Texas Principal Reinstated – Possibly Suspended for Linking to Christian Website

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by Bob Price


Dr. Imelda Medrano  and Katy ISD Superintendent Alton Frailey.


A Katy, Texas, junior high school principal was reinstated after being put on administrative leave earlier this month. Katy Independent School District (ISD) officials would not confirm the reason for the punishment. Parents believe Seven Lakes Junior High School Principal Dr. Imelda Medrano (on right in the photo above) was placed on administrative leave because she sent out a newsletter with a warning to parents. The newsletter linked to a Christian parenting website.

The website,, contained information the principal believed would be helpful in alerting the parents in her school about the potential dangers to children from phone apps like Snapchat and Vine, according to an article in the Houston Chronicle by St. John Barned-Smith. The district emailed parents on January 12th to advise them to disregard the article sent out by the principal. They chose instead to refer parents to the school district’s website on cyberbullying. tells the story of a twelve-year-old girl who was lured away from her home by a 21-year-old man who allegedly took her to a motel and had sex with her. He allegedly used an app named Whisper to communicate with the girl on the cellphone her parents had given her. The article cites several apps for phones they believe parents should watch out for. Those include Kik, Snapchat, Vine, ChatRoulette, Omegle, Tinder and Poof. It describes why the apps can be dangerous and suggests how parents should talk to their children about them.

Earlier in the week, the Chronicle reported that parents had organized a Facebook group to support Medrano. They expressed dismay that the principal had been put on leave with no explanation from school district officials. “I think we are just in this limbo,” said Jennifer Gawne in the article, a parent to two eighth-grade students at the middle school. “Mum has been the word,” she said. “No one knows why she was put on leave.”

However, the email sent out from the district reveals what many parents believed to be a clue. The email stated, “On Friday, January 9, you may have received an eNews containing an article titled ‘9 Most Dangerous Apps for Kids’ which was obtained from a website that had not undergone a thorough review and approval process for content distribution. Please disregard that article and content.”

Katy ISD Police also tweeted out a link to the article.

Katy ISD Police Tweet

In another message from Katy ISD parents were advised, “Please know, the Seven Lakes Junior High staff and administration is committed to its students, mission and tradition and will do everything necessary to ensure the continued success of our students during this interim process.”

The district’s lack of communication as to the reason for the suspension is leaving parents concerned. One parent, MariAnne Petry Vondenstein expressed her concern in the Facebook support group. After expressing support for the principal she said, “I think we are in serious need of the district to tell us what the reason was she was put on Admin Leave. We have had at least one child in SLJH since the doors opened, and currently have one in school and have had nothing but respect for the way she runs the school and the way she has handled situations we were involved in. BUT the fact remains, unless someone here has the ‘skinny’ on the actually [sic] reason for her current situation, I think the only thing we should be demanding now is, WHAT WAS THE CAUSE?”

“If anything she did was in direct harm or ill regard to any of our children, we have the right to know. If it was a religious email, that may or may not have offended someone, we have the right to know. We have the right to know what it was the person we entrusted our dearest treasures (our children) to her hands every day for years could have possibly done to be removed and replaced literally in a matter of days,” Vondenstein concluded.

Michelle Braud conveyed what she had learned from the district. “I attended Leadership Katy yesterday and had the opportunity to ask what the situation is in regards to Dr Medrano,” she explained. “The response was that there is nothing to do with the kids and that she is undergoing a personal review at this time. That’s all they will say right now.”

Many parents expressed support for Medrano. Jennifer Gawne said, “As a parent, I have never seen a Principal so accessible to parents. She really does have an open door policy. She gets back to you very quickly when you email her as well.”

“One of the things that impressed me most was the surveys sent out at the end of each year where Dr. Medrano asks for feedback for how our campus, teachers AND principals are doing,” Gawne continued. “She does this because she is always looking for ways to improve both her performance and to make our school a better place. She WANTS parent involvement and goes out of her way to make parents feel comfortable when they come on to campus.”

On Friday, Katy ISD superintendent Alton Frailey, shown with Dr. Medrano in the photo above, sent yet another email to parents. “Following an administrative review, I am pleased to share that effective Thursday afternoon, January 22, 2015, Dr. Medrano was reinstated as principal at SLJH,” Frailey wrote in the email. He explained that she would be back in school Tuesday.

“I appointed Dr. Medrano to open SLJH in 2012 and since then, she has demonstrated successful leadership capacity at the school,” he concluded. “She has my full support and confidence as she continues as principal at SLJH.”

The school provided no further information about the cause of the administrative review or the suspension.

Bob Price is a senior political news contributor for Breitbart Texas and a member of the original Breitbart Texas team. Follow him on Twitter @BobPriceBBTX.

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College and Career Readiness Scam

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TEA keeps dreaming up new ways to disrupt the focus of the core curriculum: reading, writing, math, science, and social studies.
TEA and the 20 Texas Education Service Centers have more than 80% of the Texas School Districts indoctrinated with the progressive common core education philosophy –AKA– Discovery Learning. This method of education puts the student in charge of his/her education. The teacher just present problems and the students on their own discover the necessary facts to solve the problem. Discovery learning  is successful with gifted and talented students, but only if they are self-disciplined and self-motivated.Thus, discovery learning is unsuccessful with the majority of students.
Discovery learning  is a method where students take charge of their education and teachers are only to be  “guides on the side.”
What is the point of requiring teachers to have college degrees if students are to take charge of their own education?
The discover learning method depends on students coming to school with a desire to learn and information that they can share with other students. The idea is that each student has something different to contribute, thus by brain storming students can solve problems themselves. I started my teaching career in 1966. Teachers were expected to be in control of their classes. Teachers were expected to be knowledgeable about the subjects they taught and they were to provide students with the basic facts necessary to solve problems. During my teaching career I taught many different sciences at different grade levels and in different school districts. I started out with one if not the best mentor ever, Ms. Marcille Hollingsworth, who wisely taught me that a teacher must have control of the class in order to present the concepts necessary for problem solving. That was 49 years ago and now veteran teachers like Ms. Hollingsworth are encouraged to leave the teaching profession. They are considered trouble makers because they do not agree with what is being called the “Twenty First Century Progressive Discovery Method” of teaching.
How is the 21st Century Progressive Discovery Method working out?
I recently volunteered to mentor a new 8th grade science teacher and help create a science lab room. To say that I was shocked at the behavior of the students doesn’t come close to describing my experiences. Teacher friends had told me that students were difficult and the new teaching philosophies made it next to impossible to maintain order in the classroom. You cannot come close to imagining how the progressive discovery method has destroyed the learning environment of our public schools.
Some of these 8th grade students must have their tests read to them. Yes, there are 8th grade students who cannot read well enough to read their tests and are in regular class rooms without any particular assistance. The idea is that by being in regular classes these non-readers will learn more than if in a small class with teachers trained to help them. It is really sad to see a student making every effort for other students not to know they cannot read. By working in groups non-readers have learned to copy the work of other students even though they cannot read and understand what they write. Some are behavior problems. Some misbehave instead of doing any work because they cannot read and their writing skills are so poor. They would rather be viewed as being disobedient instead of thought of as being dumb.
Mixing students of different abilities is called Inclusion and is hailed as a system to provide equal education to all students.
I do understand that parents want their children to have the best education. Parents of students who have learning disabilities have fought for the rights of their children. They won the right for their children to be in the same classes with children having no specific learning disability. Now, instead of their children being in small classes with several specially trained teachers to help overcome and/or learn in special ways, children with learning disabilities have less special assistance. All inclusive classrooms move at the same pace.  Administrators promote the idea that teachers are able to provide individual assistance to students who need extra assistance. Teachers are to prepare lessons for students with different abilities, thus gifted students and students with learning as well as emotional disabilities all receive lessons designed especially for them.


First of all students are suppose to be taking charge of their own education–working in groups and sharing ideas with teachers not giving them facts—remember teachers are to be guides on the side. But with inclusion there are students who are not capable of taking charge of their education. The truth is that no student can do this in elementary and few in upper grades. When questions about students with learning disabilities, administrators “craw-fish” and put the responsibility of providing special lessons for these students.

Public education is a mess.

Some of the 8th graders I work with can read but have little comprehension. Most of the students have little self-discipline. None of the students have the skills to design a science investigation to discover the answer to a problem. This is because all of the students have very little science knowledge to draw on. They have been in charge of their own education for so many years that many have such a poor education they could not apply for the most basic jobs.
The teachers are also trained to use the Fundamental Five Steps of teaching taught by “Lead Your School.” This requires teachers to have students working in groups among other things, such as having the perform critical writing at the end of every class period. I read the book for this course and it gives no clue what is considered critical writing. Basically students are to summarize what they learned during the class period.
 Students do not have textbooks that they bring to class. Instead, a worktext is issued and it remains in the classroom. The pages in this book are perforated so they easily tear out. These books were originally developed for common core standards. The publisher had a group of Texas educators to revise some of the sections so that these worktexts can be said to align with Texas standards called TEKS. These hodgepodge revised worktexts have students doing mindless busy work. A few students who are either self-disciplined enough to want to learn and/or have parents who encourage them to learn do the work and those in their group copy the answers.
In Waco ISD, students who want to learn are allowed to attend classes with other students of the same mind set. Waco ISD has a special school for these students. I’ve had the honor of being invited to work with these students. It was like stepping back a few years when teachers were in charge of their classes. Yes, traditional education, which has been described by our Texas Educational service systems as old fashion, not acceptable in our modern 21st century technology education systems. What a joke.
In classes where  teachers are not in charge, students often tend to be loud and not focused on the lesson. .Why are teachers being blamed for the failure of our education system when those at the state level force teachers to allow students to be in charge of their own education. The 8th graders that I work with would not have a clue how to behave in the event of a true emergency. During one of the labs, I tripped and fell on the floor hitting my head on the edge of a cabinet. There were students near me but none made an effort to help me. I was not badly injured and purposely remained on the floor as I screamed–
“I’ve fallen, will someone help me.”
The teacher in the adjoining room came in immediately, but most of the my students never acknowledged my cry for help because they were loudly talking to each other. I cannot control the behavior of these students. I ask the administration for help and was told to have a discipline plan–rules for students to follow and consequences. There are no consequences that these students fear.
Are is there? I recently observed something I’d never seen in the school before.
A substitute teacher who has never been indoctrinated with all the CSCOPE and Lead Your School nonsense monitored classes for one of the 8th grade teachers. For the first time I saw 8th grade students sitting quietly as they did their individual work. The substitute was busy assisting the teacher by grading papers. Had the teacher been there, he would have been reprimanded for sitting at his desk and grading papers.
It appears that only substitute teachers are allowed to have a quiet classroom. Only substitute teachers are not allowed to sit at their desks. Regular teachers must be walking around the room guiding and encouraging students who are working nosily in groups or making poster board projects etc…… Students are to appear to be enjoying the class. A quiet class with students doing individual work is only to be observed during the multitude of testings.
All the TEKS are to be taught before the STAAR tests in April
I am discovering that there is really not enough time to teach students the content of the TEKS before the assessments (STAAR/EOCs) are given.
Think about it:
     Some days are cut short so that teachers can be trained to encourage students to go to college. This is called “No Excuses University.” Teachers are given a book to read so they can better encourage students to go to college. This book has nothing to do with the content that each teacher is hired to teach. I read the book—It would be good for teachers training to be teachers. Those in the professions should know everything in the book. But, since our 20 Education Service Centers are now training people to be teachers, principals, and even superintendents, maybe they do not know how to teach–or lead.
Think about this:
The 20 ESCs are forbidden to write and sell lessons to schools because of the faulty, antiAmerican, anti-Christian CESCOPE lessons. Yet, these same people who purposely created instruction materials that were never reviewed are in charge of training people to teach our children; training people to be principals and superintendents as well as training school board members. In other words, the 20 ESCs have more control over Texas Public Education than TEA, the Commissioner of Education, and all the legislative education committees.
Since many students cannot read well and have little comprehension of what they read, TEA has solution for these problems:
1. Make the TEKS and STAAR/EOC tests more rigorous.
2. Add more for teachers to present as they guide from the side.
Now teachers are to incorporate College and Career Readiness into their “lessons.”This is another education scam–meaning that more material can be sold to schools–more programs sold to schools for college and career readiness when time needs to be spent teaching students to read.







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Pamela Geller: Charlie Hebdo Butchery Motivated Dallas Protest

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The grassroots came out en masse to rally with American Freedom Defense Initiative (AFDI) president Pamela Geller, who    spoke on behalf of free speech on Saturday, January 17, 2015 in the Dallas suburb of Garland. They gathered across the street  from the Curtis Culwell Center, the public school-owned facility which housed the Islamic fundraiser, Stand with the Prophet, that ignited a community controversy.

Breitbart Texas spoke with Geller and asked why she decided to come out to Garland. She cited the Charlie Hebdo butchery as that impetus.

“In the wake of the slaughter of these writers and these cartoonists, you would think in America the Muslims would hold a conference in support of free speech. Instead, they’re holding a summit in support of the very ideology responsible for the slaughter of that editorial staff,” she told Breitbart Texas.

To illustrate her point, Geller handed out large inflatable yellow #2 pencils to symbolize the very tool of free speech that cost 12 French satirical magazine cartoonists their lives by the hands of radical Islam.

“This is about freedom of speech,” Geller emphasized. She pondered why, in the aftermath of the Charlie Hebdo massacre, “it’s not the Muslim world looking introspectively and asking themselves, what is it about the religious underpinnings of this ideology” that lead to such an atrocity? Instead, they go to a different place.  That place, she said, “is always fear of Islamophobia.”

Breitbart Texas first reported that at the heart of the controversy was Garland Independent School District (ISD) taxpayers’ concerns that the Islamic benefit was held on public school property. The $30-plus million multi-purpose Curtis Culwell Center was funded by the property taxpayers mainly through revenue bonds in 2002. The Garland school district services the municipalities of Garland, Rowlett, and Sachse.

Geller cited this as a violation of the Establishment Clause, which prevents the US government from showing preferential treatment for one religion over another. This benefit featured Imam Sirraj Wahhaj, an unindicted co-conspirator in the 1993 World Trade Center bombings. Geller recounted that Wahhaj had its mastermind, the “Blind Sheik” Omar Abdel Rahman, speak to his New York City congregation a number of times.

Rahman was convicted in 1995 of plotting to blow up the World Trade Center and other New York City landmarks.

Geller said that Wahhaj has called for an Islamic caliphate to replace the US government. Another prominent Stand with the Prophet speaker and event producer Malik Mujahid has advocated for Sharia or Islamic law in the United States, even though his attorneys claimed his statements were “taken out of context,” according to CBS DFW.

“This is what they are standing up for?” Geller asked. “This is what the superintendent is putting in your public schools?”

She added, ” It’s an abomination.”

Geller underscored that Garland ISD superintendent Bob Morrison had been “co-opted and should be fired” referencing his attempt to impose Arabic as a mandated language previously.

In 2011, Morrison, who was then Mansfield ISD superintendent, tried to bring in mandatory Arabic language classes into his former district through a federal grant awarded to teach the Arabic, East Texas ABC affiliate KLTV-7 reported.

The district insisted the curriculum would not be about the Islamic faith but parents stopped the program saying they should have been informed about the federal Foreign Language Assistance Program Grant that identified Arabic as a ‘language of the future.’

Garland ISD residents felt similarly disenfranchised as to what their taxpayer dollars were supporting at the Curtis Culwell Center. Stand With the Prophet was unassumingly listed on the event calendar under Sound Vision Foundation, Incorporated. These sentiments were voiced by many at the rally.

Becky Nelson, a Garland resident, has ancestral roots that run deep in the area. Her paternal family established the neighboring city of Rowlett. She was gravely concerned. “I pay taxes, I am a good citizen and I feel I have no say. No one has a say or a vote. You get to pay taxes but have no say,” she told Breitbart Texas.

Another 15-year Rowlett property taxpayer who asked to remain anonymous added to the conversation, noting the eerie parallels of “taxation without representation” that Garland ISD families feel in the handling of the matter.

This resident also referenced the recent school board meeting in which the board president seemed to give equal rights to rent the facility although it came at the expense of the people who got to pay for the facility who had no say in what their school board does.

“It’s not right. We’re paying for it; our government officials are turning a deaf ear to us,” she said.

At the recent Garland ISD Board of Trustees meeting a small handful of school property taxpayers spoke during the public forum section, voicing reservations over the district renting its multipurpose center for an Islamic fundraiser.

After hearing only the first few comments, school board president Rick Lambert said, “I’d ask that you address new issues rather than saying the same thing over.”

“Garland ISD would never allow a neo-Nazi or an Arian nation group to rent the building but they allow a group whose main speaker advocates the overthrow of the United States government and the end of our way of life?,” the resident added.

Surrounding community members like Irving’s Nancey Tresler told Breitbart Texas, “We find it ironic that the place the Muslims choose is a school where religion is banned from school. Islam is an all encompassing political and religious philosophy of government. They should not be allowed on school grounds.”

Some, like Garland resident Sandra Bunch were just plain scared of radical Islam. She said, “It really irks the living daylights out of me that my school tax dollars are going to fund this (facility) for people who want to kills us.”

Area Tea Party representatives voiced concerns from an even broader perspective.

Frisco Tea Party president Tom Fabry told Breitbart Texas that he was there “to support American laws for American courts. Sharia is not a ‘fit’ for American values.”

Barbara Harless from the North Texas Citizens Lobby, agreed. “Islam is not compatible with our constitution.”

Small business owner Wayne Richard of Plano was also there to show support for the Bill of Rights and the Constitution. “This is about free speech and the First Amendment. Sharia law’s very foundation is incompatible with what this country stands for.”

For North Texas resident Ron Murphy II, however, it came back around to Garland ISD. He told Breitbart Texas, “I am protesting them using taxpayer funded building for what I’d consider propaganda.”

Murphy added that he’d have no issue if this event, or others like it, had been happening on private property.

Follow Merrill Hope on Twitter @OutOfTheBoxMom.

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Texas School District to Host Islamist Conference to Fight Islamophobes and Promote Islam

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garland isd






While Americans are lured into a complacent sleep by the constant drum beat of social justice, minority rights, inequality, the need for fairness and tolerance and diversity and to be non-judgmental of others or their views, forces are at work to exploit that sentiment.

While the world is filled with the news of Islamic terror other Islamists are at work to silence the critics by holding informational conferences and conducting public outreach.

One such case is happening in Texas at the Curtis Culwell Center (Garland Independent School District property) which is hosting an Islamic conference titled “Stand with the Prophet in Honor and Respect” that proclaims the need to be “Ready to defeat Islamophobia?” according to the Sound Vision Foundation, “a not for profit organization serving Muslims.”   The event is scheduled for Saturday, January 17, at 5:00 pm.

The Sound Vision Foundation’s web site states in part: Ready to defeat Islamophobia? This is not an event. It is the beginning of a movement. A movement to defend Prophet Muhammad, his person, and his message.
This benefit will raise funds to establish a Strategic Communication Center for the Muslim community, which will develop effective responses to anti-Islamic attacks, as well as to train young Muslims in media.


And two of the speakers slated for this event are: Imam Siraj Wahhaj and Abdul Malik Mujahid.  So just who are these individuals?

Imam Siraj Wahhaj (according to the Clarion Project web site)

Wahhaj was listed as an “unindicted person who may be alleged as co-conspirators” in the 1993 World Trade Center bombing.

Wahhaj supports the implementation of Sharia (Islamic law) governance, including its criminal punishments. “Islam is better than democracy.  Allah will cause his deen [Islam as a complete way of life], Islam to prevail over every kind of system, and you know what?  It will happen,” he has preached.

In September 2013, the NYPD justified its surveillance of Masjid at-Taqwa by pointing to evidence of terrorist and criminal activity there. The assistant imam is suspected of using the mosque to raise money for terrorist groups.

Wahhaj has been a Vice President of the Islamic Society of North America since 1997 and was a member of the North American Islamic Trust’s Board of Advisors from 1989 to 1993.

Abdul Malik Mujahid (according to the web site CreepingSharia)

said “Qital [killing] is an essential element of Islam. And sometimes you don’t like it. Qital is ordained upon you, though it is hateful to you, but it may happen that you hate a thing which is good for you, and it may happen that you love a thing which is bad for you….And one example is, now we have 60 or so Muslim countries, and not a single one of them wants to go for Qital and Jihad for Bosnia. Qital is ordained upon you though it is hateful to you.”

It is absolutely disappointing that a Garland Independent School District would host an event that is aimed at fighting against honest, God fearing Americans who have legitimate concerns about the Islamist movement in America and around the world.

Would Garland host a Nazi Conference? A KKK conference? An Aryan Nation or skinhead conference? An anti-Semitic conference? Then why this one?

Contact the Curtis Culwell Center in Texas and the Garland Independent School District and let them know you think this is an outrage and should be cancelled.

It’s clear Islamists never rest (they lie in wait) and never should non-Muslim Americans rest in the face of such propaganda!  Jefferson said to be ever vigilant and educated to the threats of freedom.  These groups, like the Council for American Islamic Relations (CAIR) are attempting to misinform the public about Islam and teach others how to brand anything anti-Islam as Islamophobia.

noislamWhen one group of Americans is unable to criticize that with which they passionately disagree they are no longer being treated as equals. They don’t see it this way, why, because Islam doesn’t see non-Muslim as equals. Some might say I know a Muslim, I work with a Muslim, I have a Muslim friend or a Muslim neighbor, they treat me well. They just might, good for them, however Islam, their religion, does not. Muhammad didn’t treat his neighbors well – he killed them. And a conference that calls for honoring and respecting Muhammad is an affront to everything American.

The prophet of Islam was a pedophile, a rapist, a polygamist, a racist, a tyrant and a murderer. I don’t find that worth defending – calling it honorable or respectable is beyond an outrage.

Tolerating evil is evil itself. Islamic law, Sharia, does not recognize let alone respect Democracy, liberty or freedom of speech, so if you do, if you believe in God-given inalienable rights — you had better start using them while you still have them.

Voltaire said, “To learn who rules over you, simply find out who you are not allowed to criticize.” When we cannot be critical of an ideology that has been a murdering totalitarian force for 1,400 years something has gone wrong with logic, facts and reason. No matter how many “good” Muslims we might know — Islam is anything but peaceful, it is totalitarian, it is deadly to non-Muslims. Just look around you!

Sharia Law reveals an impassible gulf between Islamic and Western thought and American law. In America, the government derives it’s just powers from the governed and acknowledges the inalienable rights of every individual, of which justice and protection from violence is foremost.

Islam’s legal system is radically different: the father is “governor” or “administrator” of the family. That is, he is a sovereign within his domestic realm, with the right to employ violence to control his wife, children, and others. That alone makes Sharia Law incompatible with the Western concept of human rights.

U.S. Constitution, Bill of Rights:  

Article 5 – No person shall . . . be deprived of life, liberty, or property, without due process of law.

Most, if not all states have laws that prohibit Domestic Abuse, Battery, Terror Threats, etc. that include fines, community service, and up to three years in prison.


Islamic Sharia Law (*Reliance of the Traveller):


  1. Obligation to Command the Right and Forbid the Wrong – Muslims are obligated to discipline others. If censuring with harsh words, breaking things, or intimidation does not work, Muslims are obligated “to directly hit or kick the person, or use similar measures that do not involve weapons.”  (Section q5.8)


  1. Wife beating – “[A husband] may hit her, but not in a way that injures her, meaning he may not break bones, wound her, or cause blood to flow.”  (Section m10.12)


  1. Honor killing – “The following are not subject to retaliation:  a father or mother for killing their offspring, or offspring’s offspring. (Section o1.2(4))


  1. Killing an apostate – “There is no indemnity for killing an apostate.  Or any expiation, since it is killing someone who deserves to die.” (Section o8.4)


  1. Obligation to engage in Jihad – “Jihad is a communal obligation upon Muslims each year.” (Section o9.1)  The objective of jihad is:  “The caliph makes war upon Jews, Christians, and Zoroastrians until they become Muslim or else pay the non-Muslim poll tax.” (Section o9.8)


* The most complete and concise source book for Islamic Sharia Law is “Reliance of the Traveller.” It can be accessed on-line free — type “Reliance of the Traveler” in your browser search engine.  Reliance of the Traveller is approved by Al Azhar University (Cairo)  and the U.S.-based International Institute of Islamic Thought.

About the author: David Whitley


David is a deacon at his local church and a perpetual student of religion, politics and American history. Author, speaker, blogger, David lives in Southern California with his wife and their three children. You can follow him on Twitter @cogitarus or online at He’s available for speaking engagements upon request.


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“Texas Should Divest Itself of Turkish Charter Schools”

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By Donna Garner





If we Texans care about the spread of the Islamic State and Sharia law in America, we need to divest Texas of any involvement with the Gulen Turkish Harmony Charter Schools.  If they want to become private schools to spread their Islamic-friendly indoctrination, then that would be one thing; but when they want to use our taxpayers’ dollars to do it through charter schools, then that is quite another issue.  


How do we know that our taxpayers’ dollars are staying right here in Texas to support the Harmony Schools, or are those taxpayers’ dollars being sent to Turkey to help support ISIS? 


For all of the following reasons, we in Texas should have grave concerns about the Harmony Charter Schools tied to Fethullah Gulen and Turkey:    


Point #1:  Turkey siding with the ISIS fighters against the Kurds — 9.29.14 – “Turkey giving arms to ISIS fighters to hurt Kurds” – ABCNews —



Point #2:  The newly found rant by Fethullah Gulen posted by Pam Geller on 12.24.14 is particularly significant…”make like a bomb and explode against the USA”… “that we must reverse the games onto the USA in 5-10 years” —



Point #3:  The recent security threat declaration on the Gulen Networks in Turkey… President Erdogan’s looming arrest warrant and extradition for Gulen:


12.19.14 – “Turkey issues Fethullah Gulen arrest warrant” – BBC News —


12.19.14 – “Turkey issues arrest warrant for Erdoğan rival Fethullah Gülen” – the Guardian –


12.20.14 — “Gülenist private school in Egypt raided” – Daily Sabah Politics —


Point #4:  The worsening relationship between Turkey and the United States — 10.29.14 – “For Turkey and U.S., at odds over Syria, a 60-year alliance shows signs of crumbling” – by Liz Sly —Washington Post –



Point #5: The advancement of Sharia law and the Islamic state by using our public schools —  


“Then there are garden variety Muslims bent on advancing Sharia law in our schools who also wield enormous power. Take, for instance, Fethullah GulenGulen is a Muslim committed to the advancement of the Islamic state. He has called for the destruction of the United States and all infidels. And he has set up a network of publically-funded charter schools.” 12.28.14 — “Allah in Our Schools:  Common Core Lesson Plans” — by Carol Brown – American Thinker —


Point #6:  The federal report exposing Harmony’s special needs students and English language learners –11.26.14 – “Federal report: Special-needs students, English learners ‘significantly underrepresented’ at Harmony charter schools” – by Holly K. Hacker  — Dallas Morning News —




Donna Garner


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Most parents want their children to grow up to be kind, compassionate, charitable adults. So when schools sponsor activities which foster giving, most parents are supportive.

In the past few years, a new “giving program” has been developed called “Giving Tuesday.” The group’s website states:

We have a day for giving thanks. We have two for getting deals. Now, we have #GivingTuesday, a global day dedicated to giving back. On Tuesday, December 2, 2014, charities, families, businesses, community centers, and students around the world will come together for one common purpose: to celebrate generosity and to give.

Sounds good. After all, the Christmas Season has always been known in America as our most charitable time of year.
Giving Tuesday” even provides k-12 school curriculum free on their website to help teachers and schools develop “giving” programs and “encourage” everyone – students, staff, parents and the community – to participate.
Sounds like something most Texas parents could support.

But when President Obama issued a “Giving Tuesday” message and Harris County Department of Education (HCDE -the federal government’s back door into Texas public schools) pushed “Giving Tuesday” and linked to the “Giving Tuesday” website for schools to “get ideas,” I decided to look deeper. After all, it wasn’t just a coincidence that Arne Duncan visited HCDE in person.

(Note: HCDE is a leftover government entity from 1889 and a past era of Texas education when counties operated our public schools. It still exists only because of a loophole democrats passed back in 1995. HCDE does not answer to the Texas Education Agency, the Commissioner of Education, or the County Commissioners so they have made themselves the federal government’s liaison into Texas public schools. They by-pass TEA and push the federal “cradle to grave” programs across the state.)

 HCDE not only posted the link to the “Giving Tuesday” website, they encouraged Texas public schools to participate saying:
  • Giving Tuesday” Get Your Campus Involved
  • Teachers will want to know about #GivingTuesday, a global   day for giving back….
  • As a teacher, you can encourage your students and parents to take action
  • Organize an event on your campus
  • Announce a new fundraising initiative for your school that day
  • Please don’t forget about #Giving Tuesday Dec. 2
  • Share your #Unselfie.

But a closer look shows the “Giving Tuesday” free curriculum teaches “lessons” that would not be acceptable to many parents, and certainly not to any conservative ones.

What is this curriculum teaching?
Here are some quotes from the lessons:
Investigate the idea of Privilege in order to raise awareness about the way that both you and others DO and DO NOT experience Privilege in your communities.
Text: “I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was “meant” to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks.” – McIntosh, “White Privilege: Unpacking the Invisible Knapsack
1. What does McIntosh mean by “white privilege”? Why is it invisible?
2. What might be in that “invisible package”? Create a list.
3. Why does McIntosh state that white privilege is “meant” to be something that one does not recognize?

ANSWER: “Charity is just writing checks and not being engaged. Philanthropy, to me, is being engaged, not only with your resources but getting people involved and doing things that haven’t been done before.” — Eli Broad
In contrast to 19th century “charity,” which had been destined for the needy (it was a form of social welfare), philanthropy of the 20th century was “for mankind.” The shift from charity to philanthropy occurred when the Rich partnered with progressive elites of the academic world, local governments, and professional associations. They all worked together to generate progress in science, education, human rights and public health…The “foundation” was created at the beginning of the 20th century as a way to channel big money to important social causes designed to promote human progress…Our nation has come to view philanthropy as both a quintessential part of being American and another means of achieving major objectives. American citizens embrace the idea that with rights come duties; we have the duty to work for social justice as members of a larger community.

Do research on the Internet to find out how BIG philanthropy has helped and will continue to help everyone—even those who donate the money. You may want to begin with the following names: Johns Hopkins, John D. Rockefeller, Andrew Carnegie,
George Soros, Bill Gates, Warren Buffet.

Prior to the airing of a BBC documentary in October 1984, Americans had heard very little about the Ethiopian famine. Since the Reagan administration was reluctant to send provisions directly to this socialist regime, it actually cut its food assistance – to zero – in 1984…After it aired, the BBC film shocked the world: 10 to 12 million people were starving or on the verge of starvation in Ethiopia….The LIVE AID rock concerts in London and Philadelphia in July 1985 sought to raise money for the starving of Ethiopia. An estimated global audience of 1.9 billion, across 150 nations, watched the live broadcast. Famous singers such as Elton John, Madonna, and Phil Collins participated…Mass fundraising efforts led to the distribution of 20,000 tons of food to two million people each month…After the concerts, the Reagan administration changed course and approved $45 million for USAID to buy and transport 80,000 metric tons of food…This event led to the passing of the African Relief and Recovery Act (1985), whereby aid for “rehabilitation” was deemed by Congress to be legal – even in socialist countries. Funding for irrigation projects, seeds and tools, and training in health skills became possible…
Using the following historical notes, teach students about the backlash against President Johnson’s approach to eradicating poverty in the United States.
“In 1964, President Lyndon B. Johnson launched a War on Poverty: his goal was to create better schools, health, homes, and job opportunities. To attain this goal, the federal government created programs like Head Start, Legal Services, the Job Corps, Medicaid and improvements in Social Security. It was the responsibility of the government to lend a helping hand to the poor. Yet ever since this War on Poverty, conservatives have championed the idea that the poor are responsible themselves for their own poverty with bad attitudes and faulty lifestyles.”
How can you persuade others that your ideas are valid, relevant, and infused with a sense of purpose – without coming across as pushy and without offending your audience?
“Giving Tuesday” states that the purpose of teachers using their curriculum is NOT to foster charity in the hearts of school children, it is to use the students to FUND RAISE. 
Quotes from the curriculum guide:
1. The primary goal of this curriculum is to generate a genuine and authentic commitment to service in your school community by energizing students about fundraising for a specific cause in preparation for #Giving Tuesday….
(You can read the entire curriculum here.)My Observations

Besides being extremely biased, left leaning material, which may be objectionable to many Texas parents, it is questionable if this curriculum is even legal in Texas.
Texas Education Code Sec. 29.906 outlines character education restrictions for Texas public schools. “Charity” (not philanthropy) is a character trait listed in the statute and requires curriculum be approved by a school district committee before being used in the classroom. This committee must consist of:
  • parents of district students;
  • educators; and
  • other members of the community, including community leaders.

Statute also includes the following statement:

This section does not … authorize proselytizing or indoctrinating concerning any specific … political belief.

Texas Education Agency makes no mention of the  “Giving Tuesday” curriculum.
But “Giving Tuesday” was still encouraged by Harris County Department of Education (HCDE) – with a link to the website offering the free curriculum.
In a quick search, I found two other Texas School districts which mention “Giving Tuesday”:


Humble ISD participated through their Education Foundation and offered the link to the “Giving Tuesday” curriculum on their website

An Austin ISD press release states, “Schools put philanthropy curriculum into action…”

If your school district participated in “Giving Tuesday,” you can file a request for public information to find out:

  • Which curriculum was used
  • If the curriculum was pre-approved by your school district committee and
  • Who serves on your district’s committee

You can get more involved by volunteering to serve on your district’s Character Education Committee in the future.

A final note: Texas Representative Debbie Riddle has been trying to close the loophole which allows HCDE to continue to operate. Last Session she authored HB945  (with Fletcher/Miller, Rick/ Elkins/Toth) but the Texas House Public Education Committee blocked her efforts.
You may contact the Texas House and Senate Education Committees as well as your own representatives and let them know Texas conservatives want the Harris County Department of Education (HCDE) closed.Colleen Vera

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“Tortured language” Used To Promote Common Core in Texas

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twisted language

Dec 6, 2014 by

By Niki Hayes



            “Tortured language” has been an important government tool for years. (Just ask Jonathan Gruber, chief architect of ObamaCare, who bragged about the use of tortured language in writing that controversial piece of legislation.)  Such “tortured writing” uses euphemisms and flimflam when taking falsehoods and twisting them so that people will misconstrue them as truth.


A new example in Texas is the Education Service Center 11 (ESC 11), a governmental agency, with its chart comparing Common Core math standards with the Texas Essential Knowledge and Skills (TEKS) standards.  (To see the ESC 11 chart, please go to:


ESC 11’s chart claims that Common Core and TEKS are equal in content and scope. Therefore, they say schools can buy Common Core-aligned materials and feel safe that the materials support our TEKS. This is pure flimflam – “tortured language.”


I was a member of the Texas math curriculum standards writing team when we wrote the new 2012 Math TEKS.  I can state unequivocally that the new Math TEKS that we wrote and the Texas State Board of Education adopted are not the same as the federally-driven Common Core math standards. 


First, our TEKS document is a brand name product that was developed by 80 citizens who put in 12-hour days during three separate meetings over four months. We were charged with developing quality standards that would benefit our children and Texas citizens. We built our TEKS starting with a draft first created by a panel of mathematics experts that was commissioned by the Texas Education Agency (TEA); then we researched specific states with outstanding math standards at the time (such as Minnesota, Massachusetts, and Indiana). Most importantly, we brought to the table professional knowledge and experiences as educators in Texas classrooms. We knew our state’s children and their needs. The TEKS were personal to us.


In contrast, Common Core is a generic brand created largely by unknown individuals outside of Texas. Some of the main writers, whose names were finally released publicly, had never even been classroom teachers.  For many reasons, not the least of which is cost, numerous states are now struggling to back out of their federal Common Core contracts.


Even though Texas was one of the few states that said “NO” to the Common Core, one of the Texas Education Agency staffers tried to urge our Math TEKS writing team to use the Common Core Math Standards to craft our Math TEKS.  As a member of the Grade 3 – 5 team, I made it clear that we should not be looking at the Common Core Standards for guidance since Texas had refused to adopt Common Core Standards from their inception.


The same TEA staff member resisted efforts to have the required use of the “standard algorithms” specified in the TEKS. (This is the procedure used in multiplication and division that our parents and grandparents learned and which is used internationally.)  The staffer said standard algorithms are considered a “traditional math” approach and were thus considered inferior by many math reformers. 


I also wanted a restriction against the use of calculators for daily problem solving in elementary grades. Reformers on the writing team supported the push for technology in K-12 rather than the traditional methods (paper and pencil) of student learning.


Even though I vociferously advocated for standard algorithms and the restriction against calculator use among elementary students in Grades K-5, I was losing the debate. Therefore, I contacted Dr. James Milgram, one of the panel experts hired by TEA, and asked for his help.  He stepped forward, and a higher-up official at the TEA also got involved.  References to the Common Core by the TEA staff ceased.  The required teaching of standard algorithms and the restricted use of calculators in Grades K-5 were adopted in the final Math TEKS document.   


Despite some philosophical differences on what we should include in the Math TEKS, our group did agree that the standards had to be explicit, direct, and clear. They had to be understandable not only for elementary teachers (many of whom fear mathematics and need clarity and brevity in instructions) but also for parents as well.


Our TEKS writing team agreed that the new TEKS standards had to be measurable with objective criteria and that each element had to be testable through objective measurements.  Our team knew that the new TEKS would not be perfect but that they needed to be traditionally oriented standards (a.k.a., Type #1) as compared with the 1997 TEKS which were “fuzzy” standards (a.k.a., Type #2).


The chart that ESC 11 has created attempts to show that Common Core’s “process standards” match our new TEKS “process standards” and that makes Common Core and TEKS similar in scope. That is ridiculous!  The new Math TEKS standards that our writing team finally produced in 2012 has strong and specific expectations listed in the “Introduction” before each grade level.  No such clear, explicit, competency-based language is found in the Common Core.


Next, the public needs to look at our final TEKS Math Standards and compare those definitive and clear statements with Common Core’s wordy, complex explanations, many of which are not understandable because of the confusing and complicated wording. (Federal or state curriculum standards are also not supposed to mandate pedagogy [how to teach]; that is to be left up to the local educators.)  


Below is a comparison example from the Math TEKS and from the Common Core:


TEKS, Grade 5, Number and Operations 3.H:


“Represent and solve addition and subtraction of fractions with unequal denominators, referring to the same whole using objects and pictorial models and properties of operation.”


Common Core, (same standard but labeled NF1 and NF2):


“Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc/bd). Solve word problems involving addition and subtraction of fractions referring to the same whole including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2.”


In numerous cases, there are additional Common Core standards that, if utilized, would add to the already packed TEKS.  This would not help educators prepare their students for the STAAR-End-of-Course tests. Why risk wasting time, energy, and money on unproven and generic materials (Common Core) when the traditional approach to math has been proven successful for generations, in spite of those educators who say it hasn’t?


Speaking of time, it is time for many of these education “leaders” to have to teach for one year in a classroom and use the directives and requirements they have put on classroom teachers. These leaders should also be required to receive the credit or the blame for any poor student achievement.


More to the point, why are Texas education service centers, administrators, and political leaders allowing ESC 11’s false narrative and chart to be presented to teachers and parents as truth, especially when it is against state law to use Common Core materials and standards in Texas as stated by the Texas Attorney General (TAG). (Re: Use of the Common Core Standards Initiative by Texas school districts to teach state standards. RQ-1175-GA —


Why are Texas leaders ignoring the TAG’s ruling and flaunting the law by using public tax dollars for illegal purchases by school districts and ESC’s?


I believe if Texas leaders had led their classroom teachers to teach the new Math TEKS when adopted in 2012, rather than waiting until they were required to do so in 2014, students’ scores on this year’s STAAR and End-of-Course math tests would have shown considerable improvement.


School leaders should make sure all students in Texas public schools have instructional materials that teach the fact-based, clearly stated, explicit, grade-level specific, measurable requirements as outlined in our state’s Math TEKS.


Texas children, teachers, and parents deserve clarity, not confusion, from their leaders on education issues. That includes their not being victimized by curriculum materials such as Common Core that use “tortured language” and make material unnecessarily difficult to understand. 



CORRECTION TO PODCAST: In 2012 the Math TEKS (Texas’ curriculum standards) were adopted in K-12 by the elected members of the Texas State Board of Education; however, the K-8 Math TEKS were not required to be implemented fully into the schools until 2014 when the textbooks (e.g., instructional materials – IM’s) were available for purchase. The high-school Math TEKS are not required to be implemented fully until 2015-16 when the new Math IM’s will be available for districts to purchase.


12.3.14 — PODCAST – Alice Linahan of Women on the Wall — conference call with Nakonia (Niki) Hayes, the author of The Story of John Saxon




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Texas Education Commissioner Williams, Validates Texas on Common Core Path

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TAWA Texas Icon Red


In 2011 Education Week reported that Texas was pulling out of the Council of Chief State School Officers, a influential Washington Organization due to philosophical differences.  Robert Scott the Texas Education Commissioner at the time felt the values of Texas and CCSSO did not line up not to mention the CCSSO was behind creating national standards aka Common Core. The  organization Achieve is another Washington group (surprised?) behind creating the Common Core standards and the philosophy behind it. Achieve Texas is a subsidiary of the Washington group.

Unfortunately this week the current Texas Education Commissioner, Michael Williams appears to be proud that Texas is now becoming a national leader with meeting some of the goals of CCSSO. You can read his comments below.


ccsso photo


Informed activist across the state knew that HB 5 was just another step to be completed for those behind the national education reform. Setting students up on Career Pathways before they are old enough to have any true life experiences in making an educated decision as to a career path is a shame. Students today have become to the state cogs in a wheel for the powers at be. Along with the education reform comes data collection from the time a child enters the public school system through out their career. Texas has implemented the Longitudinal Data System. All data is open to 3rd parties and the data collected ranges from test scores, disciplinary actions, medi,cation religion, political affiliation, etc.


After finding a social studies assignment within the controversial curriculum Cscope, sold by the Texas Education Service Centers calling for students to draw a new Communist Flag  I am greatly concerned where we in Texas are heading.


Parents need to wake up!!



College and Career Ready

Teaching to the Core

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Common Core scares Chinese immigrant who grew up under Chairman Mao

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Bob Kellogg is a freelance journalist. His work regularly appears on

PARKER, Colo. – Having grown up in communist China during Chairman Mao Zedong’s Cultural Revolution, Lily Tang Williams of Parker, Colorado, says the Common Core national standards being imposed on America’s public education system scare her.

Lily Tang WilliamsShe came to the United States from China to further her law degree. But after a time, she decided she loved the freedoms and opportunities that America provided and decided not to go back. She now has three children. One of her two sons was just graduated from the Air Force Academy and the other is working full time and going to school part time. Her 15-year-old daughter is a sophomore in high school. In the midterms, she ran for a seat the Colorado Legislature as a Libertarian.

Recently, she decided to educate herself about Common Core. She says there are things about it that remind her of her education growing up in China. She tells EAGnews that her number one concern is the data collection, the data mining, of children and their parents.

“That’s what we had in China…every child will have a file, actually every citizen in China has a so-called ‘personnel file.’ And this ‘personnel file’ will document everything. When you are in school, they document your family political class, your gender, your age, your home address, your grades, you behaviors, political correctness. So everything is in that file.”

Common Core encourages such data collection. Jane Robbins of the American Principles Project says schools implementing the Core are increasingly conducting surveys to acquire very personal information about students. It’s a means of getting state and federal funding. She says the surveys are not directly related to Common Core.

But she says, “It’s all part of an educational progressive mindset. [Educational progressives] have got to have every school doing the same standards and ultimately with the same curriculum. And [they’ve] got to collect data on anything and everything because otherwise how can they know what’s effective and what’s not effective.”

Robbins says they’ve got to know everything in order to control everything.

Williams says the personnel files in China follow a person throughout his or her life and exerts a lot of control over individuals, where they can live and where they can work. She says she doesn’t want to see the same thing happen in this country.

Williams is also very concerned about the Common Core curriculum and standardized testing. She says the ‘Advance Placement U.S. History’ course, for one thing, is worrisome because they’ve taken out a lot of the American exceptionalism, information about the Founding Fathers and capitalism is only mentioned three times. Entrepreneurship is gone.

“So basically what they teach our kids is basically the leftist agenda and focus on what they want your kids to learn,” she says. “And that really worries me because I came to this country because of the Constitution, the rights, the values, individual liberties….that sounds like music to me because I never had those in China.

“But now they’re going to teach our kids not to focus on those individual liberties and American exceptionalism, and capitalism and free market…and they’re going to teach another kind, leftist agenda that is like a garbage agenda.

“Haven’t we learned from the past that communism and socialism don’t work? We’re in trouble because children are our future. If they control our education of our children, they will control this country’s future.”

Another concern is the standardized tests that go along with Common Core. In China the National College Entrance Exam is very competitive. It lasts for three days and all kids have to take it. And if they don’t pass, they don’t make it into college and it is considered a great humiliation.

“Some kids even commit suicide either before the test or after the test because the pressure is so big,” Williams says. “So why do we want to become like China? Those kids have a low life. Those kids are miserable. It’s all about training them to be test-takers, test machines, not critical thinkers.”

She says she has become very passionate about speaking out against Common Core. She says she feels morally obligated to tell her story so she can wake up Americans. Recently, she testified before the Colorado Board of Education and told them: Common core, in my eyes, is the same as the communist core I once saw in China…. Nationalized testing nationalized curriculum and nationalized indoctrination…. I cannot believe this is happening in this country. I don’t know what happened to America, the shining city on the hill. Chinese children are not trained to be independent thinkers….They are trained to be massive skilled workers for corporations.”

Williams has written an open letter she is releasing titled, “A Chinese Immigrant Mother Against Common Core.” She tells EAGnews she is sending the letter to the president, the Bill & Melinda Gates Foundation, the Department of Education, her representatives in Congress and the school board members in her daughter’s district.

A video of her testimony before the Colorado Board of Education has gone viral and she says she’s been getting requests for radio and print publication interviews. She also has been invited to speak to New Yorkers United for Kids.




By virtue of her passion about the issue, she has become an activist who’s is trying to get others involved in opposing Common Core. Her website is and she encourages people to log in and download her letter so they can take it to their districts’ school board meetings and present it to their board members.








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“Federal Report: Special-Needs students, English learners ‘significantly underrepresented’ at Harmony Schools”

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11.26.14 – Dallas Morning News


“Federal report: Special-needs students, English learners ‘significantly underrepresented’ at Harmony charter schools”


By Holly K. Hacker 

Updated at 3:19 p.m.: I just spoke with Robert Schulman, a lawyer who represents Harmony. He called the agreement “a very positive thing.” Harmony does not discriminate against students, he stressed. “They had to make the appropriate policy and process changes that were necessary for full compliance, and they did.”

Original post: Harmony Public Schools, one of Texas’ biggest charter school networks, reached an agreement today with the U.S. Department of Education over how it enrolls and teaches children who have disabilities or are learning English.

The department’s Office for Civil Rights investigated the Harmony network and found that English-language learners (ELL) and students with disabilities “are significantly underrepresented in their enrollment in (Harmony) charter schools . . . compared to the enrollment of ELL students and students with disabilities in the public school districts in the same geographic area.”

In the Harmony schools examined, 11.5% of students were learning English, compared to 22.5% of students in the neighboring traditional school districts. Students with disabilities comprised 2.7% of Harmony’s enrollment, compared to 7.3% of students in neighboring districts. Of the four Harmony school districts studied, three are in the Houston area. The fourth has campuses in Fort Worth, Grand Prairie, Euless and Duncanville.

Charter schools, which are public schools run by private non-profit groups, cannot exclude or discriminate against students based on their race, disability or language. They’re supposed to educate the same kinds of kids as traditional public schools — including students who may be more difficult or costly to educate.

The Department of Education did not find that Harmony blatantly tried to exclude certain students. But it did find practices and policies at Harmony that could have that effect. From the department’s letter to Harmony:

OCR (Office for Civil Rights) is concerned, however, that the exclusion from admission and enrollment in HPS (Harmony Public Schools) charter schools of students with a documented history of a criminal offense, juvenile court adjudication or discipline problems may improperly contribute to the lower enrollment of students with disabilities or ELL students in the HPS charter schools. Statistics show that students with disabilities and ELL students tend to be overrepresented among students subject to school discipline in Texas.

In addition, the published enrollment procedures (which require students to provide their birth certificates and social security numbers, among other documents) may chill or lead to the exclusion of students based on their or their parents’ citizenship or immigration status. OCR is also concerned that the publication of these procedures alone may dissuade some parents of ELL students from applying to HPS charter schools.

I called Harmony’s main office in Houston for comment. The voice mailbox is full. I’ve emailed the school system for comment, too. As soon as I hear something from them, I’ll post an update.

The Department of Education’s letter notes that before the investigation was complete, Harmony Public Schools “expressed an interest in voluntarily resolving the review” and proposed an agreement to resolve compliance problems.

You can read Harmony’s agreement with the Department of Education below. It spells out the steps that Harmony will take. Below that, I’ve posted the letter.

Harmony Agreement 11.26.14

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TEA Schedules Students to Fail

                 by Janice VanCleave

The revised elementary math TEKS are above grade level.

The math TEKS are designed for a 36 week school year. Since the STAAR tests are given in April, teachers have about 24 weeks instead of 36 weeks to teach all of the math TEKS.

The STAAR tests are given in April to provide time during the school year for retesting.

TEA sets the testing date early knowing that students do not have enough time to learn all the TEKS. Thus TEA is responsible for the low performance on the STAAR tests. Retesting is very expensive. Who benefits from the retesting? Not our children.

Once the STAAR tests are taken, students who pass are given busy work for about 6 weeks while students who fail are retested.

Not only are the TEKS increasing in difficulty, teachers are not given ample number of instructional days to prepare students.

The same is true for every course being tested.

What is the purpose of giving STAAR tests? It has nothing to do with education.


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School Superintendent Secures Job with School Contacts with Tax Dollars

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Reported is,  former Huntsville ISD superintendent Steve Johnson   had retired leaving the school district looking for a new superintendent. If the truth be known, Mr. Johnson has secured a position at Education Service Center VI but not without first finalizing and approving thousands of dollars worth of contracts between Huntville ISD and ESC VI.  Seriously? Is there not something wrong with this picture.


huntsville contracts

Mr. Johnson began his new “retirement” on 9/1/14 with a salary of $76, 814. If only all those who retired could be so lucky. The scratch my back and I will scratch yours is rampant throughout the Texas Education system. Huntsville ISD also has a school board member Sam Moak whose wife Kathy Moak  works for  ESC VI on the services provided to Huntsville ISD. I have yet to find where Mr. Moak has recused himself from voting on the contracts.


steve johnson


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Progressive Bias Rampant In Texas Textbooks

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by Merrill Hope

DALLAS, Texas — On the week of November 17-21, the Texas State Board of Education (SBOE) will reconvene for a final week of meetings in the ongoing Social Studies textbook adoption process. Called Proclamation 2015 to reflect the 2015-16 school year that these instructional materials will be implemented. The Social Studies textbooks were last updated last in 2002.

A new 469-page Social Studies Textbook Review compiled by Truth in Texas Textbooks (TTT) was presented to the SBOE and the publishers. It is now online. It covers subjects of World History, U.S. History, World Geography & Culture, Texas History, US Government and Economics that were presented to the SBOE for adoption consideration. There is also a Summary of Findings of Factual Errors, Omission of Facts, Half-Truths and Agenda Bias.

Breitbart Texas has reported on the Social Studies adoption process, noting Texas Freedom Network’s (TFN) beef with the open and transparent process that requires public participation. Breitbart Texas also reported on the troubling textbook findings that emerged — blaring historical omissions, factual errors and leftwing bias.

TFN education establishment progressives have painstakingly tried to convince Americans that the Texas public K-12 Social Studies department has been taken hostage by the Tea Party and Christian evangelicals.

Through TFN’s Education Fund (TFNEF), they “contracted” professors at Southern Methodist University (SMU) in Dallas, the University of Mary Washington in Virginia and the University of Texas at Austin for a review independent of the one conducted by the SBOE, according to TFN.

In the ideological war for the classroom, TFN president Kathy Miller was a CSCOPE proponent. TFN is sympathetic to Common Core, which was not adopted in Texas. The non-profit claims to be non-partisan. In 2014, they contributed to the Texas Democratic Party.

Breitbart Texas looked at TFNEF’s Texas Rising, which seeks out “young leaders” on Texas college campuses for the group’s stated mission — to develop a “social justice-minded” generation to push “progressive public policy in Texas.”

On the other hand, TTT, also conducted an independent review. Coalition founder Ret. Lt. Col. Roy White told Breitbart Texas they formed for the “single purpose of improving the factual accuracy of social studies textbooks for the five million children of Texas who will use these textbooks beginning in the 2015-16 school year.”

These unpaid reviewers included scholars, curriculum accuracy experts and 100-plus volunteers who donated thousands of hours to reviewing the Social Studies textbook. Among them were Dr. Andrew Bostom, Associate Professor of Medicine at Brown University Medical School also known for his recognized analyses on Islam, Jihad and Muslim anti-Semitism; and Dr. Amy Jo Baker, the retired director of Social Studies for the San Antonio Independent School District and president of the Texas Council for History Education. She is affiliated with the National Council for History Education.

Dr. Sandra Alfonsi, who oversees textbook review programs for ACT! for America and Textbook Alert, also participated. Previously, she told Breitbart Texas that the textbooks were loaded up with bias — progressive bias.

TTT reviewed the same textbooks as TFN — from publishing giants Pearson, McGraw Hill, Discovery Education, Houghton Mifflin Harcourt, Worldview, Perfection, and Cengage.

TFN’s review netted hysterical headlines about Moses as the father of our country. A former SMU educrat trembled to the Texas Tribune that students would believe that the Hebrew lawgiver “was the first American.”

Barring leftwing hyperbole, someone thought he played some role. The perceived likeness of Moses adorns the US Supreme Court with the 10 Commandments. He is also the central of 23 historical figures hanging overhead in the House Chamber of the United States Capitol.

The Washington Post, the Associated Press (AP) and the Huffington Post all chimed in on TFN’s false narrative, alleging a fantastical rightwing grip on Texas public education, attacking the textbook adoption process itself for allowing Joe Public to participate, and slamming the Texas education state standards, which TFN opposes.

In their review, TFN bashed government and U.S. history textbooks that “suffer from an uncritical celebration of the free enterprise system.” They lamented that the “legitimate problems of capitalism” and “the government’s role in the U.S. economic system” were omitted. They targeted the Tea Party repeatedly. In one instance, they blamed constitutional conservatives for one government book espousing “anti-taxation and anti-regulation arguments.”

TFN’s never-ending left-of-left politically motivated agenda included the usual suspects — climate change science and social justice-based math, but what about the facts?

Ironically, TFN’s meme of textbook honesty has been “Those who don’t know history are destined to delete it.”

TTT’s review was equally revealing, addressing factual flaws that TFN academic sleuths overlooked or missed.

For example, in Pearson Magruder’s American Government, the pivotal role that the 40th U.S. President Ronald Reagan played in the Berlin Wall being torn down was omitted. In fact, the factually documented work of Reagan, Britain’s then Prime Minister, the late Margaret Thatcher, and the Pope in the fall of the Soviet Union was non-existent.

“The Soviet Union did not have the resources to implement a ‘Star Wars’ system that Reagan supported. Others have already chronicled the role Reagan, Thatcher, and John Paul II played in the last great revolution of the 20th century. That it was largely a peaceful revolution in the context of decades of nuclear menace makes it all the more breathtaking,” the TTT review stated.

Sometimes facts are just facts and they have no political agenda. Case in point: In Pearson’s United States History 1877 to Present students are given an exercise to analyze a map. They are asked what can they predict about where the major battles of World War I would be fought.

Problem was “they have not yet been given any of the facts concerning any of the reasons for WWI or the countries involved,” stated Alfonsi.

Before predicting events, she said students “need to be given the facts upon which they are to base their analysis.”

In another example, Pearson presented a misleading statistic as fact, accounting for “more than 120 million who did not vote in the last presidential election.” The correct figure is 102 million. The TTT review explained that textbook writers erroneously folded into their calculation, 20 million resident aliens.

“Resident aliens are not allowed to vote in federal elections. Their voting in federal elections is a criminal offense that can result in one year in prison and deportation,” the TTT review noted.

This flub came up in McGraw Hill’s U.S. History to 1877 — three lessons on Islam were inserted into a chapter on North American development and history. TTT tagged it “irrelevant to the topic.”

Houghton Mifflin’s United States History: Early Colonial Period through Reconstruction also plunked irrelevant Islamic history into a Teacher’s Edition class exercise “designed to focus student attention on Islam,” wrote Baker and Alfonsi.

Discovery Education felt the same urge to plop the Arab world into 19th Century American history. In U.S. History: Civil War to Present, a drawing of the Arabian Coast in 1859 accompanies a drawing that describes how, with the advent of the telegraph in America, “companies rushed to put up telegraph lines all across the country and the seas.”

The American West’s cowboy was historically attributed to 8th Century North African Moors by Discovery Education. The role of the horse was credited incorrectly to the Spaniards first learning to handle horses and use them effectively as wartime tools because of the Moors. TTT noted that the Spain’s history with the horse pre-dated the Moors’ invasion.

Islamic historical intrusions appeared in other American history books. In a section about annexing the Philippines was instead a “story from the Byzantine Empire.” A Women of the West chapter linked to 10 videos on the women of Afghanistan in the “more to explore” section. Immigrant Women contained videos on Israel and the Middle East.

TTT scholars agreed that these videos were more appropriate in a World History and not US History textbook. Conversely, TFN lamented negative stereotypes of Islam in their report.

In a Houghton-Mifflin US History book, the importance of the Bill of Rights was omitted “even though events that are counter to those rights are addressed,” the review emphasized.

McGraw Hill’s American Revolution chapter in U.S. History to 1877 deleted the battles of Lexington and Concord. There was no mention of Paul Revere other than in a side reference to him as a former slave’s ride. Robert E. Lee and Stonewall Jackson were the only Southern Generals acknowledged historically. Not even Braxton Bragg, namesake of Fort Bragg, was mentioned.

TTT reviewers found that McGraw Hill’s U.S. History to 1877 largely ignored the checks and balance system of American government and left out that members of the courts (judiciary) have to be nominated by the President and approved by the Senate.

Examples of PC cherry-picked information in McGraw Hill’s American Government included “executive privilege” It was presented with former president Bush invoking six privileges, “including to avoid giving Congress information on the use of FBI mob informants” while President Obama was said to have invoked the privilege by executive order only one time for “Fast and Furious.” Reviewers noted biased diction that made Bush’s actions appear nefarious while Obama’s noble. President Clinton’s 14 executive privileges were not mentioned.

Partial truths ran rampant, according to the TTT review. Houghton Mifflin told half of the story of DDT, the insecticide, exposing the negative effects but none of the positive, primarily in curtailing malaria outbreaks in Africa.

TTT noted that Hispanic-rights groups La Unida Raza (La Raza) and MEChA were depicted only in a positive light, omitting Reconquista calls to overthrow the U.S. government. This radical ideology was the reason Tucson Unified School District shut down and banned its Mexican-American Studies program in Arizona.

In other textbooks, pro-lifers were depicted as aggressive “abortion foes” while pro-abortion demonstrators were portrayed as peaceful. Hezbollah was never mentioned as an Islamic terrorist organizations but again, the Tea Party was called out as “militant, radical and fascist.”

Another textbook stated that the U.S. has a “national government,” which TTT reviewers cited as factually incorrect. “The U.S. Constitution created a ‘federal’ government of nation-states that grant a federal system limited powers,” they stated. “Limited powers” of the federal government was omitted. Worldview’s American History left out America’s founding fathers.

Right now, publishers are responding to these textbook reviews and SBOE recommendations. White hopes that after reading TTT’s findings, concerned Texans will attend the final textbook adoption meetings. Public comments are encouraged at the meeting on Tuesday, November 18, at 1 PM in Austin. The SBOE votes on the Social Studies books on Friday, November 21.

Follow Merrill Hope on Twitter @OutOfTheBoxMom.

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I am receiving complaints from parents across the state of Texas including the Grand Prairie ISD School District in regard to the math that is implemented. Students are struggling and are frustrated and are crying to be home schooled. These radical changes are planned and are not implemented with the children’s best interest at heart. The Common Core standards are being implemented across the State of Texas. The math 5th grade TEKS align side by side with the 5th grade common core standards. Common Core is about collecting data on students and level the playing field for all students. The philosophy behind this transformation is a Marxist one based on the collective, school districts across the state are implementing it. They refer to it by a host of different terms, Project Based Learning, Outcome based Education , Student Centered Learning and 21st Century Learning.

Below you will see that Grand Prairie’s  Fannin Middle School Math Department have linked to an online program called Think Through Math which aligns with the common core standards.













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Bonds for Crony Contractors, Not Kids

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Bonds for Crony Contractors, Not Kids

Not only did Keller ISD conduct a pre-bond campaign research poll specifically designed to manipulate November’s voters in potential conflict with state law, but the crony contractors they will hire if the proposition passes are also funding the pro-bond PAC operating the “Vote YES” campaign.

According to campaign finance reports, over 96% of the $25,890 in contributions to “Vote Yes for Keller Schools” came from either employees of contractors who will be hired by KISD, or directly from the companies themselves.

VLK Architects, Pogue Construction, TNP, Corgan Associates, Northstar Builders Group and Eric Hanfield were the largest contributors, with each contributing $1000 to $5000. The United Education Association, Inc. also gave $500 to the cause.

We’ve previously reported on the collusive relationship between the Fast Growth School Coalition (FGSC), school board trustees, the “educrat” establishment, and the construction industry who all profit off bonds filled with over-priced projects.

In fact, Keller ISD Superintendent Dr. Reid, is Vice President of the FGSC, a voluntary association of ISDs who’ve organized for the explicit purpose of lobbying legislators to raise your property taxes and eliminate existing borrowing limits. And yes, the lending, investing, design and construction firms like Pogue who stand to profit are also FGSC’s “Corporate Partners”, according to their own website.

Due to excessive debt, districts like KISD are near the current $0.50 property tax limit, with a total taxpayer liability of over $1.4 billion (including principal & interest), or over $42,000 per student. That’s nearly three times the state average in a state with the second highest, per capita local debt.

Without property tax limits, districts like KISD will be able to continue their endless borrowing binge, providing plenty of capital to contractors who then turn around and finance future “Vote YES” PACs to pressure voters into approving even more.

It’s a vicious cycle…but the corruption has much deeper roots.

At this year’s Texas Association of School Boards (TASB) Convention, companies like VLK Architects schmoozed school board trustees at Pappas Brothers’ Steakhouse with wildly expensive steak dinners…and unlimited bar tabs.

Even worse, since each district pays for their own officials and bureaucrats to attend the convention, hard-working taxpayers are on the hook for both event admission and a four-night stay at luxurious hotels, which can total over $1400 per attendee.

Not only do voters need to see the total cost of bond propositions on the actual ballot (which Keller ISD refused to do), they should understand that ominous bond projects largely benefit crony contractors, not kids.

Next time you see a “Vote YES” sign, remember, an architectural firm likely paid for it.

On November 4th, help kids and their tax-paying parents, not contractors.

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Texas Education has been Destroyed

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education destroyed


Texas education is for from being autonomous. Federal agencies have their hand in every aspect of the Texas education system and parents and teachers are really starting to realize the reform taking place. I don’t see a need for the Texas Education Agency any longer.

Education is the biggest expenditure in the state and they keep screaming for more money but we all know it is not for the classroom. The corruption taking place is astronomical and the students are the ones that suffer.

The Committee of Economic Development partnered with the Texas Association of School Administrators and wrote the following policy brief. which outlines the radical reforms taking place across the country with the implementation of common core even in Texas (though they don’t call it that here).  It is not surprising that the research brief is funded by no other than the Bill and Melinda Gates Foundation.


An assembly line approach to education is being implemented and equality, social emotional learning and the building of a global society is what our education system is becoming about. The destruction of America and it’s values will be the unfortunate result.

























Texas Education Service Center 13 in Austin presently is looking for someone to fill their Gestapo position. It has to be a certified teacher of at least 5 years teaching experience and you can go fill this postition at a minimum salary of approximatley $50, 000. This individual also would benefit by having some knowledge of the Cscope system. Why? Cscope is about a Marxist philosophy of teaching based on the collective.

content specialist


Below are Notes from the document above making reference to info and individuals involved in this process.

Karla Burkholder, Ed.D.

Karla Burkholder



Here is another document put out by Texas Association of School Administrators.


Texas Association of School Administrators (TASA) is funded with our tax dollars through our local school districts millions yearly. Their office is 2 blocks away from the state capitol and when the legislative session opens they spend their time lobbying our legislators for bills that will profit their agenda.

TASA has created a transformation program called Creating a New Vision, a plan to transform and reform our Texas School districts.




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Has Your Child Failed the TX Math STAAR TEST?

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Many students across the State of Texas failed by record numbers the State STAAR test during the following 2 school years  2012/2013 & 2013/2014. Since passing scores for the STAAR test are not decided until after all the STAAR test have been completed, in response to the failing scores the passing grade was then lowered.
Who is actually in charge over what is going on in Education has yet to be determined. Why are students failing is outlined below. It would appear to me that a child that was held back due to their failing math scores have grounds for a lawsuit.
In 2006 Math TEKs K-12 were written. They were written for the current state TAKS test.
Problem: These same TEKS were used for the STAAR Tests given in April 2012, April 2013, and April 2014.
Changing from the TAKS to the STAAR was done so that a more rigorous math test would be given. The problem is that the TEKS were not revised to prepare students for the more rigorous STAAR math tests.
2012 Revised Math TEKS K-12 were Approved by the SBOE and shelved so that textbook companies had time to prepare their products so they aligned with the new revised math TEKS.
Problem: The SBOE knew the math TEKS used for the TAKS tests were being used for the math STAAR tests, which was given for the first time in April 2012.
TEA and the SBOE as well as the Commissioner of Education knew that students were taking more rigorous math STAAR tests and teachers were given the same math TEKS used for the less rigorous TAKS tests.
The ESCs also knew this and yet sold new CSCOPE math lessons that were to be used to prepare kids for the more rigorous STAAR tests.
The Math TEKS approved in 2006 are Word for Word the same as the TEKS used last year to prepare kids for the STAAR 2014 math TESTs.
Commissioner Williams had the guts to say that Texas students are not receiving rigorous class instructions thus are not prepared for the more rigorous STAAR tests. He did not point out that the Math TEKS for the TAKS tests were used for the STAAR math tests in 2012, 2013, and 2014.

2014 Revised math TEKS K-8 implemented. These are the math TEKS that were approved in April 2012 and shelved by the SBOE until the 2014-2015. While waiting for the book publishers, TEA use the old 2006 math TEKS to prepare kids for the more rigorous STAAR math tests. Thus, TEA was assured that more kids would fail the math STAAR tests and more kids would have to be retested.  Who benefited financially by this? 
2015 Revised math Teks 9-12 will be implemented.
This means that students in 9-12 will again be taking math STAAR tests using the old math TEKS.
*5th grade new math teks are exactly aligned with Common Core.
* after the 3rd edition a different company purchased Saxon and they have now aligned it with Common Core.


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Texas Teachers Cloned

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Texas is Cloning Teachers
The Texas’ education system is made up of different groups that are supposed to work together. If they actually did work together, Texas would be providing the the best education in the world.

The Texas Education Service Centers are Cloning Teachers

Texas ESCs Are
Cloning Teachers

One reason the different parts of the Texas Education System do not work together is that the Commissioner of Education has allowed the different agencies to basically do their own thing.

1. The State Board of Education (SBOE) is in charge of the TEKs-state standards. There is no verification that these standards are correct. No verification that the groups writing the TEKS are qualified.
2. The Texas Education Agency (TEA) is in charge of STAAR/EOC tests that are suppose to be aligned to the TEKS. TEA test writers make their own interpretation of the TEKS but do not share this with Texas educators. There is no verification that these TESTs are valid to assess students.
3. The ESCs –Education Service Centers have taken control of interpreting the TEKS and school superintendents are responsible for purchasing the ESCs TEKS interpretations. The Commissioner of Education, Michael Williams allows the 20 ESCs to govern themselves. Governor Perry chose the Railroad Commissioner, Michael Williams to be the Commissioner of Education.
The ESCs now train teachers with a minimum of five years of teaching experience to be Instruction Coaches. These Coaches are given authority to govern what teachers teach. These coaches mandate that the ESC interpretation of the TEKS, AKA Unpackaged TEKS, are used with fidelity. Meaning that not one word that is not in the TEKS may be included in lessons. These Instruction Coaches are part of the PLC program.
The diagram of people with no facial features is a good representation of the cloned teachers that the Texas Education Centers are now creating with their new PLC program.
The PLC program is not restricted to Texas. In fact it is more of a common core program that the ESCs are implementing.
Following is a teacher’s comment about working in a school with a PLC Instruction Coach.
AnonymousSeptember 28, 2014 at 2:29 PM

I transferred to a campus with the “PLC” mentality after eight reasonably successful years of teaching. I had been used to a system where we’d share ideas once a week, we’d be teaching the same SE, some of the materials we used were the same because they worked well for all of us. However, we were always free to review or extend as needed, and to use alternate texts if we felt they would work better with our particular students – as long as we were teaching the skill and could show results.

On this new campus, I was immediately thrown into a world in which I not only no longer had an opinion, but was essentially prohibited from adding any personal touches to the lessons that were given to us by the department heads under the guise of “collaboration”. It was same day, same story, same “foldable”, same power-point for everyone in the department – and none of it was near the standard of quality that I had previously implemented in my classroom. A lot of it was disjointed, or shallow, or only loosely connected to the SE… but saying as much made me a huge target.

On the first common assessment, I was “caught”, as my students scored significantly higher in some areas than my colleagues – and instead of being questioned about my methods in some positive way, I was reprimanded, because they knew I was tweaking what they had been giving me. The team leader began a vicious campaign against me, interrogating me during meetings, accusing me of doing a poor job, etc. – and the administrators were right with her. They began visiting my classroom several times a week, e-mailing me about the words or bits of assignments that didn’t seem to be consistent with my colleagues…

Additionally, we were required to use 4 out of 5 of our weekly planning periods (which are legally protected in my state from organized activities by the administration) to attend these “planning meetings” in which we were told what to do, how to do it, and interrogated as to whether we were in lock step.

To make a long story short, I lasted 3 months, began having panic attacks, and was reprimanded for it. This worsened the anxiety, and despite being under medical care, they panic attacks increased in frequency… The constant threat of visits, the interrogation, being told I was not doing well after years of being respected by former colleagues… it was all too much. I resigned for medical reasons, and I’m unsure if I’ll ever teach again.


by Janice VanCleave

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Don’t Mess With Texas Preachers

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Houston Mayor Annise Parker is an unrepentant lesbian.   She married her “significant other” Kathy Hubbard in Palm Springs California last January in Palm Springs, California. Parker is a bully and has subpoenaed 5 Houston Pastors for their sermons/speeches, text messages, any and all communication in relation to homosexuality or opposition to the mayors  “Bathroom Bill” aka Houston Equal Rights Ordinance (H.E.R.O.). The law which is not in effect would allow men to who may identify as a women use restrooms of their choice. The bill was met with opposition from voters who ran a petition drive to have the law put on the ballot.


Surprisingly the city threw out the petitions claiming there were not enough signatures; though there were 50K signatures taken and only 17K needed.  Opponents have now filed a lawsuit which led the mayor and City Attorney, David Feldman to proceed with their bullying tactics of infringing on 5 Houston Pastor’s Constitutional 1st Amendment Right.



lesbian mayor


I know that many pastors have taken to the pulpit to denounce the Mayors actions. Pastor Gary Ladd of Grace Point Fellowship took to the pulpit explaining to his congregation the actions of the Black Robe Regiment, pastor who led their congregations into the battle for freedom during the Revolutionary War.




Historian David Barton explains the Black Robe Regiment on the below video.




Join Christians across America for I Stand Sunday on November 2, 2014. Hosted by Family Research Council and other partners, speakers from across the nation will gather at Grace Church in Houston, Texas to focus on the freedom to live out our faith free of government intrusion or monitoring. We will stand with pastors and churches in Houston, Texas who have been unduly intimidated by the city’s Mayor in demanding they hand over private church communication.





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