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HB215--CSE: No One's Child is Safe While the Legislature is in Session

Disclaimer: the topic of this blog post is mature but it is necessary for parents to be properly informed about their children's education.  Comments will not be accepted for this post.

Mark Twain famously said, "No man's life, liberty or property is safe while the legislature is in session."  He should have added children to the mix.

The most pressing issue, in my opinion, is HB215.  This modifies state law to allow for greater latitude in teaching children sexuality education (also known as Comprehensive Sexuality Education or CSE) which, as it has been implemented in other states, goes far beyond biology and medical facts. HB215:

 1) decriminalizes providing IUD's and abortion services to minor children without parental consent and
2) REMOVES some common-sense prohibitions from school curriculum guidelines in K-12.

For example, current law includes the following that will be removed should this law pass.

1. Stressing the importance of abstinence before marriage and fidelity after marriage as methods for preventing certain communicable diseases. *
2. Instruction is not allowed to facilitate or encourage the violation of any state or federal criminal law.*
3. Local school district material is not currently allowed to go into "how to", including erotic behavior, etc.**

Our current state law allows for abstinence-based instruction, not abstinence-only.  It is also Opt-in, meaning parents have to agree to let their children participate.  Parents also are able to review the contents and in many cases are invited to attend.  To see the current FAQs from the State Board website, click here.  These FAQs indicate what is CURRENTLY being taught.  Everything proponents of CSE and this bill state, are already being taught and discussed.

The media is trying to portray our current instruction as being too prudish and not providing students with accurate information.  A poll asked Utahns if they preferred an ***abstinence-ONLY approach versus a comprehensive approach.  No definition of what these two terms meant was provided. Most people approved of the 'comprehensive' approach.  But it most decidedly didn't ask if instruction in erotic behavior should be included in K-12 school curricula.

For information on how CSE is being marketed here and used in other states, please download this PowerPoint.  If you look at lines 136-144, lines 191-197, lines 220-240 and lines 260-26 in HB215, you will see what state law is being changed that will now allow CSE curricula as outlined in the PowerPoint.  The worst part is that CSE downplays the risk factors that lead to unwanted pregnancies and STIs.  In the interest of providing a 'more comprehensive' sexual instruction to our children, we are doing them a grave disservice by downplaying the risks (both physical and emotional) that accompany sexual activity.

The job of the schools is not to promote a view of society absent reality.  Our job should be to present the facts that our children will need about this important topic.  Everything else, parents can choose to present at home.

Additional resources:
Talking Points on HB215: https://drive.google.com/open?id=0BzUjUSlTes-4XzNOTzVHZnZiQjg

War on Children video (10 min or 35 min documentary):  http://www.comprehensivesexualityeducation.org/

1 hour presentation by Dr. Miriam Grossman, M.D. on a CSE curricula being implemented in Ontario, Canada.  About 19 minutes in she compares the instruction on smoking and alcohol to CSE and then provides medical information that most people didn't learn in school either.  Note: This is what CSE should actually mean.
https://www.youtube.com/watch?v=21YvYPD56-U


* [(b) (i) That instruction shall stress:]
137          [(A) the importance of abstinence from all sexual activity before marriage and fidelity
138     after marriage as methods for preventing certain communicable diseases; and]
139          [(B) personal skills that encourage individual choice of abstinence and fidelity.]
140          [(ii) (A) At no time may instruction be provided, including responses to spontaneous
141     questions raised by students, regarding any means or methods that facilitate or encourage the
142     violation of any state or federal criminal law by a minor or an adult.]
143          [(B) Subsection (1)(b)(ii)(A) does not preclude an instructor from responding to a
144     spontaneous question as long as the response is consistent with the provisions of this section.]

** [emphasizing abstinence
192     before marriage and fidelity after marriage, and prohibiting instruction in:];
193          [(I) the intricacies of intercourse, sexual stimulation, or erotic behavior;]
194          [(II) the advocacy of homosexuality;]
195          [(III) the advocacy or encouragement of the use of contraceptive methods or devices;
196     or]
197          [(IV) the advocacy of sexual activity outside of marriage;]

***Utah law allows for an abstinence-based approach, not abstinence-only.  So, the poll was disingenuous to begin with.

Mission Statement and Murdock Canal: Jan 3, 10, 17 Meetings

The two top issues for Board meetings this month are the Mission Statement will be addressed at the Board Retreat on Tuesday, Jan. 17.  And a resolution supporting the Murdock Canal road construction from 4800 West (Highland/Cedar Hills by Harvey Blvd) to 100 East (Alpine Hwy in Highland) will be voted on.  Board Agenda for Jan. 10 is here.

Mission Statement

The mission statement is "Educating all students to ensure the future of our democracy."  Seven years ago (yes, time flies) there were concerns about the mission statement.  The first concern is that our country is a republic, not a democracy.  (For a good video on the difference, go here or see the embedded video above.)  Democracy is a concern because it implies that the common good, as determined by the majority, outweighs the rights of the individual.  Other concerns had to do with John Goodlad, whose Moral Dimensions of Teaching, formed the basis of the mission statement in Alpine School District.  In reading Dr. Goodlad's books (The Moral Dimensions of Teaching and Developing Democratic Character in the Young), I found quite a few ideas that didn't square with my understanding of individual, unalienable rights discussed in the Constitution.  I think it is safe to say that Dr. Goodlad is focused on creating a more socialistic society in America than currently exists, and he hopes to do so through education in the youth.  I'll admit this is a very controversial situation.  But that's the point.  Our previous board had discussed finding a mission statement that would be less controversial and would appeal the the vast majority of our taxpayers and patrons.  If you have suggestions for the mission statement, you are welcome to email the board members or make public comment at any of the Board meetings.  The next meeting is tomorrow, Tuesday, Jan. 10 @ 6pm.  (You will want want to come a few minutes early to sign up.)

Murdock Canal Road

For years, a proposed East-West road has been proposed near the Murdock Canal in Highland.  Highland City is planning on building this road.  However, due to certain legal requirements and the proximity to the Utah State Developmental Center, the State Legislature must give its approval for this new development.  The City Councils of Highland City and American Fork have passed formal resolutions in support of this construction.  Cedar Hills has voiced its support for this construction project as well.  On Tuesday, Jan. 10, @ 6pm, the Alpine School Board will consider a resolution in support of this project, as well.  I, personally, am in support of this project.  Those involved want to make sure that all parties are taken care of, while allowing an East-West corridor that facilitates quicker times to AF Hospital without using SR-92.

Non-Discrimination Policy and Property Purchases

Also, a discussion about possible changes to our non-discrimination policy will be addressed, and several property purchase resolutions. To read the policy proposal and the resolutions, download the "Meeting Documents" found here.)

Summit Energy Proposal
A proposal to obtain Natural Gas through Summit Energy instead of Questar for our secondary schools is also on the agenda.  The proposal shows a significant cost savings on an annual basis.  Summit Energy presented to the Board on Jan. 3, 2017.  You can listen to the audio here.  (Additional Media->Board Meeting start around 8min in: http://board.alpineschools.org/2016/12/21/january-3-2017-board-meeting/)

A Thankful Heart Is the Greatest Virtue: Informed and Involved

'A thankful heart is not only the greatest virtue, but the parent of all other virtues.' --Cicero

I want to start by thanking all of you for your support throughout these past 6 years for the principles that I have tried to stand for.  It was especially felt during this past legislative session with the numbers of calls, texts, and emails that were sent to our legislators.  I am grateful to all of our legislators, even those I vehemently disagree with, for taking the many hours of time and energy and the mocks and scorns of the populace that they are oath-bound to represent.  But I am even more grateful to you, the many moms and dads, everyday people, who are willing to take a little time out of your day to defend the family, protect parents' rights, and demand that parents and teacher decide what knowledge is of most worth.

I am writing to once again enlist your aid: To Run for Public Office or to Support Another Who Shares Your Principles.  You can FILE to run up to THIS THURSDAY, March 17, at the County Elections Office (in Utah County, that's in Provo).

The point of running for office is about the principles that you are willing to stand up and defend. Do you want to defend the family?  Do you want to defend individual freedom?  Do you want to support parents and teachers deciding what knowledge is of most worth to pass along to our children?  If so, you qualify.  The goal of a government 'of the people, by the people, and for the people' is that the people are the ones who are involved, overseeing it and running it.  If you haven't served as a state or county delegate, if you haven't attended a caucus meeting, if you haven't filed to run for office, think seriously about doing so.  You are who we need in the country, not those who seek office for power or glory, but who seek it to maintain freedom and liberty.  

FIRST, for school board.  Abraham Lincoln said, "The philosophy of the school room in one generation is the philosophy of the government in the next."  I would argue that who is elected to Local and State School Board positions could have a greater impact on the direction of our country than the president.  (And as the Founders understood it, it really should.)

Alpine School District, ASD4 (PG/Lindon), ASD6 (Lehi), ASD7 (East Orem).  The only incumbent seeking re-election is Scott Carlson in ASD6.  I do not believe that any office should go uncontested, and certainly, any office where those running do not share the vast majority of your principles.  If you have ever thought, "Why don't we have anyone I like running for office", that is a call to arms.  You should be running.

In our predominantly LDS culture, we are used to taking upon ourselves leadership responsibilities and rotating that responsibility around to different members of the ward family.  In a similar manner, our Founders felt that public office should be rotated around to the different community members as a sense of civic obligation and personal duty.  It was assumed that most people would be willing and able to serve 2 - 4 year terms, and then return home to their families, their farms, and their livelihoods. Politics was never supposed to be a professional occupation.  And if you've ever wondered about why we are headed in the direction that we are, I would emphatically argue it is BECAUSE average people don't run for public office.  Many years ago, William F. Buckley, paraphrasing, said that he'd rather be governed by the first 535 names in the New York Phonebook than by the members of Congress. And yet, THAT is exactly what our Founders envisioned: everday people, representing their neighbors, their families, and their friends.

Opportunities for public service are just that, opportunities for service.  Here are several that I would ask you to seriously consider.

1. Attend your party's caucus meeting on March 22.  (An excellent article on the caucus is here.)

2.Vote in the Presidential Preference Poll (this IS the presidential primary for Utah).
3. Run for State or County delegate at your precinct or support someone who shares your principles.
4. Run for Public Office yourself, unless you find someone who shares your principles.  Then campaign on their behalf.  (Money is good, but time is better.)

Some Public Offices that are up for election this year. For more information, go here.

Local:
ASD 4, 6, and 7: If you are in one of those areas, think seriously about running for office.

County:
State Senator
State House
Utah County Commission, Seat C


State:
State School Board (My specific area is not up, but half the State Board seats are.  In UT County: 11, 12, and 13)
State Attorney General
State Auditor
State Treasurer
Governor/Lt. Governor

Federal:
US House of Representatives (all seats)
US Senate (1 seat)
President/Vice-President

Most people are unaware that every two years 100% of the US House of Representatives and 33% of the US Senate are up for election.

In Utah, 100% of the State House of Representatives and 50% of the State Senate are up for election.

We, the People, have the opportunity to completely change the direction things are going every two years, or to reinforce what is being done.  And sometimes we reinforce it by our apathy.

Informed and Involved is the only way to maintain freedom.  And it isn't once every four years by voting for president.  The most important elections are those closest to you!  It is our responsibility to be informed and then to be involved.

Thomas Jefferson said, "If a nation expects to be ignorant and free,.. it expects what never was and never will be.  If we are to guard against ignorance and remain free, it is the responsibility of every American to be informed."

Today, I won't ask for your vote

The day before an election it is wise and customary for a candidate to make a final push for votes. All the expenses and countless hours of meeting people, developing campaign material, finding volunteers comes down to whether voters show up in significant numbers and vote to put the candidate in office.

That’s why today I am not going to ask for your vote on November 2nd. I am asking you to do something for me on November 3rd.

Today I want you to understand that this election is not about me, it is about you. The result of the election is important but not as important as what is possible with your involvement. “Of the people, by the people and for the people” is never more true than when referring to local government. The involvement of the people must be at a level sufficient to counterbalance the inherent weaknesses of government.

That brings me to my final point (of six): site based management (promote more local control at each school). It is number six on my list but the concept behind it makes it the most important issue of all. The idea is that each school should be run with the guidance of local families with the goal of fulfilling the expectations and needs of those families.

How is that done? It is accomplished by having a proactive group of people who will be involved and then get more people involved. School community councils can have a large influence in setting individual school curricula and policies. There are opportunities to volunteer in the school and with the PTA. By being involved, your voice is not only heard, but you have the opportunity to actually make a difference with your investment of time.

Once you are involved, you are in a much better position to help others get involved. If enough people get involved with their local schools, the positive changes start to work upward to the district level. As a people, we believe that bottom up governance is better than top down. But it only works if enough people are involved. Otherwise, government gets top heavy and heavy handed.

The most important good that can come from this election isn’t who is going to serve on the school board next. The greatest good would be a large number of families in each school getting more involved...serving on community councils, volunteering in classrooms, and getting to know the teachers and principals.

Sure, there are important decisions that pass through the school board which affect all the schools in the district. It is important to have people we can trust to represent our views to the district and not the district’s views to us. But more importantly, we must all accept the responsibility to personally be involved in making the necessary commitment to ensure good schools.

Whether I win or lose, our local schools will succeed or fail based on what you and your neighbors do…not me.

With that in mind, I will be hosting a get together at my home on November 3rd for anyone who is willing to accept the challenge of being involved. We need volunteers. We will rotate attending school board/school council meetings (and reporting to the group). We will organize people to run for school community councils. We will encourage you to volunteer at your local schools. We also want to hear your ideas of what we can be doing to make a difference. If you cannot attend (get more information on our Facebook page), make sure we have your email so you can be on our list to get updates.

So join with me in a commitment this day to see November 3rd as being more important than November 2nd. November 2nd is about choosing who represents us. November 3rd is about doing our part, regardless of who wins the election. What we do is more important than what they do. Let’s not just make our voices heard, but our presence felt. Your vote is important to me, but not as important as your involvement.

The Media...Again

Several days ago, I was contacted by a reporter from the Salt Lake Tribune. I was asked to outline why I was running and my top three issues. A few days later, as an after-thought, I was contacted again to get my take on the district's mission statement. The article, instead, is about the mission statement and yet again, turns this issue into a semantics game. I had hoped that the article would be about the candidates and their positions, and would not misrepresent the 'democracy' issue. It seems that the media can't get enough of this idea, and everything else must pale in comparison. That's too bad.

For those of you reading this blog, you already are familiar with my priorities and issues, so I won't go into them here other than to point out that 'associations' is number five of six. The mission statement debate falls into my fifth issue because the statement has connections to ASD's association with John Goodlad and his organizations. I believe all our education associations should be made with organizations that are academics-centered and void of political agendas. Despite email responses, a website, and a blog, the only information presented about me in the Tribune article is that I am endorsed by a particular group. No information about me or my views was communicated. That is why I have this blog, to clarify who I am and allow you to decide if I accurately represent you.

Let me start by asking, why do you educate your children? I have a list of reasons why I think education is important for my kids and for myself. But, how about you? You want your children educated because.....? Before you continue on, take a minute and come up with a reason or two. Okay, got your list? If not, stop and give it some real thought.

My guess is that my reasons are not the same as yours. Sure, we will find some commonalities. But what really drives me is not the same thing as what motivates your family. I think we do our families a disservice when government (in this case the district) tries to imply WHY kids are being sent to school. Each family is going to have different goals and reasons for their children's education. We want to help children reach their highest potential in all areas of their lives. School is there to provide educational opportunities that meet a baseline. What they do with that education is their own business. Certainly society has a vested interest in a well-educated, productive, freedom-loving populace. But we step into dangerous territory when we allow the government to say that what motivates me...should motivate you. Like all motivation, it is an individual thing. Setting a one-size-fits-all policy doesn't motivate people very well. There is no single 'end goal' to education.

In the early days of our country, one of the main reasons for education was to enable children to read the Bible. Today, that goal is deemed unconstitutional. "Educating all students to ensure Bible Literacy." OOPS! That wouldn't be a good mission statement. For some, a formal education is sought to attain a particular skill, trade or income level. "Educating all students to ensure a lucrative income or a professional career." Some people would like that statement, but many would think that was the wrong approach. Sometimes, education is to fulfill a personal goal. "Educating all students to ensure their future college attendance." Sounds nice, but not everyone may want or need to go to college. None of these reasons is The Reason for education. It is entirely individual. What most agree on is the "what"...that everyone should be given the opportunity for a certain level of education. The "why" will be difficult to find consensus on. The "why" should be left to families and individuals and not the government.

The district states the goal of education is democracy, and since they claim the majority are okay with the mission statement, we should probably keep it or tweak it slightly. I think it is presumptive for the district to put "to ensure _______" into the mission statement, no matter what fills in that blank. To know what individual families' goals are for educating their kids requires a crystal ball. To tell them what that motivation should be is government at its worst. We, as the people, need to make sure that our government is steadfast in precisely executing the tasks we set for it. In this case, it is public education. Would you expect everyone else to have the same reasons for educating their kids as you have for yours? I don't think you're that heavy-handed. Neither should the district be. In a public education system, I think the mission statement should be something all parents can agree on. Would you have a problem with a mission statement that said, "Assisting students to achieve an excellent education"? The point is the district needs to leave the WHY off, and let families fill in the blank.

UDOT doesn't need a "Building roads to ensure the future of our democracy" statement. Just build the roads with our tax dollars and we will decide how to use them. Likewise, focus on getting children educated and let the families and individuals work out what to do with that education.

The role of the School Board is to represent the families in this community to the School District. It is not to be the outreach arm of the district. If there is a group of people in the district who are concerned by the mission statement, and there is another mission statement that is acceptable to all, why wouldn't we change it? We need more input from the community to the district. We need to focus on the things that are most important. On one hand, we are told continuing in this debate takes away from the more important educational issues. I agree. So, let's change the mission statement and leave the 'why' off.

While I think it's wrong to determine the 'end goal' for the mission statement, let me address the 'semantics' issue from the article. The parents concerned by the word 'democracy' are okay with 'republic'. Do you have a complaint against 'republic'? What the reporters fail to realize about this debate is that words mean things. Democracy means majority rule. On that we all agree. In addition, it has become watered-down over the years, but it is used, sometimes incorrectly, in many different contexts. Both Lenin and Reagan used 'democracy' and I doubt their end goals were the same. Democracy has been described as two wolves and a sheep deciding what's for dinner. In our republic, laws are designed to protect the inalienable rights of the minority from the majority. In our republic, the sheep would be constitutionally protected by law. This is an important distinction. Again, words mean things. Educators should be involved in teaching facts and maintaining word meanings. Variations on meanings should be a concern for all involved in this process. The district's premise that we need to educate children to ensure the future of our democracy is incorrect. It is factually incorrect; we are a constitutional republic and not a democracy. Further, the people expect the government to simply perform the tasks we tell them to do and leave the motivation up to us. We need to educate children. The Why is up to the individuals and their families.

I am disappointed that the information I gave to the reporter wasn't reflected in the article. The ASD mission statement has become a bigger issue than it deserves to be. The media and other groups have pushed the mission statement issue to the forefront. The school district's handling of the issue has contributed in a major way. What we need more of is an infusion of you and your neighbor into the district, not more of the district explaining what they meant or the media telling people they are being silly. More of you...that is number one on my list of six issues. More of your voice to the district would resolve the vast majority of these issues. The first step in doing this takes place on November 2. But what's more important is that you and your neighbors get involved and remain involved on November 3 and everyday thereafter.

5. Developing Democratic Character in the Young?

My fifth issue is to make sure that associations and advisers are focused on academics, not politics.

I was asked today, by a reporter, about my opinion of the mission statement Educating all students to ensure the future of our democracy. As you know from reading this blog, I think there are much better mission statements. But, let me go into a little more detail about my concerns, and my suggestion.

First, this mission statement has nothing to do with academics. Have you ever tried to take a picture and then moved the 'auto-focus square' to something other than what you wanted? The result means that the forearm might be in focus, but the face is blurry. Schools exist to teach kids how to read, write, and do math (and history, science and art, as well). When we shift our focus from the basics, we lose our clarity of purpose. Of necessity, we will also lose some of the achievements in those areas, as well. Anytime our focus isn't on basic academics, the academics will not have the emphasis and the subsequent results that they should.

Second, assuming we want a somewhat political statement, shouldn't it at least be factual? Our Founding Fathers were pretty clear about the Constitution establishing a republic and not a democracy. Benjamin Franklin was asked by a woman at the close of the Constitutional Convention, "What kind of government have you given us?" He replied, "A Republic...if you can keep it." You are welcome to explore the Founders' views on democracy and republic, but, suffice it to say, the Constitution establishes a Republic to preserve those natural "unalienable rights" Jefferson referred to in the Declaration of Independence. To me, having a mission statement that refers to our system of government as a democracy, rather than a republic, is a bit like teaching a kid 2+2 = 5. It's close, but still wrong. We should be in the business of accurately representing all facts to our students. Their conclusions are their own, but the answer to 2+2 should always be 4.

Next, I am concerned with the way the parent complaints about the mission statement were handled. Anytime you have a customer complaint, you have failed either in setting appropriate expectations or delivering on your promises. In either case, there is work for you to do. It is always best to acknowledge the customer's concerns as valid, and work toward resolving those concerns. None of that was done in this case. There seemed to be an emotional tie to the mission statement from the board that didn't make sense. I've worked for several organizations, and I can say I never had an emotional tie to a mission statement. Why was this the case with the school board?

Perhaps it was because, as I read, it took over 40 meetings to come up with the mission statement. At first blush, you have to wonder how inefficient it must be to spend that amount of time and come up with something so non-academic. However, just a few weeks ago, it was clarified (in a meeting I attended) that the Areas of Focus took 40 meetings. The mission statement (and motto: Enculturating the Young into a Social and Political Democracy) came almost verbatim from the writings of Dr. John I. Goodlad.

This leads me to my final point. If we are taking cues from one individual (or an organization), should we not discover what that individual/organization has to say about those issues? I would like to share with you two quotes taken from Developing Democratic Character in the Young (Goodlad, et. al.) "Parents do not own their children. They have no 'natural right' to control their education fully." And, "Public education has served as a check on the power of the parents, and this is another powerful reason for maintaining it." Having enjoyed reading this tome over the past few weeks, I can say the most distressing part of Dr. Goodlad's emphasis is the devaluation of the parents and their values. This is integral in developing good "democratic" character because parents may be steeped in religion and values that do not agree with what Dr. Goodlad emphasizes as the purpose of his idea of 'democracy'. In short, if we are teaching morals in school, whose morals are they? Dr. Goodlad's or yours?

The bottom line is that parents want to send their kids to a school that teaches core academics. Our schools should reflect that desire. Ultimately, the students and their families are primarily responsible for their learning. The teachers, schools, and district are there to assist families by providing additional educational opportunities. I am very grateful to my kids' teachers who have assisted us with this rewarding task. I would like the district to maintain the focus on those issues that are most important to public education--reading, writing, and arithmetic.

Reading, Writing, and the Arts

Today, I was graciously invited to attend a school community council meeting with my opponent. It was a great learning opportunity because one question that was asked caught me by surprise. The question was, in essence, "Have you read the studies that talk about the benefits of the arts to math and reading, etc.? So, where do the arts fit in to Reading, Writing, and Arithmetic?" I have to admit I floundered. What I did respond with and do know is that math and music are very directly linked. Improvement in math skills has a strong correlation with musical involvement. (In fact, my senior year in High School, I had to write a research paper for my math class, and I chose to do it on this very topic--the relationship of math and music.) I am a musician and a mathematician. I believe that music has enhanced my ability with math, and vice versa. I have a great appreciation for the beauty and intricacies of each discipline. Having said that, let me attempt to answer the question in more detail.

Art fits into the three R's as a complement, but also as an elective. All our students are expected to emerge from school well-versed in a foundation of the three R's. This is the focus as it applies to every student. For example, we don't have parents who send their kids to school and opt out of reading. The basic academic disciplines are the universal requirements. The basic knowledge in these disciplines is the primary reason for school. Along with the three R's, every child is going to be taught science and history, as well as introductions to the humanities. But not every child will be in the band, or play sports, or study sculpture. Because of the universal emphasis for basic academics it necessitates greater focus.

As I have spoken with parents, I have received feedback that they would like more focus on academics. It is not to devalue the arts or sports, but simply the idea of "more basics". I support a classic liberal arts education. Appreciation of art, architecture, literature, and music are things that all students should be exposed to. We acknowledge the Renaissance and the advancements in, not just art, but science as well, as a true 'rebirth' in history. We want students to understand and appreciate all these beauties and wonders around them. I, personally, have great memories of my school-days' associations in our Madrigal choir. But, when all was said and done, I was still expected to have that academic foundation.

A school board member has a responsibility to represent the ideas, issues, and concerns of the community to the district. You need to know that as I am presented with information and decisions, I will be doing so through the prism of "more focus on the basics". Does this mean I have a specific action plan? No. Do I wish to defund the arts or cut back on these programs? No. It is my desire to communicate to you, what principles I will fall back on as I take on these responsibilities. "A focus on more basics" will be part of that process.

4. Financial Accountability

The role of school board member for Alpine School District (ASD) comes with an amazing fiscal responsibility. 100% of our state income tax goes to education. Approximately 67% of our property tax goes to education, and in this area, with a very small amount excepted, that property tax goes directly to ASD. None of this is a bad thing, but it underscores the great responsibility that comes with so great a trust. Since, by law, the school board approves the district budget and appoints the superintendent, the school board is the final decision-maker on those large percentages of your state and local tax dollars.

At a recent board meeting, it was outlined how well, fiscally, the district does. We spend more than other districts in Utah on teacher salaries and compensation, but less overall, per pupil. This indicates a good "bang for the buck".

At the same time, the district is going to request a new bond in 2011. The discussions have centered on population growth, and whether or not to bond a little bit at a time and ask for bonding more frequently or to bond for a lot of money less frequently. The board has decided that more money, less often is the approach they want to take.

The bond appears to be a foregone conclusion. In all the discussions, there hasn't been any specifics as to why the bond is needed. There are implications (with the growth) that there will be new schools built and older ones refurbished, but what the bond will actually provide has been sketchy.

Because of the fiscal soundness of the district, it is easy to just accept things with complacency. However, we are in a recession, and tax revenues have plummeted, as has the employment rate. The idea that people will be able to accommodate the additional burden associated with a bond isn't a foregone conclusion. This brings us back to why we have a school board. At all levels of government, we have a check and balance. The board is there to represent and advocate for the interests of the community at large. They are not there to agree and support the district's initiatives. The board members are to weigh the pros and cons of these fiscal decisions, not just on the district, but also on the individuals that make up this community. I would suggest that the board should present voters with a Plan A and a Plan B. Plan A is with the bond, Plan B is without. Give the voters a clear choice, not just a plea for more money.

Since tax money, by definition, comes from the labors of others, it is a solemn duty that the school board undertakes as it approves and votes on these fiscal matters. It is important that every aspect of this be open to public scrutiny. I have seen recently that part of the benefit of public comment is that school boards, and city councils cannot possess enough knowledge and wisdom to cover all the possibilities and aspects of the major issues impacting the population they represent. Giving the public information and allowing them to do the research for you, benefits everyone. Those who are interested use their expertise to advise the governing body. In effect, the research arm of the school board is made up of the residents. Ideas and options unimagined by the board can be presented and, possibly, used when the people are given the opportunity to help find our solutions. Public comment is invaluable, not to lead the public where you want them to go, but to obtain the necessary information from those with the additional knowledge that 7 members of a school board cannot possibly have on their own.

Finally, it is important to understand the impact of our fiscal decisions on both the children in our schools as well as the people who pay for those schools. It has been and always will be a balancing act. No one thinks that 100% of one's income should go to public schools. At the same time, there is always the opportunity of what could be done with more funding. In short, there is no "perfect" balance. This is why board members are just people in the community--there to represent the interests of all: balancing the needs of our schools with the needs of the people. George Washington said of government, "It is force. Like fire, it is a dangerous servant and a fearful master." The fiscal responsibility of a school board member is to keep the balance between what the schools need to operate and the burden imposed, by force, on our community.

A Mission Statement Proposal

Alpine School District's Current Mission Statement:
Educating All Students to Ensure the Future of Our Democracy


Last Tuesday, as I was entering the regularly scheduled Board Meeting, there was a very beautiful, full-color document about the Board. One-fourth of the document discusses "Education In a Democracy... What we [sic] Value". I noticed three things in this section I would like to bring to your attention.

First, the word "citisens [sic]" is misspelled. It's a shame, really, because the misspelling detracts from the message of the brochure. It is indicative of the problem of focusing on unimportant things and shying away from what is truly necessary.

Second, there are four basic principles the Board says anchor their actions. These principles approximate those listed on the district's mission statement page. They are:

1) Schools have a responsibility to teach citizenship to all students.
2) All students have equal access to educational programs.
3) School personnel have a responsibility to nuture the children entrusted to their care.
4) Everyone has a stewardship for the schools in their individual educational communities.

Since these principles are highlighted by the Board, I'd like to take a moment to go through each one.

1. Teaching citizenship. Yes, we want to teach citizenship. But, would we find it odd to say one of our principles that anchors all action is: Schools have a responsibility to teach physical education? There is a definite focus on citizenship to the exclusion of all other subjects. Why? As we get in to citizenship it begs the question of what manner of citizen? The Board was very defensive that their mission statement was questioned by parents, but when your primary focus is on a particular item, does it not necessitate scrutiny? What are those principles of citizenship? Who determines them? And do they take precedence over reading, writing, and math?

2. Equal access to educational programs. I am glad to know that ASD follows federal and state law granting equal access. Has this been a problem in the past? Do we have to work to not discriminate against certain groups of children?

3. Nurturing teachers. While we want children to have good teachers who are nurturing, I would be surprised to find that our teachers, in general, wouldn't be nurturing and inspiring without this statement. If we find that a teacher is not nurturing, is there a policy in place to remove them? Most people who go into the teaching profession do so because they are, by nature, nurturing and inspiring. They want to dedicate their lives to educating children because of the types of people they are to begin with. Goals or values or mission statements will not have a very big effect on innate personalities.

4. Stewardship. People support public education because they believe that an educated populace is a benefit to society. How does this concept impact the specific decisions of the board? This seems to be a principle for the community at large. The Board should already be focused on their stewardship for the schools.

While I agree that the Board should have basic principles in mind as each decision comes before them, I would argue that most of these items are self-evident or handled by law. The one that is not, citizenship, is the one that has come under the microscope of late. If you place your principles out there for the public, then you shouldn't be surprised when people start paying attention to them. Since we believe in local control of our schools, this is precisely what should happen. I would recommend that the Board not be defensive, but be open and welcoming of the scrutiny.

Now back to the brochure.

Third, the brochure says "Public education is the place where children have similar experiences. These similar experiences allow each to understand the democratic principle of common good vs. individual need." Does this mean common good should trump individual need or vice versa? Which would you choose? A truly democratic principle would require common good to be determined by the majority to the detriment of individual need. So, if the common good required the sacrifice of your child's individual need, this is what we are advocating by touting the word democracy in this context. Would you send your child to school to have their individual needs forfeited for the common good?

From reading this brochure, the board's (and by extension the district's) focus isn't on academics at all.

In addition, during the board's work session on July 13, there were some board members that were, reportedly, very emotional about the mission statement. It has also been stated that more than 40 meetings were necessary to come up with our current mission statement. I am perplexed that it would take that long to create a mission statement that was so emotional and yet so distant from academic education. While I don't disagree with the idea that we need morals and good citizenship, I wonder if this is truly the best use of our time and our focus as a school district and a school board?

Under the section of the brochure entitled, "Board Responsibilities", we have a much better mission statement. "We want to deliver the best possible education for the greatest number of students for the fewest possible dollars." I would add the word 'academic' or specify core classes (reading, writing, and arithmetic). But either way, this a fine mission statement. It is absent any controversy, and it conveys the actual goal that most, if not all, of our families have for their children's public education. I would be curious to know why this, or something like it, wasn't the proposed mission statement to begin with.

Transparency and Parental Involvement

As you may know, the school board had a work session on Tuesday, July 13. What is interesting is how difficult it was to find this out. Incidentally, one of the issues discussed was the controversial mission statement.

How does one find out about upcoming meetings? I went to the website. I was able to find a downloadable pdf of 2010 meetings. The only meeting in July is the regular board meeting on July 20. Someone mentioned, after the fact, that the Work Session was announced in the paper, but there wasn't anything obvious on the 'meeting' tab of the website. The school board calendar lists all of the previous events, but, as of yesterday, had nothing going forward. Today, Friday, July 16, the July 20 meeting is listed. There is nothing listed yet for August.

The next question I had was whether or not the July 13 meeting replaced the July 20 meeting. My understanding is that it did not.

In trying to figure out how to attend some of these meetings, I was told that the best way to find out would be to call the district and ask.

With all due respect, board meetings, and other public district events, should be, at least, noted on the home page of the website. The note could link to more information in other pages, but this should be one of the most important purposes of the website--communication with the public.

I am committed to making sure the district website is used as a primary communication portal. Let's make it easy for families to get involved.

Questionnaire for Alpine Education Association

I received the following questionnaire from the Alpine Education Association. Here are the questions and my answers.
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1. Please write a little about yourself and why you have filed to run for the Alpine School District Board of Education.
a. I am a mother of 3 kids. I have a B.S. in Mathematics from BYU, and I own my own data migration and programming business. I have experience as the Legislative VP for my local school’s PTA, as a volunteer at our local school, being a co-founder of a charter school, and 2 years home schooling. I think that our greatest assets in the district are our teachers and our families. I would like to encourage greater involvement from the families in the school district and to utilize technology to assist in that effort.

2. What kinds of experiences have you had with the schools in the Alpine School District?
a. My kids have attended our local elementary school for a total of 7 years between them. During that time, I have greatly appreciated our teachers and our principal. I have been involved with the PTA, and have volunteered in the classrooms. I am not a fan of the Investigations Math program and I am glad it was changed. However, I would prefer a more traditional math program along the lines of Singapore Math. I have appreciated the Take-Home reading program. I like all the associations that we have developed at our school.

3. What, in your opinion, is the main mission of public education?
a. Assisting families to teach their children the basics: reading, writing, arithmetic, along with history, science, art/music.

4. Do you believe that public schools are adequately funded? If you do not believe they are adequately funded, what changes should be made to provide appropriate financial support for quality public schools?
a. I think that ‘adequate’ is a very subjective word. So this makes it difficult to answer. I believe the Alpine School District does quite well with the budget it has. It looks to be quite fiscally responsible. However, in looking around the country, improvement in education isn’t directly linked to funding. Washington DC has a very high per pupil funding rate and one of the worst school systems. There is a point at which money doesn’t solve problems. More involvement from families and business entities can help find solutions to specific problems in the district, whether financial or otherwise. The difficulty is balancing out the need for a solid education with the funds people have available. In a declining economy, it’s unreasonable to ask people who are struggling for an even greater percentage of their income. We have to make more with less individually. Likewise, we need to be equally as creative with our school district budget.

5. What do you see as the three most critical need/issues facing the Alpine School District in the next five years? How would you begin to address these issues?
a. 1) Greater parental involvement. We have so much available in the way of technology to assist us in communicating. We need to not just make things available but to actively invite and push the information and requests out to the families. A district and the board can only do so much. We need to facilitate the communication between our teachers, families, and principals. This will take us from good to better to best. 2) Reading, writing, and arithmetic. Since this is the focus of education, this is always a critical need. If we fail in this endeavor, even for one year, we fail. Every decision I make as a board member will be in terms of improving learning in the classroom. If it doesn’t improve learning, we need to do something else. 3) Creating a culture of more local site control. The principals should be given plenty of autonomy in hiring/firing decisions as well as curricula. Using parental input, the individual schools are there to meet the educational needs of those children who are attending there, and by extension their parents. Each school is comprised of different students with different needs. The greater the ability and flexibility of the principals and faculties at the individual schools to deal with those differences, the more optimal the education for all of their students.

6. What would you do to retain quality educators in the Alpine District?
a. Job satisfaction is directly proportional to ownership and input. The more local control that a school has, the more control individual teachers have. Being appreciated, not necessarily with external rewards, but by being listened to and being able to control the circumstances of their job, allows for greater satisfaction. People who have high job satisfaction, usually stick around. As for money, I would like a perfect world where teachers, cops, soldiers, and fireman all made tons of money. Not living in a perfect world, we do what we can with what we have. If we could pay excellent teachers more, and remove non-performing teachers, that would be ideal.

7. What would you do to attract new teachers in the Alpine District?
a. I think the way you attract new teachers is the same way that you retain quality ones. If you can create an environment where they are free to use and succeed with the skills and experience that they have, they will want to stay. If you can reward the best teachers with more pay, and good teachers with good pay, they will want to come to our district.

8. If another voucher or tuition tax credit bill is introduced in the legislature, would you support another such effort, or would you oppose it and why?
a. I would support it. I believe that parents are in charge of their children’s education. The voucher bill did not take funds from the education budget. If the people of Utah want to allow general funds to be used for vouchers, I see no reason why they can’t do that. If, instead, they wanted to specify that more general funds be used on roads or jails, the people have the right to do that as well. Since the education funds are specified directly from state income tax and property taxes, there isn’t a reason why public education should be concerned.

3. Math, math, math!

Just mention "Investigations Math" and you will get a reaction. Oftentimes, not a positive one. With a math degree background, you can guess math is a very big issue for me. The adoption and promotion of Investigations Math was another example of the district and the board not being responsive to parents.

Math is one of those things that every parent wants their child to be able to do. We're not talking calculus, just the times tables and long division. There are programs out there that have substantial research and results to support them. The country of Singapore scores heads and tails above the US on every international math test. Singapore math is being used with great success in schools in the US. I have done Saxon and Singapore Math with my kids. And I would highly recommend both over the program currently being used at my kids' school.

Singapore gives a greater depth and understanding of the topic and uses physical and pictoral representations of the concepts. When we discuss balanced math (Investigations Lite) vs. traditional math, oftentimes the proponents of balanced math talk in terms of just rote memorization and drill. While I am in favor of memorization (it frees the brain up for higher computation and advanced thinking skills), memorization and drill are not the only components of traditional math. As in all things, an ability to be comfortable with numbers and their basic use, allows you to see patterns and concepts that would be hidden without that familiarity. A representative of Singapore Math stated, "We are not teaching math, we are teaching thinking through the medium of math." Math teaches logic and problem solving techniques which are applicable in all aspects of life. That is why it is critical we teach it well.

When I started following the discussion on Investigations Math, my husband attended a board meeting. He didn't have an opinion one way or the other, and has always avoided math whenever possible. What he came away with from that board meeting was the board was very defensive of the parents' disagreement on Investigations. Again, either Investigations was a phenomenal program that the board and the district failed to properly communicate with the families, or it was a bad program that the families had concrete opposition to. Either way, the proper reaction was not to ignore or minimize the parents' discontent. The board should have addressed the issue either by convincing parents with the superior results of the math program the district chose or by admitting the district's own failure in adopting an inferior program.

If we had had more local control at each school during the Investigations years, there would have been many schools and parents willing to try Saxon and Singapore Math. Instead, what we saw was a rise in charter schools, many of them created by parents to escape Investigations Math. When I was on a founding board for a local charter school, every parent I met stated Investigations Math was either their first or second reason for looking into a charter school. With greater local control, those parents who wanted Saxon/Singapore would have been able to send their kids to a school that offered that program.

Overall, I am pleased that Investigations isn't an approved curricula. However, I know we can do much better by teaching a tried and true math program with experience and data to back it up.

2. Academic Excellence

We have all heard the phrase, The Three R's: Reading, wRiting, and aRithmetic. I think this phrase was coined for a reason. If you were able to send your kid to school and all they learned was the ability to read, write, and do math, they would be able to apply that knowledge to get whatever additional knowledge they desired.

I have talked with many parents, and some of the principals, who recognize the desire parents have for their children to excel academically. I have yet to meet the parent that says, "I don't really care if my kid can't read, as long as, he can ______." The same is true with basic math, and writing skills. Once the basics have been mastered, then we want to push them a little harder to pursue greater academic excellence. Each child should reach their highest potential in those three areas. If we have children who can't read or do basic math, that is a major problem.

I'm also a fan of things like science and history, art and music. But again, a child who can read, if nothing else, can learn about all these things.

When we focus on something other than academic excellence, we lose our focus of why we are sending our kids to school in the first place. Every decision I would make as a school board member would be with the idea in mind that it should improve academics in the classroom. If it doesn't, we shouldn't be doing it.

Debate: June 2, 2010

On Wednesday, we had a debate at the Cedar Hills Golf Course. The incumbent, Chrissy Hanneman, Zonda Perry, and myself were there. It was nice to meet people and hear their thoughts.

I will put the formal debate questions here, along with my summary answers. There were other questions provided to the moderator during the debate that I won't be able to include at this time.

1. Property Taxes: need to go up, down or stay the same? Why?
--Stay the same. Times are hard. It isn't right to make people who are struggling pay more. In a situation like this, everyone needs to do more with less.

2. What is one thing ASD is doing well? What is one thing they need to improve the most?
--The teachers and families in ASD are very dedicated to education. Improve communication with and involvement from the parents.

3. Charter Schools: good or bad? Why?
--Good. I support parents having options.

4. To what extent should homeschoolers participate in public schools, including extracuricular activities?
--As much as they want. Their parents pay taxes too. They need to meet the requirements the same as everyone else.

5. What experiences prepared you to serve on ASD Board?
--I have a math degree, own my own business, have been involved in evaluating curricula for both a Charter School and for Home Schooling. I am able to find efficiencies, and, most importantly, listen to and represent the voice of the families.

6. Why are you running? What do you stand for?
--I want to take our district from good to better. I think we can do this with greater involvement from parents and more local control in the schools. I also want to focus on academics.

7. Investigations Math: is it still being taught in ASD? Is it good or bad?
--It's not supposed to be taught in ASD anymore, but there are many reports that it is still sneaking into the classroom. I, frankly, hate it. I'm a proponent of Singapore Math (also like Saxon). But, I would like to see the local schools decide, as long as there is support for the curriculum by the parents of those in that school.

8. Should ASD be spending more or less per student? Can ASD do more with less, or do they need more?
--ASD can absolutely do more with less. We all can and do. If the families who support the district have to do more with less, then the district does too.

9. Should teacher tenure be eliminated? Is tenure good or bad?
--Bad teachers have to go. Tenure, too often, stands in the way of schools being able to get rid of teachers who don't try anymore. Of course, training, support and a fair overview of a teacher is required. But, if they cannot meet the expectations of the principal, they should be given their retirement and released.

10. Should we try to measure who are the best teachers and pay them more? How?
--Yes. There should be a tangible reward for being excellent. Peer reviews could be used to determine some form of merit pay, taking in to account the difficulty of the class(es) involved, etc.

11. Is ASD doing a good job at teaching math? If so, why are so many ASD students not prepared for college work?
--No. This is a critical area in which ASD is failing. I think that Investigations wasn't a good decision. The NCTM--National Council of Teachers of Mathematics--recently revised their standards stating something to the effect that kids need to have quick recall of basic math facts. This is a dramatic departure from where they were a few years ago. This is a rejection of investigations and "investigations light" (balanced math).

12. Do Community Councils have enough automony?
--I don't think so. If you put them in charge of the Trust Funds, then they should get input from the schools, but it should be up to the SCC's to make the final decision. Otherwise, why have a Community Council make that decision?

13. Should charter schools be overseen by ASD?
--No.

14. Does ASD need a bond for new schools? Why?
--No. We can't afford it, and I'm opposed to debt, both personally, and publicly.

15. Did you vote for or against the school choice (voucher) initiative in 2007? Why?
--I voted for it. The funds were coming from the General Fund, not the Education Fund, and it provided greater choice for parents. I like parental choice.

16. What do you think of the mission statement that includes "enculturating democracy"?
--I think it's a poor motto for a school. Not only is it factually incorrect, it misplaces the proper focus of the district. I'd like to see one that focuses on academics. I'm not comfortable with the word "enculturating" as it implies to me indoctrination. Also, this country was established to be a 'republic', not a 'democracy'. We don't teach 2+2=5 and say it's close enough. Why not state 'republic'?

Thanks to Joel Wright for organizing this one and only debate. I wish there had been more debates. It is important for these concepts to be debated in public and for individuals to have input to those who seek to represent them.

1. Parents and the District

One of the biggest factors in the educational success of a child is parental involvement. But how does one get involved and find out what's going on? With the information age, we have a great advantage over previous generations: email, websites, social networking, as well as the standards: word of mouth, newspapers, TV, and radio. The trick is how to get the information out there in a form parents can use to their benefit.

First of all, a very simple option on the district website would allow parents to sign up for updates from the district and to receive emails of the agenda and minutes for school board meetings. Knowing the information is somewhere on the district's site is good. Getting it in your inbox is better. Our local school sends out email updates as well as using the 'robo-caller'. It works great and should be implemented at the district level as well. Making an automated email list is better because it is a proactive invitation to be involved. I would like to promote a more open and inviting relationship between the district and the people they serve. We have a good district; we can make it better.

Another issue is the way the district treats parents with complaints. I once worked for a business with a policy that acknowledged that we would occasionally make mistakes. But, once something became a problem, we would go out of our way to delight the client in how we fixed the problem. Parents are the customers of the district. When the customer takes the time to let you know something isn't quite right, the correct response is to acknowledge and thank the customer for their information. Then, you need to evaluate how you can fix the problem. In short, when you receive a complaint, you have failed: either in meeting expectations, in setting those expectations, or in communicating. Honestly accepting mistakes or other points-of-view enables us to improve our ability to serve others.

The two most public examples in the last few years were Investigations Math and the "America: Republic or Democracy" website link. In both instances, the board took a defensive approach to parental complaints. Their estimation appeared to be only a few, misguided parents were involved. So, rather than acknowledge the validity in the parents' concerns, the district wanted to show there were other parents and teachers who supported the district's positions and these parents were in the minority; those who disagreed with the district on these points weren't supportive of the district. Interestingly, our best friends are often those who are willing to point out our flaws and work with us in spite of them.

Take, as an example, the latest brouhaha over the Democracy or Republic schism. The district admitted the website link was a "serious mistake", but the people who brought it to their attention and the concern that ensued (implied by the link) was dismissed. It is understandable when your best intentions are called into question, you feel defensive. However, a better response from the board would have been to say, based on what was in the article, they can see where parents might have concerns and miscontrued the district's intentions? While the district said the link was a mistake and removed it in a timely manner, the board only committed to review the mission statement after a very energetic crowd showed up to a board meeting to demand change. Had there been a culture of honestly considering input from the public, this situation would never have occurred. One of the best things you can do for a customer is to acknowledge their complaints and comments as valid... and then fix the problem. The fix, in this instance, may not be everything those parents wanted. But, for the district to acknowledge their concerns is a good first step. And for every person who complains, there are many more who have the same concern, but do not come forward.

I would propose taking the district from 'good' to 'better' can't be done unless you are willing to allow for criticism. None of us is perfect, so no organization can be perfect. But through our involvement with others, we learn to acknowledge and improve upon our imperfections. Obviously, issues will arise, but seeing them as opportunities instead of problems, in the end, will yield the better results.

Why I am running

The main reason I am running is that I have kids in the Alpine School District. We all want the best education possible for our children. So, the question really is, what makes me different? What do I have to offer to you?

It's time that Alpine School District re-prioritizes Reading, Writing, and Arithmetic. My set of experiences in operating my own data migration business, helping found a charter school, home schooling, participating in public schools (2 children in public school) and belonging to the PTA enables me to understand a greater dimension of educational needs in the district. These experiences have exposed me to varied programs, curricula, needs and solutions that exist in our area.

My top issues are:

1. Change the culture in the district to pro-actively involve parents in all levels of their children's education. Utilize technology to make the district more inclusive and transparent.
2. Encourage and promote academic excellence, specifically with the basics (three R's).
3. Math, math, math, math.
4. Evaluate non-classroom programs and expenses in order to be directly accountable to the taxpayers.
5. Ensure that associations and advisors are focused on academics and not politics.
6. Site-based management, e.g. more local control at each school.

I will go into more depth on each of these items in subsequent posts.