Middle School Requirements: To Speak or Not To Speak

"Not to speak is to speak. Not to act is to act."
--Dietrich Bonhoeffer


Last month, the State Board of Education held a hearing on the changes to the middle school course requirements.  This rule change didn't eliminate anything, but it allows for local school boards to determine, other than English, Math, Science and History, which courses are required for 7th and 8th grade.  In talking with many other board members throughout the state, they don't expect to change any of the requirements on a local level hardly at all.  The one thing the rule change does allow is for local boards to craft policies that granting legal exceptions to the those requirements for individual students.

If you support this rule change, please take 1 minute to send the State Board members a quick note TODAY along those lines: board@schools.utah.gov.  The State Board will be discussing this rule Thursday, Oct. 12 at their monthly board meeting.

The education establishment groups do not want this level of local control.  They are afraid that you and I will choose...poorly...so we must be commanded and forced to do what they think is best for our children.

A parent group, of which I was a member, participated in the hearing. This is a copy of our statement to the board.  Please note: none of us was speaking on behalf of our respective organizations.


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Thank you for taking the time hear our convictions on rule R277-700.

We, parents, are in favor of the new rule R277-700, allowing local school boards greater flexibility in determining middle school course requirements. This rule shows trust in our local school boards and our parents. This rule returns local control to our boards, but most importantly, this rule does NOT remove music, art, PE, health or world languages. This rule gives power back to the local level and to the people they represent. It is scary to trust others to make decisions when we are used to having those decisions made at the state level. But fear of local control is a fear of free people making their own decisions.

Freedom brings risk. But this Board has shown a desire to return that freedom back to the parents through their local boards. It can be assumed that those in Davis or Jordan may not agree with the level of PE or arts that those in Rich or Alpine decide. The districts may disagree with what the charters have determined. Freedom brings with it great responsibility. But it also brings great potential for success, far greater than a one-size-fits-all education system. Rep. Rob Bishop has said about public education, Ever since ...the mid-sixties, ... we've been consistently fighting that battle over standardization versus freedom. Freedom should be our goal." We echo his sentiment. And we are grateful that the majority of this Board agrees that Freedom should be our goal.

As parents, we are at a disadvantage, in that, we do not have a formal group with paid employees to represent our interests. We do not have marketing groups who will send out petitions and emails to amass people to our cause. We do not have the luxury of thousands of people in our organization with contact information who can be rallied at a moment's notice to speak up about a particular rule. We are simply citizens. We are the people you were elected to represent.

While not speaking for the groups we participate in, the majority of us are members of various local school boards (Alpine, Davis, Jordan, Rich, Timpanogos Academy, Maeser Academy). We are also current and former members of PTAs, SCCs, and various parent organizations. We are accountants, teachers, programmers, designers, musicians, and social workers. But, more importantly, we are parents. And we know our individual children better than anyone.

Those of us who are local board members are excited for the trust we have been given. We love the arts! We appreciate PE! We think CTE courses, health, and languages are extremely beneficial. We thrill at the thought of education being for the benefit and improvement of each, individual child. We are not motivated to change the middle school course requirements much, if at all, from what the state has had these many years. But we support this rule change because it allows us to legally make exceptions for those students who need them.

While this may appear to be a theoretical discussion, the impact of this policy is taking place around us as we speak. Here are some examples.

Emma has severe food allergies. She was required to take a CTE class that included a foods course, putting her in medical danger. Taylor is a child in foster care who has been abused. Changing in a PE locker room causes him trauma every day. Taylor would do better in his other courses if he didn't have to go through the difficulty of changing for PE class. Brandon has ADHD. He needs to take a PE class every day to do well in his academic classes. Taking two PE classes makes it harder to have open class periods for other electives of interest, instead of just required courses. Savannah is in a community symphony program which requires her to take orchestra in school. This limits her ability to take other courses that are not required. Jordan is heavily involved in karate outside of school four days per week. He wants to take drama, band, Spanish, and choir, but he can't take all of them because he requires PE. Trina signed up for dual language immersion in first grade. All these years later, she is required to take two language courses instead of the one that was originally required when she first committed to the immersion program. Her mother is a social worker and knows the health course would just be a repeat of what Trina already understands. She'd like to take a non-required course for fun. Justin has special needs. Being required to take PE and fine arts classes like choir or band adds greater stress to his life. His success with his other courses would be improved if he didn't have to cope with the additional stress of these required courses.

While the names of these students have been changed, their situations are real. These are experiences of real students in real schools in our state. We believe the majority of students will still need and find the current middle school requirements to be a good balance for their lives. However, for those parents with students like these who need greater flexibility, we support letting local boards find ways to make exceptions.

We also support this rule change because it highlights a very important principle: Local Control. The best decisions are made at the level closest to those who are impacted. Everyone seems to advocate for local control during elections, but this is the point where local control can be supported or defeated. Do we trust our local school boards to create policies that benefit their communities? Do we trust the parents of our students to decide for each individual child what is in their best interests? Or do we want to give up that responsibility and tell these parents, that we're sorry, there's nothing we can do to help their child?

We wonder why parents aren't as involved, and this is, in part, why. Sure, they can volunteer for the Valentine's party in the classroom. But when it comes to deciding what courses their child needs and what that child should focus on, do we defer to others, far away, from that child? Do we not believe individual parents can and should have the option of working this out at the local level?

State law acknowledges this fundamental truth: parents are primarily responsible for the education of their own children. They are the experts of their children, and it is up to those of us on local school boards to represent them and to allow them the necessary flexibility in this area. While there may be ways via IEP's and 504's to individualize requirements, why can we not simply support, as local school boards, a well-rounded set of experiences? But when that doesn't apply, let us trust those parents who need exceptions for their kids to simply ask for them. Why are we so afraid to trust the people who know their children the best: the parents?

Thomas Jefferson stated in 1816: “the way to have good and safe government, is not to trust it all to one, but to divide it among the many, distributing to every one exactly the functions he is competent to.”

Trust us! Allow us, as local board members and parents, to make the determination for those children who will not be as successful being forced to fit into a pre-determined box. For many kids, the range of experiences we currently have will be beneficial and helpful. But for those who will experience negative consequences, we should be wanting and willing to allow that level of flexibility.

We ask for your trust. Trust that we will defend and protect the variety that currently exists: physical education, fine arts, health, world languages. Trust, also, that we will allow individual parents and guardians to make the call to aid their individual children with special needs, with specific challenges, with greater gifts in need of additional focus, with individual concerns. We either trust parents and want to empower them through their local boards or we don't. This rule change to R277-700 gives us back that trust. Let us not be afraid of freedom! Thank you for trusting us.

Wendy Hart, Parent

Paula Hill, Parent

Brian Halladay, Parent

Phillip Cardon, Parent

Rachel Thacker, Parent

Bryce Huefner, Parent

Matt Throckmorton, Parent

Liz Mumford, Parent

Julie King, Parent

Robin Allred, Parent

Alyson Williams, Parent

Darrell Robinson, Parent

Mona Andrus, Parent

Julie Tanner, Parent