming down the pike. If your school, like Blue Valley, already has this, then it’s time to return the device and contact your local administration, and all Kansans should contact their Kansas representatives to express concerns and to tell the legislator to stop funding these things.

Kansas TAXPAYERS FOOTING THE COST of supplying kids technology devices – not just for school, but for outside school … including the SUMMER months’ break: “students will be taking their district-provided devices home with them over the summer break.”

(At the end, are two communications from the Blue Valley school district.)

The school district assumes the SUPERIOR AUTHORITY over the parent, first by directing only one possibility (NO CHOICE) of the student/parent having and using the devices over summer break, and then by DIRECTING PARENTS how to interact with their own child and instructing of a weekly action that must be taken. The school district even places its own expectations to be those of the parent.

· Prior to the end of school, we want to encourage parents to speak with their children about expectations related to technology use over the summer, as well as remind students of proper care for these devices …

· We encourage you to speak with your child about your expectations related to technology use over the summer, as well as remind students of proper care for these devices

· We want to communicate a protocol that all students and staff should make part of their MBA routine: RESTART THE DEVICE ON MONDAY MORNINGS

ALL SUMMER LONG, the school district will be monitoring and tracking both the device and any usage 24/7.

Will my child’s district-provided device continued to be filtered over the summer?

Yes – all district-provided devices are protected 24/7 by our cloud-based filter, Securly, both at school and beyond.

The school district refers to the Orwellian program, Securly, as a “filter.” It does much more than sift or strain. The school and the providers OWN ALL THE DATA, not the student or parent. (The following detail has not been communicated to parents.)

1. It tracks the device 24/7.

2. It amasses data:

a. Location

b. All actions/keystrokes made by a student

i. Length of time visiting a website

ii. Links clicked

iii. Messages sent or posted

c. Info on the student’s PERSONAL computing device

i. Browser type and browser language

ii. Operating system

iii. IP address

d. Websites visited (including Gmail monitoring)

e. Uses cookies, web beacons and other tech to collect usage information

3. It applies analytics and AI to the data:

a. Looks for and flags social media for any signs of bullying or self-harm

b. Creates a DIGITAL FOOTPRINT on every student

c. Analysts – with PSYCHOLOGY backgrounds, analyze the content and context of student usage

d. Determines whether a student is playing games or doing homework

e. Google Analytics, etc.

4. It provides schools with data and alerts

a. ALERTS SCHOOL personnel if “self-harm” is detected

b. Works with school personnel on “how to proceed”

5. It provides parents with data on their children

a. Usage reports

b. Parents are encouraged to sign up with the Securly parent portal

c. Parent usage of Securly is also tracked and analyzed, as well

Parents not only DO NOT direct what happens with their children at school.

Now, they are NOT the determiners of what happens with their children outside of school.

The school district offers no options to parents in regard to whether their own children have and use technology devices.

AND — look at the email wording!!!! The-BVH-Family!!!!!!!

Per an information technology professional:

You’re asking my opinion about a company that deliberately misspells a word to create their company name and then sells that product to schools?

There are a ton of concerns in the privacy policy.

EVERY piece of your kid’s internet usage will be collected/owned and monitored by the school system and all its partners (providers, the state education system, etc.)

I wouldn’t use this product in a million years.

Parents can expect phone calls from schools/authorities asking why their kid is going to certain websites, or communicating/messaging in “unacceptable” ways, or worse.

But, if you’re a parent that wants The State to parent and control your kids – have at it.

The attack on parent authority and families continues to be unveiled. It will only grow, unless parents refuse to comply with this.

LOCAL SCHOOL DISTRICTS and EDUCATION “INTERESTS” strongly and intentionally lobby state legislators regarding lack of funding and support lawsuits against the state for inadequate funding. In fact, the school districts push to burden every citizen (and business) with higher and higher taxes in order to MONITOR and CONTROL EVERY PART OF PEOPLE’S LIVES. In this case, the lives of CHILDREN.

These are NOT attributes of a society of FREEDOM or LIBERTY.

Call to Action on HB2361

Contact your legislator and tell him/her to VOTE NO on HB2361!
(If you don’t know who it is or what the number is, you can look it up here:

The bill diminishes parent authority regarding their own child by promoting PASSIVE parenting rather than active parenting. Those voting for this change to the Student Data Privacy Act, are intentionally pushing for LESS parent authority.

The bill allows for EVERY child, K-12, to be asked questions regarding both the CHILD AND PARENTS’ PERSONAL BELIEFS OR PRACTICES ON SEX, FAMILY LIFE, MORALITY, RELIGION.

The bill allows for school COUNSELORS and other MENTAL HEALTH PROFESSIONALS to be EXEMPT from any administration requirements. Therefore, PERSONALLY IDENTIFIABLE INFORMATION may be collected, students NEED NOT BE INFORMED that the survey is voluntary, parents NEED NOT BE INFORMED regarding the administration of the survey to their own child, and the data doesn’t have to be reported at the aggregate level.

The state is constructing an individual STUDENT MENTAL HEALTH DATABASE.

YOUR CHILD is being SOLD for his DATA.

The 12+ organizations lobbying legislators to pass this bill overwhelmingly spoke regarding “the ability of school districts to secure grant funds” due to “the lack of information” due to reduced survey participation when parents exercise their authority.


PARENT AUTHORITY is LESS IMPORTANT than COMMUNITY/SCHOOL programs, intervention, and services.

From the note: “…the results of the surveys serve as a valuable tool for schools and communities to build support programs, interventions, and services for students to help make progress toward important physical and mental health outcomes and to guide decision making …”

School employees can administer whatever test, questionnaire, survey or examination (survey) on YOUR CHILD, without your knowledge or permission. The result of which can RESULT in YOUR CHILD being recommended for “services” which you, the parent, must comply with.

Want a “simple” questionnaire, based on personality questions, (somehow “determining”) and LABELING children who are PRE-DISPOSED to alcoholism, based on a couple of “personality traits,” and placing them in BEHAVIORAL INTERVENTION? Your child could be labeled an ALCOHOLIC without ever having a drink!

How about government-funded Pre-K/early-childhood “education” SCREENING PRESCHOOLERS for early signs of mental illness (a “healthy kids check”), with children determined to have “troubling behavior markers” referred to psychologists, etc.?

How about 12 year olds being allowed to consent to medical treatments?

HB2361, amending the Student Data Privacy Act, was passed out of the KS House Committee on Children and Seniors, with the deciding vote cast by Rep. Concannon after the committee vote ended in a tie.

This bill received quick handling as it was hurriedly introduced on a Friday in February and heard the following Wednesday. The committee didn’t make the turnaround deadline for the bill, so House Leadership acted to refer the bill to the Committee on Appropriations (so it would be “blessed” and not die) and then refer it back to the Committee on Children and Seniors. Eight of the thirteen members of the committee are Republicans.

Link to the supplemental note on the bill:

In the Supplemental Note to the bill, prepared by Legislative Research:

1. Specifically, the bill would remove a requirement the parent of the student be notified the survey is to be administered and give written permission (opts in) for such student to take the survey.

2. [The survey, test, questionnaire, or examination (survey) may contain] questions about a student’s personal beliefs or practices on sex, family life, morality, or religion, or concerning the student’s parent’s views on these subjects, to a student enrolled in kindergarten or grades 1 through 12.

3. Further, the bill would extend the exception from these requirements [for administration of the surveys to students] for school counselors to other school-based mental health professionals with regard to the administration of tests and forms part of a school counselor’s or other school-based provider’s student counseling services.

CC Math Re-Posting With Additional Info Specific To Kansas

Here’s the recent article about CC math. It could actually be about all of CC – the same theories are being applied across the board.

Buzzwords: groupthink, discovery learning, work collaboratively, teachers facilitating (rather than teaching), conceptual understanding (rather than facts), problem-solving and perseverance.

This type of “teaching” leaves kids feeling incapable, confused, frustrated, etc. “… the progressivists’ requiring children to solve problems of a type they’ve never seen before, theoretically as a means of showing insight and understanding. Students struggle to figure this out (‘productive struggle,’ as touted by progressivists), much as a non-swimmer struggles to reach the side of the pool without drowning. Even if he survives, he likely still doesn’t know how to swim.” (Also, think about all the social and emotional “grading” they are doing. They are purposefully creating a frustrating learning paradigm and then documenting – and possibly suggesting interventions/services – their frustration, implying that it’s the kid’s issue, rather than a destructive education environment and methods.)

Also, note the constant “21st century” verbiage that permeates education talking points as a reason for “change.”

“… the traditional approach [of math instruction] … is inadequate for 21st-century needs (reformers never explain why necessary math skills change from one century to the next).” (Emphasis added)

Then, here are recent videos published by Blue Valley. Note the things Blue Valley is implementing – already proven to be failed teaching paradigms.

Posted by BVSD 6/5/18; Video on Blended Learning by Brad Moser

What does Blended Learning look like in Blue Valley? Take a peek inside our classrooms and you’ll see! Collaboration, teachers engaging with students, students helping one another…and at the heart of it all? Strong student-teacher relationships that allow for personalized learning. #StudentCentered #ThisIsBVBlendED #TechTuesday

Video transcription:

Blended Learning at times may look a little different than what than what we normally see in a classroom. But at the heart of it is this student-teacher relationship that allows for personalized learning and those those students to grow in the ways that they need to grow uh to become who they need to become. When I walk in a classroom before it was blended, I might see a teacher standing leading the class in a whole class lecture instruction, kids taking notes on their papers and then stuffing them in their binders and then you know going and dropping them in their locker. Well now when I walk into a classroom, a blended learning classroom, I might not even first see the teacher. I might see other students standing up in smaller groups helping each other and the teacher is maybe is collaborating with a small group. The technology is so versatile that it can meet the needs of each one of the students in the classroom and allows the teacher to focus more on the students in that classroom.

Posted by BVSD 5/29/18; Video on Blended Learning by Brad Moser

Blue Valley’s Blended Learning Impact Study provided district students and staff the opportunity to learn more about the impact of technology on learning. What did we find? Technology is a game-changer! From opening doors for students to collaborate and create, to providing a platform for all students to have a voice, Blended Learning in Blue Valley takes student-centered, future-ready learning to the next level! #TechTuesday #BVBlendED

Video transcription:

From the research, BL allows students to work together collaboratively. BL allows them not just work together face-to-face but work together with students that aren’t in the same physical space as them. BL learning opens up an element of creativity that didn’t exist before in a lot of our classrooms that maybe didn’t have a lot of creativity built into it. These tools allow them to produce and publish and share where before it was maybe a written document that was turned into the teacher. We put devices in there (smile). We’ve powered them up with some learning (smile) and sort of opened the door and let them lead us. We had a middle school kiddo that told us he appreciated the ability to have an on-line discussion, not have to raise my hand as fast as I can and get called on first by the teacher, and then everyone else just kinda sits and watches. But, he could ponder and have that time to kind of compose his thoughts and then share that. But not to share it to the teacher; share it so that every student in the class has an opportunity to read it. So, really, technology provided a voice for that student, and it’s providing a voice for all these students in our classrooms.

Posted by BVSD 5/24/18; Video on Blended Learning by Brad Moser and Kelly Ott,

“Classrooms that are loud with learning.” That’s what Blended Learning in Blue Valley is all about! Blended Learning leverages the power of technology to enhance instruction and empower students to connect, create collaborate and learn. Check out what district leaders have to say about Blended Learning in Blue Valley!

Blended Learning:

It combines Digital Media like computers, tablets and online resources.

With traditional face-to-face instruction:

Lectures, text books, and assessments.

Blended Learning:

Embodies our commitment to remain student-centered and future ready by:

Increasing access to technology …

Increasing the mobility of technology…

To enrich and personalize the student learning experience

Blue Valley School District will use the results of the ongoing blended learning study.

To determine best practices for utilizing technology as an instructional tool.

Blended Learning equips teachers with better tools while empowering students to learn anytime.

Blended Learning equips teachers with better tools while empowering students to learn anywhere.

Blended Learning equips teachers with better tools while empowering students to learn at any pace.

Video transcription:

Kelly: We’re looking at ways to leverage the power of technology with the creative mind of humans (smile) to really take kids places they’ve never been before.

Brad: BL puts together the teachers and the students and powers them up with the tools they need to become students that are future ready.

Kelly: They are re-imagining what skills and knowledge that students will need to be successful in the future. Technology is one of those skills. Using it appropriately. Using it to deepen learning. Using it to connect, to create and innovate. Technology will be at their fingertips when they step outside of our walls; so it needs to be at their fingertips when they’re inside of our walls.

Brad: We’ve already begun this process this year by implementing our impact study. Next year, we plan to power up our teachers; helping them embrace some of the platforms and tools that they already have at their disposal. We’d like to follow that up by powering up our classrooms and our students, giving them greater access and mobility. And, then finally, we focus on power up the learning and making sure that our classrooms are loud with learning.

Kelly: We knew that we needed to be very deliberate about our decisions. Make purposeful moves that are both fiscally responsible, keeping kids safe, making sure our infrastructure is robust enough to support it. But, in the end, really making a difference impacts learning so that we are not just giving them devices, but opening doors.

Choice–It IS YOUR Choice Who Parents YOUR Child

“Choice” – It Is YOUR Choice Who Parents YOUR Child

We had to share this from a mom who is not going take it anymore and we want to encourage you to stand up too! This is in NY. And it begins….

On Sat, Sep 10, 2016 at 9:38 AM, (The Principal) wrote:
Good Morning,

I hope (child’s name) is enjoying the start of the school year.
In regards to your request, all students are expected to take the iReady Assessments. iReady will give us instructional information for students. There is no formal process for parents to refuse participation in academic testing developed and used by the District. Below is a link to additional information regarding iReady on the (School name) School District’s website. I understand you have also sent this request to (school district person’s name) however if you still have further questions please contact her office.


(Principal’s name)
(School name) Elementary School
Sent from my iPhone”

The mother wrote responded:
“Good morning to you as well.

I’ll just dive right in – “expected” does not equal “mandated”, and even if it were mandated, I’d still refuse participation. You see, I am the parent and until some desperate attempt at legislating my rights away – my parental rights usurp what schools perceive as their rights over MY child.

Formal or informal, official or unofficial, the school does not dictate what I allow as I am the ultimate authority over my child.

She will not be participating in yet another experiment. You and I will have to navigate this together. Here’s looking forward to an amenable relationship as we both work towards the end goal of educating children – with the childs [sic] well-being the focus. We do not have to be adversaries. I’d much rather us partner together to navigate issues such as this.

Thank you for your response (which from the delay in timing, I attribute to you contacting school authorities and lawyers to make sure you’re protected). It is as I expected, and I don’t fault you for protecting yourself – just remember, when it comes to MY child, I am the ultimate authority, and I am well versed and current in the goings on in today’s education reform. I won’t be intimidated or scared into agreeing to do something I know is wrong.

iReady was piloted for a couple of months for a select few grades in a select few schools – where are the reports of that pilot? When was that presented to the community, or the parents, or our useless rubber stamping, NYSED water carrying board? It wasn’t.

When would you like to meet? I can meet any week day at 430…

With ultimate authority as a parent,
(Parent’s Name)
Sent from Yahoo Mail on Android

Here are KACC’s thoughts prefaced with the message that this mom above is spot on and we are proud of her for taking control and making clear what she will and will not allow. These are OUR kids and parents have every right to stand up and speak up for what they want and against things that schools should not be doing.

Per the principal’s comments, it’s not just academic testing, there’s NO process (formal or otherwise!) for parents to PARTICIPATE (choosing to OR refusing to!). PARENTS are RESPONSIBLE for directing the education of their child, NOBODY else! The overwhelming posture of the academic community is that those in education, from the USDOED and USDOL to State DOEs to elected officials to teacher unions to boards of education to principals and administrative staff, are exclusively responsible for a child’s education. Those in education don’t know what to do with a parent who even acts in a mode of responsibility toward her child. Responsible parents are instead demonized.

By design, God entrusted children to parents, to raise them to be God-fearing. (Those who think this is a “religious” statement cannot dispute the fact that children ARE born to a man and a woman—parents, not any other combination.) Children were not entrusted to the government or elected persons or teachers or unions or businesses or accountability metrics.

Parents need to write/scream whatever that they all want choice in their public schools—a choice between classrooms with chalkboards and textbooks and classrooms with only high-tech; a choice in whether to participate in any class, program, initiative, assessment, individual education plan, etc.; a choice in whether to have any information regarding an enrolled student shared beyond the enrolled school, including with the state. That message has not gotten through.

The only people who should have a “vested interest” in a child are the parents of the child. The parents should be the ONLY ONES to determine the child’s course of education. The parent/child must be the owners of the child’s intellectual property – this is in line with a person’s right to life, liberty, and pursuit of happiness. Anything less than this can only be viewed as THEFT, at a minimum. Note the principal’s statement, “iReady will give us instructional information for students” (emphasis added). The child AND his data are viewed by the school, et al, as belonging to the school to be used by the school, et al.

This parent’s communication is what needs to be promoted and happening in EVERY school in every state. Trying to work with presidential candidates, D.C. departments, elected officials, and school administrations hasn’t and won’t change anything without parents politely, but with absolute firmness and authority, declining to operate within the current flipped paradigm.

We Will Not Forget

Hi Everyone-

Today is the anniversary of the worst terrorist attacks on American soil. Please, as you wake up today, take some time, especially around 7:30AM Central, to remember the men and women who died that day and their families. Please take a moment to remember the selflessness of those first responders and also of the selfishness of those who incorrectly thought they could bring America to her knees that sunny day in September, 2001. Take some time to remember how you felt on 9/11, but more importantly, how you felt on 9/12. Terrorists may have taken a cheap swipe at America, but what they couldn’t have known is the resolve of the American people and that they would face that resolve for the next fifteen years, and beyond. Pledge to talk to your children about 9/11. Pledge to never forget. A couple of years ago, I was up late one night thinking about 9/11 and I came up with this. Feel free to share it, if you’re so inclined.

An American’s Pledge

From the sailing of the Mayflower,
And the vision of Jefferson, Madison, and Franklin,
To the leadership of Washington and victory at Yorktown,
I pledge to remember.
From the bloody battles at Antietam and Bull Run,
And the shores of Normandy and the jungles of Vietnam,
To the race for the moon and Reagan’s hand in felling The Wall,
I pledge to remember.
From the devastation on 9/11 and the resolve on 9/12,
And the courage and sacrifice of a particular seven at Takur Ghar,
To those who will stand firm and never concede the fight,
I pledge to remember.

Courtney Rankin

Unfortunately, my email, from now on, must be extended to include yet another 9/11 tragedy, and that is the unanswered murder of four Americans at the consulate in Benghazi, Libya, on 9/11/12. While tempers can sometimes flare with this situation, and I also have an overwhelmingly strong opinion about this event, I would prefer to focus my thoughts on those four dead Americans and their families. This is an event that I will never forget and it will be very difficult for me to forgive. I will pledge to talk to my children about this one as well. I will pledge to make sure I remember the names of Ambassador Chris Stevens, Sean Smith, Glen Doherty, and Tyrone Woods. I will pledge to remember the lies that have been told and the families who are left suffering.

I encourage each of you to do your own research on this one. Dig deep, and deeper still, and ask those who have studied it what they think, and if you have not yet already developed a strong emotion or opinion about it, then I hope that your digging will do just that. For me, outrage doesn’t begin to cover the way I feel about the events in Benghazi and the subsequent story that unfolded here in the U.S. about the events in Benghazi.

And so with that said, please, everyone, fly your American flags high (assuming you’re American or in the U.S.), strengthen your resolve, and take a moment to remember the events of this day in history, both as 9/11 and as Benghazi, and if you’re of the praying sort, that couldn’t hurt either.

Thanks everyone, and enjoy your weekend-


Rockin’ Madison Rising rendition of “The Star Spangled Banner.”