Texas Magnolia ISD teaching Islam is Tolerant of other Faiths?

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Mag islam

While the powers at be have purged our American education system of prayer and biblical teaching there is  movement to indoctrinate our children with a positive view of Islam.  The following is an excerpt from a study guide given to students at Magnolia ISD from their History teacher.

Does this teacher not listen to the news and the thousands of Christians that are being slaughtered for their Christian faith?

And we wonder what is wrong with this country.


magnolia teacher Islam


Learn the true intent of Islam.


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The Devil’s Pleasure Palace: The Cult of Critical Theory and the Subversion of the West

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I have been trying to alert parents and taxpayers of the progressive teaching philosophy that is sweeping our country even in Texas. You will often hear “educrats” use terminology such as “Critical Theory” “Critical Thinking”, etc. It all sounds great on the surface but there is an  underlying agenda to this teaching philosophy and one that is not good. Want to know more about this movement please tune into the following webinar, January 26.






pleasure palace


In the aftermath of World War II, America stood alone as the world’s premier military power. Yet our sense of cultural inferiority remained.  Many of our elites embraced not only the war’s refugees, but many of their ideas as well. Some of them argued that truth was only a social construct and that meaning was based on what the individual wanted.  As a result, although we had just won a war against the forces of nihilism and fascism, the New Nihilists set about dissolving the bedrock of the country, from patriotism to marriage to the family to military service; they have sown (as Cardinal Bergoglio – now Pope Francis – once wrote of the Devil) “destruction, division, hatred, and calumny” – and all disguised as the search for truth.

The Devil’s Pleasure Palace exposes the overlooked movement known as Critical Theory and explains how it took root in America and, once established and gestated, how it has affected nearly every aspect of American life and society.

Michael Walsh is a journalist, author, and screenwriter, whose work includes six novels, seven works of non-fiction, and a hit Disney movie. The former classical music critic of Time magazine, he co-founded Big Journalism with the late Andrew Breitbart and is now a regular contributor of political and cultural commentary to PJ Media and National Review, and an occasional op-ed columnist for the New York Post. Among his awards are the ASCAP-Deems Taylor Award for distinguished music criticism, in 1979, and the American Books Awards prize for fiction for his gangster novel, And All the Saints, in 2004.


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Open Letter to the Argyle ISD School Board- TRANSDISCIPLINARY (Updated)

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By Alice Linahan

Voices Empower


As a Mom with a student in Argyle ISD, I am very concerned about the direction our school district is heading.  As our schools embrace 21st Century Learning and the College and Career ready standards, we must ask ourselves as parents and adults; are our children being harmed by this?

As Moms and Dads, we need to step back and start asking “ourselves”…….

1. If our children graduate from high school or college with the attitudes, values, beliefs, behaviors and a worldview that we oppose and we know it is because their teachers have been trained to believe it is their responsibility to be the devil’s advocate and teach our children ‘Critical Thinking’ and to question and even oppose the foundational beliefs of our family; is that really a solid academic education that will serve our children and their future well?

2. Is our child getting college credits in high school more important than protecting our child’s mind and their soul?

3. If your child graduates from college, gets a great high paying job but no longer respects, much less believes, they are worthy of a strong marriage, a free and prosperous country, and that by the grace of God anything is possible; have we done our best to give our child a strong foundation for a happy joy filled life?

Let me give you a personal story from right here in Argyle ISD. This is what “21st Century Learning” also known as getting students “College and Career Ready” looks like in the classroom.

For a little background, my daughter is the only student in her class whose parents have refused to allow her to use a district issued chrome book or google student account.

One day she texted me screen shots of a quiz her AP/Dual Credit English 3 teacher asked the class to take. Because my daughter did not have a chromebook her teacher told her to take the quiz from her cell phone. The lesson plan for the class shows that they were working on group presentations on philosophy (in an English Class) and these quizzes were a part of the research each group was to do. Each group was assigned a Philosophy and after their research, each group gave a presentation to the class. The Philosophy’s the groups were assigned were….

1. Utilitarianism

2. Objectivism

3. Civil DisobedienceIMG_8005

4. Existentialism

5. Categorical Imperative

6. Hierarchy of Human Needs

7. Social Contract

Parents!! Would you want your child taking a quiz called ‘Philosophy Experiments,’ in high school, much less on their district issued Chromebook, that grades their answers, compatibility, and then gives the student a “tension score” on a bar graph. Whatever two answers contradict, it plays devils advocate and makes the student question their beliefs.

Here are just some of the questions asked:


* There are no objective moral standards; moral judgements are merely an expression of the values of particular cultures. Agree or Disagree 

* So long as they do not harm others, individuals should be free to pursue their own ends. Agree or Disagree

* It is always wrong to take another persons life. Agree or Disagree 

* The right to life is so fundamental that financial considerations are irrelevant in any effort to save lives. Agree or Disagree 

* Homosexuality is wrong because it is unnatural. Agree or Disagree 

* It is quite reasonable to believe in the existence of a thing without even the possibility of evidence for its existence. Agree or Disagree 

* There exists an all-powerful, loving and good God. Agree or Disagree

* The second world war was a just war. Agree or Disagree 

* There are no objective truths about matters of fact; “truth” is always relative to particular cultures and individuals. Agree or Disagree 

* Atheism is a faith just like any other, because it is not possible to prove the non-existence of God. Agree or Disagree 

* To allow an innocent child to suffer needlessly when one could easily prevent it is morally reprehensible.  Agree or Disagree 

* The holocaust is an historical reality, taking place more or less as the history books report. Agree or Disagree


As I said, where there is a conflict with two answers, it analyzes the two and scores the student.

Here is an example……

 Statements 5 and 29: Can you put a price on a human life?

28% of the people who have completed this activity have this tension in their beliefs.

You agreed that:
The right to life is so fundamental that financial considerations are irrelevant in any effort to save lives
But disagreed that:
Governments should be allowed to increase taxes sharply to save lives in the developing world

If the right to life is so fundamental that financial considerations are irrelevant when it comes to making decisions about saving human lives, then that must mean that we should always spend as much money as possible to save lives. If it costs £4 million to save a cancer patient’s life, that money should be spent, period. But if this is true, then surely the West should spend as much money as possible saving lives in the developing world. You may already give $100 dollars a month to save lives in the developing world. But if financial considerations are irrelevant when it comes to saving lives, why not $200, or $1000, or just as much as you can afford? If you do not do so, you are implicitly endorsing the principle that individuals and governments are not obliged to save lives at all financial cost – that one can spend ‘enough’ on saving lives even though spending more, which one could afford to do, would save more lives. This suggests that financial considerations are relevant when it comes to making decisions about saving lives – there is a limit to how much one should spend to save a life.


28% of the people who have completed this activity have this tension in their beliefs.

You agreed that:
There exists an all-powerful, loving and good God
And also that:
TransdisiplinaryTo allow an innocent child to suffer needlessly when one could easily prevent it is morally reprehensible

These two beliefs together generate what is known as ‘The Problem of Evil’. The problem is simple: if God is all-powerful, loving and good, that means he can do what he wants and will do what is morally right. But surely this means that he would not allow an innocent child to suffer needlessly, as he could easily prevent it. Yet he does. Much infant suffering is the result of human action, but much is also due to natural causes, such as disease, flood or famine. In both cases, God could stop it, yet he does not.

Attempts to explain this apparent contradiction are known as ‘theodicies’ and many have been produced. Most conclude that God allows suffering to help us grow spiritually and/or to allow the greater good of human freedom. Whether these theodicies are adequate is the subject of continuing debate.


Do you realize these responses and their data can legally be tracked for research purposes by 3rd party contractors? President Obama changed the regulation on the FERPA law? A student’s private data can be collected without parental consent in the name of “Education Research”. Here is a link you can take the quiz yourself.

After taking this quiz herself, Clinical Mental Health Counselor Joan Landes stated….

“It’s a classic psychological deconstruction technique to put a person in a double bind and collapse his cognitive framework. Then the “leader” picks up the pieces and reassembles them to order. This is an inappropriate use of psychological force on impressionable minds and unformed identities.”-

Now, you might say, what public high school teacher would think this is a good quiz to give and blame it all on the teacher, but…..

That local superintendent is ultimately  in charge of curriculum, and you the locally elected school board are ultimately in charge of approving funding for the professional development of both the teacher and the superintendent. In addition, you are in charge of funding technology used in the classroom that allows for our student’s data to be collected. It has been stated to me that this is an AP/Dual Credit class, therefore it is a college level course and okay. To that I have to ask. Why is this okay in college? It is certainly not appropriate for high school age students.

The challenge with 21st Century Learning/Common Core/College and Career Ready Standards transformation of education, is how teachers are being re- trained to teach. It is their professional development. In addition, administrators are being trained, through their professional development, how to deal with parents who complain. It is actually the teacher who is in danger, because they are many times used as the fall guy. Education is no longer about reading, and writing in a 21st Century English classroom.  It is about the 4 C’s Creativity, Communication, Critical Thinking and Collaboration.

In Texas we said NO to the Common Core National Standards, but we’ve said yes to our teachers being re-trained for 21st Century Learning using the InTASC Model CoreTeaching Standards; Learning Progressions for Teachers.  The Copyright for these standards is owned by the Council of Chief State School Officers, who as you will remember own the copyright to the Common Core National Standards. They are all aligned to a collectivist philosophy of education. Check out standard #5. When you begin to research what is happening, you will see, this is NOT 21st Century Learning it is simply another push for OBE (Outcome Based Education). 

“The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.” 

Clearly worded in the InTASC paper is states; “these standards differ from the original standards in one key respect: These standards are no longer intended only for “beginning” teachers but as professional practice standards.”  

Have you heard the term Transdisiplinary ?

The College Board’s SAT and AP (Advanced Placement) assessments and conceptual frameworks can be described as “Transdisiplinary” in their purpose.

Transdisiplinary is when the function of the subject matter, concept themes in the syllabus, and course frameworks are all used to guide how a student views the world. The technical term most commonly used is lenses. Effectively these lenses become the values, attitudes, and beliefs the students are to be taking away from the curriculum.

Therefore my question is, are you okay with this? As parents are you okay with your child in Argyle ISD being taught using these learning theories and teaching strategies?

Argyle ISD is not an isolated incident. Nor is it isolated to AP/Dual Credit classes.  This is happening in school districts across Texas. (RISD) Richardson ISD held a meeting for angry parents speaking out against (PBL) Project-based learning. In the audio clip below you will hear Tabitha Branum, Assistant Superintendent of Secondary Education (formerly Coppell ISD) describe how teachers are no longer teaching as they did in the past and are being re-trained. She goes on to explain that the STAAR exams no longer ask questions about facts, such as “can you identify this organ” and or “what is the function of this organ?” Then the biology lead teacher explains why they are shifting away from learning facts in exchange for building “social skills”.

I would also like to let you know that my children are NOT allowed to take any surveys online or for the school district, state or federal government. If their grades suffer because of this I would like to let you know about this federal law.

Limits on Survey, Analysis, Evaluations, or Data Collection (United States Code, Title 20 1232h)

(b) Limits on survey, analysis, or evaluations

No student shall be required, as part of any applicable program, to submit to a survey, analysis, or evaluation that reveals information concerning—

(1) political affiliations or beliefs of the student or the student’s parent;

(2) mental or psychological problems of the student or the student’s family;

(3) sex behavior or attitudes;

(4) illegal, anti-social, self-incriminating, or demeaning behavior;

(5) critical appraisals of other individuals with whom respondents have close family relationships;

(6) legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;

(7) religious practices, affiliations, or beliefs of the student or student’s parent; or

(8) income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program), without the prior consent of the student (if the student is an adult or emancipated minor), or in the case of an unemancipated minor, without the prior written consent of the parent.




In preparation for the Argyle ISD school board meeting on Tuesday Jan. 19th, 2016. Here is a link to my public testimony at the Jan. 19th meeting.



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“Texas School Children To Be Unable To Read Patriotic Documents”

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 patriotic documents

ACTION ALERT:  Texas public school students to be unable to read the Declaration of Independence, the Constitution – no cursive writing to be taught


To voice objections to no cursive writing — The public is encouraged to send their comments to the TEA at the following address:  and/or to write to the Texas State Board of Education members:


Today, I am sending out an addendum to the critique of the Nov. 2015 DRAFT OF THE ELAR/TEKS that I sent out yesterday ( )  in which I verbalized my four Objections to what the Texas English / Language Arts / Reading (ELAR) Review Committee Members had produced.

The reason for this separate addendum is to explain thoroughly my concern that the leadership of the ELAR/TEKS Review Committee Members (RCM) chose to follow the Type #2 philosophy of education as exhibited in the Common Core Standards by taking away cursive handwriting from the Texas public schools. 

Here is my Objection #5 which should be added to the Objections #1 – #4 in yesterday’s critique. I have also added Objection #6 at the end of this addendum:


The present ELAR/TEKS document (Beginning with School Year 2009 to the present) states:

(23)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

(A)  write legibly in cursive script with spacing between words in a sentence. (

In the Nov. 2015 ELAR/TEKS Draft, no mention is made of cursive writing to be taught in Grade 3.


Texas is one of the few states that requires cursive writing to be taught, starting in Grade 3. However, for some time, this state mandate in the present ELAR/TEKS to teach cursive has been ignored; and many Texas teachers have quit teaching cursive or correct handwriting habits.


Because Grade 3 teachers have quit teaching cursive, then the students going forward from Grade 3 have no longer had the ability to write nor to read cursive. Because the skills learned in ELAR are competency-based (build upon one another) and because the ELAR/TEKS set explicit goals at each grade level/course level, once students are taught to master a certain skill, then they are to be held accountable in the future grade levels to demonstrate that mastery.


In other words, once students are taught cursive in Grade 3, teachers in the succeeding grade levels can expect students to write cursively and to read text written in cursive writing.


The Common Core Standards deliberately do not support the teaching of cursive writing for two reasons:  (1) The agenda behind Obama’s Common Core Standards is to dumb down students to the same common level, and (2) Obama and his administration are indoctrinating students into the social justice agenda.


One of the best ways to indoctrinate this and future generations of students is to make sure they can no longer read the historical documents upon which our nation is founded.


Beyond the obvious (e.g., personal thank-you notes, friendly letters, etc.), if students can no longer read cursive writing, they will not be able to read the primary sources upon which our country is built — the Constitution, the Declaration of Independence, journals, diaries, love letters, historical documents, ledgers, etc.  


Students will also not be able to read historical and literary documents that come from Britain and other English-speaking nations. This means that large portions of resources in every museum and library in this country and throughout the world would be unintelligible to generations of non-cursive-reading students. They would be forced to have someone else interpret these documents for them which is a dangerous thing in today’s politically correct world.


The advantages of cursive are well documented.  Cursive is a much faster form of handwriting than printing because each letter flows into the next letter. If people are without computers and need to be able to take or write notes, their handwriting speed would be severely impaired if they did not know how to write cursively.   


Computers are not always accessible and do not always work. Schools are already finding that out as they put their students in digitized textbooks. When the network or the device goes down, all learning stops!  As schools are forced to cut their technology budgets and the layers of tech support staffers are overcome with the deluge of techie devices in the schools, these “computer down” occurrences are occurring much more regularly.


Nothing forces students to pay attention to detail better than their having to write their compositions, test answers, open-response questions, timed writings in longhand; and cursive prioritizes classroom time. 


When people go into an office to apply for a job, they generally have to fill out applications in longhand.  Being able to write quickly, neatly, and clearly gives the prospective employer a favorable impression of the applicant.


How many of us who go to doctors’ offices, dentists’ offices, and hospital/clinic offices frequently are asked to fill out forms?  Again, being able to write quickly, neatly, and clearly expedites those office visits and gives healthcare workers important information about our health.  


We also have credible research done by qualified, peer-reviewed, published researchers that proves cursive is good for the brain.


6.2.14 – “What’s Lost As Handwriting Fades” – by Maria Konnikova – New York Times, Science –


Excerpts from this article:


psychologists and neuroscientists say it is far too soon to declare handwriting a relic of the past. New evidence suggests that the links between handwriting and broader educational development run deep.

Children not only learn to read more quickly when they first learn to write by hand, but they also remain better able to generate ideas and retain information. In other words, it’s not just what we write that matters — but how.

“When we write, a unique neural circuit is automatically activated,” said Stanislas Dehaene, a psychologist at the Collège de France in Paris. “There is a core recognition of the gesture in the written word, a sort of recognition by mental simulation in your brain.

“And it seems that this circuit is contributing in unique ways we didn’t realize,” he continued. “Learning is made easier.”

When children had drawn a letter freehand, they exhibited increased activity in three areas of the brain that are activated in adults when they read and write: the left fusiform gyrus, the inferior frontal gyrus and the posterior parietal cortex.

By contrast, children who typed or traced the letter or shape showed no such effect. The activation was significantly weaker.

In another study, Dr. James is comparing children who physically form letters with those who only watch others doing it. Her observations suggest that it is only the actual effort that engages the brain’s motor pathways and delivers the learning benefits of handwriting.

Virginia Berninger, a psychologist at the University of Washington, demonstrated that “When the children composed text by hand, they not only consistently produced more words more quickly than they did on a keyboard, but expressed more ideas… When these children were asked to come up with ideas for a composition, the ones with better handwriting exhibited greater neural activation in areas associated with working memory — and increased overall activation in the reading and writing networks.”

Dr. Berninger goes so far as to suggest that cursive writing may train self-control ability in a way that other modes of writing do not, and some researchers argue that it may even be a path to treating dyslexia. 2012 review suggests that cursive may be particularly effective for individuals with developmental dysgraphia — motor-control difficulties in forming letters — and that it may aid in preventing the reversal and inversion of letters.

the benefits of writing by hand extend beyond childhood. For adults, typing may be a fast and efficient alternative to longhand, but that very efficiency may diminish our ability to process new information. Not only do we learn letters better when we commit them to memory through writing, memory and learning ability in general may benefit.

Two psychologists, Pam A. Mueller of Princeton and Daniel M. Oppenheimer of the University of California, Los Angeles, have reported that in both laboratory settings and real-world classrooms, students learn better when they take notes by hand than when they type on a keyboard…the new research suggests that writing by hand allows the student to process a lecture’s contents and reframe it — a process of reflection and manipulation that can lead to better understanding and memory encoding.





Not only should cursive handwriting be restored to the Nov. 15 ELAR/TEKS Draft going forward, but the teaching of good handwriting habits should be taught systematically beginning in Kindergarten. As I stated in my comments from 1.4.16, the Oral and Written Conventions strand should be restored to the Nov. 2015 ELAR/TEKS Draft going forward, and the following elements should be added to that strand:  




The student is expected to:


(A)  Practice good posture when seated at a table/desk for writing purposes.


(B)  Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk.


(C)  Produce correct formation of letters using starting point, directionality, and ending point for each letter.


(D)  Identify the top/bottom, front/back, margins, lines on a sheet of paper.






The student is expected to:

(A)  Practice good posture when seated at a table/desk for writing purposes.


(B)  Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk.


(C)  Produce correct formation of letters using starting point, directionality, and ending point for each letter.


(D)   Identify margins and margin forming lines.


(E)   Identify appropriate times for writing outside the margin lines.


(F)   Start writing close to left margin line.


(G)   Form all letters so they rest on baseline.


(H)   Demonstrate correct starting point and stroke sequence for each letter.


(I)    Form both lower and upper case letters in correct manuscript style.


(J)   Form all letters so they occupy proper space in relationship to other letters.


(K)  Allow space between words.


(L)   Start next line at the left margin when one line is complete.


(M)  Form both lower and upper case letters in correct handwriting style.





The student is expected to:

(A)  Distinguish cursive from printed  writing.


(B)  Explain the purpose of cursive writing.


(C)  Identify appropriate times to use printed writing (e.g., maps, charts) or cursive.


(D)  Demonstrate how to form the connecting line between any two given letters.


(E)  Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation, correct size).




The student is expected to:


(A)  Use neat, legible cursive writing on most school work.


(B)  Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation.




In the Nov. 2015 ELAR/TEKS Draft, the wording is as follows in the Introductions for K through Eng. IV:




(a)(6) Statements that contain the word “including” reference content that must be mastered, while those containing the phrase “such as” are intended as possible illustrative examples.


I would like to see this wording clarified by deleting the above explanation and inserting the following:


If the curriculum element says “such as” or “e.g.,” – (1) teachers may teach, (2) textbooks/instructional materials must include, (3) the element preceded by “such as” or “e.g.” may or may not be tested on STAAR/EOC’s


If the curriculum element says “including” – (1) teachers must teach, (2) textbooks/instructional materials must include, (3) element is permissible to be tested on STAAR/EOC’s




Donna Garner


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Texas Grocery Magnate Forbids ‘Open Carry,’ Opposes School Choice, Supports Sanctuary Cities

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open carry

by Merrill Hope 3 Jan 2016


Charles Butt, the Texas billionaire magnate behind the H-E-B supermarket chain which forbid the open carry of firearms law that went into effect January 1, 2016, opposes school choice, funds anti-school choice lobbyists, and is even credited for his role in killing a 2011 state bill banning “sanctuary cities.”

Butt is the 2015 fourth richest Texan and Forbes’ 44th wealthiest person in America with a net worth of $10.7 billion known for funneling hard earned assets into educational lobby groups that fight school choice, although the 77-year-old grocer received a private Ivy League college education that included an undergraduate degree from the University of Pennsylvania’s prestigious Wharton School and a master’s in business administration from Harvard. Texas Watchdog stated Butt believes that private competition “undermines government schools.”

His vested interest in Texas public education includes H-E-B handing out $800,000 a year to public education pursuits through the Excellence in Education Awards. In 2006, he founded Raise Your Hand Texas, which lists Butt as an advisor. The Texas Tribune describes Raise Your Hand Texas as a “seasoned lobbying force on education issues at the Capitol.”

However, Raise Your Hand Texas is a corporate sponsor of the Texas Tribune and Butt contributed $500,000 to the Tribune in 2014, with his all-time contribution to them at $1,150,000. Last year, the Bill and Melinda Gates Foundation, primary funder of the Common Core State Standards, donated $249,763 to the Tribune.

Texas Watchdog charged Raise Your Hand Texas “pushes for increased public school funding while opposing every substantive education reform at the state legislature,” including supporting and funding candidates who oppose reform efforts to the state’s education system, and measures that expand parental rights.” The dubbed Butt a key player blocking school choice instead “propping up a faltering public monopoly.”

David Anthony, who heads up Raise Your Hand Texas, was one of 35 Texas public school superintendents instrumental in formulating a new vision for “future ready” classrooms under the Texas Association of School Administrators (TASA), another powerful education lobby.

In 2015, Breitbart Texas reported on the jarring conflict-of-interest that arose at the onset of the state’s last legislative session because House Education Committee Chairman Jimmie Don Aycock’s daughter, Michelle Smith, works for Austin-based lobbyist powerhouse HillCo Partners, which Texas Monthly placed “at the top of the lobby pyramid” since 1998. Smith’s two key clients were Raise Your Hand Texas and Fast Growth School Coalition (FGSC), which promotes rapid growth and spending on building new public schools statewide. Public outcry over the father-daughter connection put Aycock’s chairmanship at risk. Breitbart Texas reported that Smith withdrew her lobbyist registration status at the onset of the 84th Legislature to thwart that outcome.

Butt also funds the Texas Parent PAC, the largest recipient of his 2014 contributions at $1,498,000 and recognized as a top “power PAC” in the state. Texas House Speaker Joe Straus (R-San Antonio), who appoints the House Education Committee, received $168,000 from Butt that year. Butt contributed $161,458 directly to the committee members, according to the Austin American-Statesman. Texas Watchdog highlighted that the largest contribution chunk, $76,920 went to Straus’ committee chair pick Aycock (R-Killeen), also the lead author on the state’s 2013 college and career ready standards, House Bill 5.

Texas Parent PAC contributed another $81,931 to House Education Committee members, according to Texas Watchdog. The Parent PAC has proudly endorsed Aycock since his 2006 election, although he announced last summer he would not run again. In 2013, he voted against vouchers. Last year, Senate Bill 4, an education tax credit scholarship bill designed to help low-income and at risk K-12 students, was sidelined in the House Ways and Means Committee after passing in the Senate. The House never gave it a hearing.

Yet, in the 11th hour of the legislative session, the House flung House Bill 1891 out for a vote. This big government community schools initiative backed by the Texas American Federation of Teachers was the union’s solution to combat public charters, Breitbart Texas reported. Its inspiration was the American Federation of Teachers Promise Schools, a co-initiative with the Albert Shanker Institute, a proponent of Common Core state standards.

Like Raise Your Hand Texas, Texas Parent PAC opposes school choice, which means different things to different advocates on both sides of the debate. Breitbart Texas reported the premise behind “school choice” as educational options decided upon by families and not educrats whether that choice is public, charter, private, parochial, or home school. School choice opponents often depict advocates as trying to dismantle public education and privatize schooling, attack teachers, and drain taxpayer funds from public schools.

“Not so,” Americans for Prosperity State Director Michael Hasson told Breitbart Texas last year. He said the point of school choice was to “maximize” educational opportunities. “Education is the gateway to the American Dream. It’s ridiculous to assume we can eradicate the system. We want to strengthen it,” he said.

In 2013, Raise Your Hand Texas supported virtual (online) education and adding more charter schools, although they pushed for legislation that limited the reach of the proposals backed by pro-school choice advocates, the Texas Tribune reported, saying Butt created Raise Your Hand Texas to “combat private school vouchers.” Groups like Texas Freedom Network oppose school choice because they do not want taxpayer dollars to move out of the system with the child. Arizona, Florida, and Nevada embraced education savings style “voucher” accounts (ESA) as a means to flee failing schools and empower parents in making educational decisions for their children.

In December, the Texas Education Agency released its Public Education Grant (PEG) list for its 5.2 million publicly educated K-12 students and it identified the degree to which the system failed — 1,532 campuses landed on the list for poor test scores or unacceptable ratings, an increase from the previous year’s 1,199 failing schools. Texas has approximately 8,600 campuses totalling 1,200 school districts and charters.

Texas Public Policy Foundation’s Kent Grusendorf described a core conundrum of the public education “monopoly.” He wrote: “Thousands of great people work in the field of public education. Unfortunately, union leaders, bureaucrats and politicians all think they can tell teachers what is best. We must set educators free. We must set our children free.” He underscored that historically “monopolies are inherently inefficient in the allocation of resources,” adding that Texans spend over a quarter of a million dollars per year for a classroom of 25 students where the average teacher earns $50,000. “In order to advance professionally, great teachers must leave the classroom, where they have great value to the institution, and move into administration, where in many cases, they add less value,” he noted.

In 2011, Butt, along with Houston homebuilder Bob Perry, no relation to former Gov. Rick Perry, worked to kill important legislation in the fight against illegal immigration. H-E-B operates 300-plus markets in Texas and also 52 in Mexico. Through HillCo Partners, they applied pressure to the state’s House panel to block Perry’s anti-sanctuary cities measure. The supermarket mogul gave nearly $2.2 million to squash the bill, the Dallas Morning News reported, footnoting that Texans for Public Justice ranked Butt third among givers to legislative candidates in 2008.

That blocked legislation would have allowed law enforcement officers to inquire about the immigration status of people they detained, the Houston Chronicle reported. Since the Texas legislature failed to pass any anti-sanctuary cities measures, Gov. Greg Abbott made this a 2015 priority, coming up with his own plan to deal with law enforcement officials who won’t enforce the law, Breitbart Texas’ Bob Price reported. In October, Abbott called to end sanctuary city policies in Texas, Price also reported. That came in response to a Dallas County Sheriff who intended to lighten up on immigration holds for jailed illegals and legal aliens, no longer detaining them for Immigration and Customs Enforcement (ICE). Abbott said these types of sanctuary city policies will “no longer be tolerated in Texas.” A week later, he announced a new plan to strip state grant funding from county sheriffs with a Sanctuary City policy of not honoring ICE detainers, Breitbart Texas reported.

The Texas H-E-B stores will continue to abide by state CHL laws and allow concealed carry of handguns in stores..

Follow Merrill Hope on Twitter @OutOfTheBoxMom.

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Gov. Abbott Makes Bad Choice for Texas Commissoner of Education

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“Gov. Abbott Makes Bad Choice for Texas Comm. of Education”

By Donna Garner




As a conservative, I appreciate Gov. Greg Abbott for the many courageous positions he has taken for Texas; but he really missed it on this one!


I cannot think of very many people whom Gov. Greg Abbott could have appointed who would have been a worse choice than Mike Morath as Texas Commissioner of Education. (12.14.15 — Press release- “Gov. Abbott Appoints Mike Morath As Texas Education Commissioner — )



Mike Morath is supporting almost everything bad in education – the same Type #2 philosophy of education that opens the door to subjective, digitized curriculum and assessments found in Common Core/CSCOPE;  the same “innovative” school model pushed by TASB and TASA with their 21st century transformational “visioning” approach to education; and the greedy consultants, lobbyists, and vendors who make a fortune off education’s “Golden Goose” of public dollars. 



Gov. Abbott had previously appointed Mike Morath as the chairman of the Texas Commission on Next Generation Assessments and Accountability (NGAA).  It seems clear to me that the purpose of this commission is to recommend to the Texas Legislature that they replace the traditional public school classroom (where teachers teach fact-based  curriculum directly and systematically while face-to-face with their students) WITH the 21st century transformational model where students receive all their instruction through digitized curriculum.  Grading is done through subjective assessments  (e.g., portfolios, projects, group work); and curriculum focuses on students’ feelings, emotions, and opinions – not on hard facts with right-or-wrong answers. Students graduate through online and dual credit courses with wishy-washy accountability standards and unsecure testing procedures.     


Obviously if Mike Morath was chosen as the chair of this NGAA commission, he intends to implement this same Type #2 philosophy across Texas as the newly appointed Commissioner of Education.


America has hundreds of years of historical data to prove that the traditional Type #1 philosophy of education produces success.  Americans became the leader of the world because of the many scientists, inventors, technicians, entrepreneurs, engineers, writers, historians, and businessmen who used their Type #1 education to elevate themselves to great heights. They were educated on a Big Chief Tablet.


Where is the proof that the Type #2 digitized “global citizen of the world” approach will make America great?  In fact, there is no long-term, independent, peer-reviewed research to prove that that method of education works. 


To be very honest, we see just the opposite when we look around our society and see the ever-growing numbers of people educated through the Type #2 philosophy of education who are sorely lacking in the most basic knowledge and skills. 




I do not mean to be unfairly critical, but it is almost laughable for the Governor’s office to try to boost the confidence of the public in Mike Morath by mentioning his less than one year of teaching experience (computer science) after a teacher had unexpectedly resigned. 


My hint to Governor’s office:  “One year or even less of teaching experience doth not a teacher make.”


Another laughable part of the Governor’s press release is the emphasis on Mike Morath’s years on the Dallas ISD Board of Trustees. Anyone who has been following education in Texas very long knows that DISD is one of the worst functioning public school districts in Texas as shown by mountains of hard, verifiable data, including numerous articles published by the Dallas Morning News.  Here are but a few of them:


7.7.15 – “Dallas ISD’s Imagine 2010 Effort Fails To Prop up Troubled Schools” – Matthew Haag – Dallas Morning News


“Results from the latest STAAR exams show that most of the initial 21 schools in the Imagine 2020 program are worse off than before it started…Among the 14 elementary schools, a majority of them have lower passing rates on the five STAAR exams since Imagine 2020 began.”


6.28.15 –  “Fact Check: Was the DISD Miracle Real?” – by Jeffrey Weiss, Matthew Haag – Dallas Morning News –


“Evaluation: The claim that minority students in Dallas are twice as likely to pass Advanced Placement exams than anywhere else in the nation is not supported by evidence. The data used did not include many urban districts, and at least one urban district beat Dallas.”



5.22.15 – “Little Progress Seen on Dallas ISD’s STAAR Results” – by Jeffrey Weiss, Matthew Haag, Holly K. Hacker – Dallas Morning News


“STAAR test results released Friday by Dallas ISD offer little evidence of systemic progress…Compared with last year, the passing rate dropped for eight of 11 exams in grades three through eight…Similarly, compared with results from 2012 — a higher percentage of students failed this year in eight of 11 exams.”






Even the home-rule initiative in Dallas ISD that Mike Morath championed ended up as a total failure.  Morath helped start a group with the misnomer of a name — “Support Our Public Schools.”  In reality this group wanted to turn Dallas ISD into a home-rule charter district that would have been run by a handful of high-level people with no real accountability and no elected school board members to whom the public could have turned with their concerns. 


These two articles chronicle Morath’s failed attempt at home-rule: 


1.21.15 – “Dallas ISD Home-Rule Commission Votes Against Writing Charter” – by Matthew Haag – Dallas Morning News


“The effort to overhaul the way Dallas ISD operates began with a bang a year ago but ended with a whimper Tuesday…The home-rule initiative launched in March with a petition drive and support from influential politicians and wealthy backers. But the public’s enthusiasm never matched their fervor…a home-rule district could undermine people’s democratic rights.”


5.14.14 –  “Group Pushing Home Rule for Dallas ISD Ready To Move Forward” – by Matthew Haag and Tawnell D. Hobbs — Dallas Morning News


Mike Morath, who helped start Support Our Public Schools and is the only DISD trustee who backs the effort…Some opponents don’t trust the home-rule leaders, including its chief funder, Houston billionaire John Arnold…Support Our Public Schools spent 10 weeks collecting signatures and paid people to get them…Some fear the effort is about taking control of DISD’s $1.2 billion annual budget.”




In a nutshell, “It ain’t what you know but who you know.” 


Mike Morath is cozy with Houston billionaire John Arnold (of former Enron fame).  John Arnold established The Arnold Foundation that is pushing school choice. The Arnold Foundation works closely with Julie Linn of Texans for Education Reform.  Linn, who used to work for an education company that designed online courses, became an education advisor to Gov. Perry and then to Gov. Abbott. 


Both Mike Morath and Julie Linn seem to have had no real teaching experience, yet we are supposed to accept both as “experts” on how and what should be taught to help students become well-educated citizens.  I find this extremely hard to believe after having taught for 33+ years myself.


As I and other people have said many times before, “We are not against school choice; but when every school in America is following the same Type #2 philosophy of education, then there really is no choice for anyone.” 


Mike Morath is not the right person for the Texas Commissioner of Education. He will not support whole-heartedly the Type #1 curriculum standards that the elected members of the Texas State Board of Education have worked so hard to adopt.  Morath’s philosophy of education is very closely attuned to that of the Obama administration’s Type #2 Common Core.  I am terribly disappointed in Gov. Abbott’s choice of Mike Morath as the Texas Commissioner of Education.  

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Nov 30, 2015 by

fix nclb



11.30.15 — The NCLB rewrite bill was just released to the public at 9:30 A. M. this morning:


The NCLB reauthorization bill is 1,059 pp. and is to be voted on by the House in two days (Dec. 2, 2015). Remember that the House has been on Thanksgiving recess and just returned to their offices.


Speaker Paul Ryan should be ashamed of himself for trying to push through a bill that neither the House members nor the public has had time to read.  What happened to the 60-day rule and with his promises of transparency?  




We have gone this long without rewriting the NCLB bill, and we can wait until after the 2016 elections.  We as the American people do not trust this President, and we certainly do not trust any NCLB reauthorization bill that he would sign.


We also do not want a repeat of ObamaCare in which a similar omnibus bill was passed unscrupulously, has caused mass chaos in our healthcare system, and has led to increased debt and suffering.


Congressmen, we expect you to vote “NO” on the reauthorization of NCLB and to wait until we get another President and possibly other Congressmen in place after the elections of 2016.


Donna Garner

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Takeover of American Universities

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Across America storm clouds are gathering. America is under assault by left wing revolutionaries.

Takeover of American Universities

For decades American universities have been undergoing a fundamental change. It is there that the radical left molds the views of the students who are targeted as agents of permanent change for American culture and freedoms. The Progressive ideology, which rejects America’s founding principles, overturns moral norms, and seeks to destroy liberty and free enterprise, is dominant at a majority of American colleges and universities. Students are ignorant of our Western and American heritage and the true meaning of our Constitution. We are losing those precious freedoms bequeathed to us by our Founding Fathers. 

University campus mobs are growing in strength and numbers, led by a very vocal minority with outrageous demands targeted against an individual rather than the university, per Saul Alinsky’s Rules for Radicals method – the bible for those seeking to overthrow a nation.

On more than 1,000 American colleges and universities a radical left campaign is raging to force divestment by universities of their investments in fossil fuels.

On November 10, 2015 the National Association of Scholars (NAS) published “Inside Divestment: The Illiberal Movement To Turn A Generation Against Fossil Fuels,” which documents the real purpose of the divestment campaign. Director of research projects at NAS and author of Inside Divestment Rachelle Peterson said, “The organizers’ goal is not to cause colleges to divest, but to anger students at the refusal of colleges to divest fully and to turn their frustration into long-term antipathy toward the modern fossil fuel-based economy.”

Peter Wood, president of NAS explained,

The movement pretends to change the way we generate energy, but its actual aim is to generate resentment, which is fuel for political demagoguery.  The ultimate beneficiaries are rich people whose investments in ‘green energy’ will prosper only if they can trick the public to strand our reserves of coal, oil, and gas underground. They favor high-priced, inefficient technologies that happen to require massive government subsidies coupled with sweeping new government powers.  Students drawn by ‘save the world’ rhetoric and prevented from ever hearing arguments on the other side have become willing pawns for a movement that, rightly understood, is profoundly anti-democratic and that will also consign much of humanity to perpetual poverty. 

Opponents to the radicals’ divestment campaign are bullied and smeared. Why would serious students waste their time and money in such an evil and hostile environment!

Consider a few of the latest headlines about campus life:

  • Dartmouth students lead profane Black Lives Matter protest”
  • “Black Vanderbilt prof. latest target of racial protests”
  • Amherst students demand crackdown against free speech”
  • Public university steers students, dollars to Planned Parenthood”
  • Afrikan Black Coalition seeks to ‘overthrow the Constitution,’ ‘stop white people’”
  • Yale student protesters allegedly spit on free speech advocates”
  • Claremont students feel marginalized, demand resources and resignations”
  • “Second Video: Yale, Cornell, and Syracuse administrators destroy ‘oppressive’ Constitution” 

During the Republican debate last week, Senator Marco Rubio said that welders earn more than philosophers. Although his information about salaries was inaccurate, he did have a point. Welders earn considerably less than philosophers but there are more jobs available for welders than for philosophers. Philosophers do possess college credentials but, for recent graduates, there is quite probably a mountain of debt along with that degree and a distinct possibility that the graduate will have difficulty in securing a job to retire the debt.

So the question is this: what value are students receiving for their high-priced degrees? One parent tweeted that sending her child to welding school appears to be preferable to wasting her money at Amherst. A student tweeted that since college is now a joke, he has chosen a trade school instead.

Parents and students can starve these radical education beasts by spending their money at conservative institutions that focus on old-fashioned higher learning. Hillsdale College is widely known for its classical education and graduates who have gone forward to positively influence our government, the economy, and our culture. Outside of military academies, it is one of the few colleges that requires every student to take a course on the Constitution to graduate.

Radical left wing professors can spew their vicious hatred of America and our values and traditions ONLY if someone is willing to pay them to do so.

Let’s give those left wing revolutionaries pink slips and shut down the institutions that provide them a platform to destroy our nation — paid for by we the people!

Your Zip Code Is Now Under the Federal Government’s Control

So you moved to a pricey address to provide you and your family a safe environment from violence, drugs, murders, robberies and to have good schools for the kids. Forget that!

The Obama administration thinks you are discriminating and aims to turn your world, your neighborhood, and your schools upside down.

Through Affirmatively Further Fair Housing (AFFH), President Obama is robbing the suburbs to pay for big city costs. This rabid Saul Alinsky community organizer bought into the insane idea of kool-aid people that urban decay is the fault of those fled to the suburbs with their tax dollars to escape the urban corruption, violence, high taxes, and terrible schools.

In spite of all the government rhetoric, AFFH is about government mandated desegregation of neighborhoods.

AFFH will override local zoning authority and expand federal control over where and how Americans live. Suburban neighborhoods will be forced to build more high-density Section 8 housing in affluent neighborhoods for low income people. If your city has accepted HUD funding, there is no choice but to abide by the radical initiative of AFFH! Not to do so will means the loss of millions of dollars in federal funding.

With Section 8 housing in a neighborhood, schools tend to trend downward in student performance, graduation rates, and college placements. In turn, this decreases property values which results in lower property taxes. For those ISDs which have passed bond issues, lower property taxes will affect the ability of the city to repay the debt. So the vicious cycle is repeated with a tax increase and taxpayer flight to the suburbs.

Yet AFFH is designed to stifle the growth of suburbs. AFFH is really about changing the way Americans live. We are being forced into very high density cities and into mass transportation rather than cars. AFFH will end American local self-rule by a federal regionalist system.

This is the United Nations Agenda 21 playing out around us. It’s much easier to control people in compact areas who are without individual transportation. This restricts movement by the people and makes it much easier for the government to watch who is going where. Federal control is being tightened over education and the minds of our children with the pending passage of ESEA in Washington.

All is going as planned by the leftwing revolutionaries.

How to Stop AFFH

The Gosar Bill, H.R. 1995 designed to stop AFFH, has been filed but has been stalled in the House Judiciary Committee since May 15, 2015. Realistically, the only way we can restore local control is by joint action of a Republican president and a Republican Congress to rescind AFFH and restrict the reach of disparate impact litigation.

Stop All Muslim Immigration to America — Forever!

What do we want America to be like and look like in 5, 10, or 50 years? Do we want to place the American experiment into mothballs? The answer to this question will be determined by our immigration policy.

Do we want to continue to open our doors to illiterates, unskilled labor, and poor people who come here not to assimilate or even to learn our language but for the handouts?

The world is watching in horror as Muslim invaders swarm over Europe, behaving like savages and murdering their hosts. Do we want to open our doors to savages who have a centuries old history of moving into a country, increasing their numbers, killing the citizens, and taking over the host country?

Our choices are these: restore and continue our Christian traditions and values, become a secular nation, or become a Muslim nation. If we try to combine all three, we will look like Europe.

Immigration is not just about the workers, jobs, and economics. Immigration is about the people who become citizens because they determine what our nation and our government will become in the future. 

For those who quibble about radical versus moderate Muslims, the difference is this. Radical Muslims believe that the world must submit NOW to Allah while moderates believe the world will submit to Allah – LATER. The message is the same – the world MUST submit to Allah! When Muslims talk about world peace they really mean that the world has submitted to Islam! It’s not a matter of whether they intend to takeover America, it’s a matter of whether it is NOW or LATER! If we continue to allow them to enter our country, the American Dream will be destroyed. Our existence will be that of beheadings, stoning, whippings, body parts mutilation, and female genital mutilation. A new period of Dark Ages will begin.

Muslims Can Proselytize, But Christians Can’t

Even though American public schools are prohibited by law from proselytizing for a religion, this does not seem to include Islam. Saudi oil money has for decades bought the “right” for Muslims to proselytize in the classroom, teaching non-Muslim students how to practice Islam under the guise of teaching Middle East history, culture, and Arabic.

The purpose for learning Arabic is that Islam requires Muslims to read the Qur’an in Arabic. So how come American public schools are not teaching Hebrew so that Jewish students can read the Holy Bible in Hebrew?

Here are a few of the proselytizing classroom activities in schools across the nation.

  • chant “Praise be to Allah.
  • recite aloud Islamic prayers
  • memorize the Muslim profession of faith
  • wear a necklace with the emblem of the Muslim star and moon crescent
  • wear a burqa
  • wear a robe
  • kneel on a rug and pray while facing in the direction of Mecca
  • learn the Five Pillars of Islam
  • memorize verses of the Qur’an
  • visit a mosque

Of course, if an infidel Christian parent complains, he (I realize that I have committed the unpardonable crime of using “he” to refer to either male or female, but the term ♫ was good for our Founders so it’s good enough for me ♫) is labeled intolerant, racist, hate monger, or worse. The non-compliant Christian student is bullied by the administration and grades and even graduation can be impacted.

Muslims bring neither skills nor money and intend for their host country to permanently support them and to adapt to their ways.

Japan Has It Right on Muslims

In America, we are seeing a rapid influx of Muslims who refuse to even make eye contact in local stores. We are providing them free daycare, free education, free cell phones, free housing, free transportation, free medical care, and cash for their every need. They can bring in their relatives through chain migration. In return, these arrogant and ruthless people despise us and demand even more.

In America, Muslims are demanding foot washing baths at airports, halal food in jails, Arabic studies in public schools and universities, and the banning of pork from public places. They proselytize in public schools while denying the same to Christians. There have been honor killings in Texas and other states.

Our Constitutional Republic founded on Judeo-Christian principles is totally incompatible with Islam and Sharia law. Islam is a system — religion, military, and political — with the Quran calling for the killing of anyone who is not a Muslim, even if they are family members. Bill Federer at American Minute compares the Quran and the Constitution to show how incompatible they are.

Since the Bible and Quran are completely opposite in their teachings, it is impossible to uphold the Constitution using the Quran.

Muslims are open about their intent to shred the Constitution and install Shari’a as the law of the land in America. Their rationale is that Shari’a law is from Allah while the Constitution is manmade.

Japan has chosen to approach Islam differently, both officially and publicly and so has avoided the problems of the West. At the diplomatic level, senior officials in Japan rarely entertain Muslim leaders and rarely visit Muslim countries. The relationship extends only to the Japanese importation of oil and gas products from some Muslim countries.

Muslims who go to Japan are usually employees of foreign companies, although the official policy is to deny entry to Muslims, even engineers, doctors, and managers. Japanese corporations seeking foreign workers let it be known that Muslims need not apply. Construction workers brought in through foreign contractors keep a very low profile.

Permanent residency is seldom granted to Muslims. The official policy is not to grant citizenship to Muslims, regardless of how long they have lived in Japan.

If Muslims are caught proselytizing for Islam, they can be deported and/or jailed.

It is difficult to import Quarans and few mosques exist. The establishment of Muslim organizations is forbidden. Few Arabic classes are found in universities. Men are expected to pray at home and not prostrate themselves collectively in public areas unless they wish to risk jail and/or deportation.

Halal food is not readily available in supermarkets and Shari’a law does not exist at all.

Unlike Americans who get caught in the politically correct trap of trying to distinguish between radical and moderate Muslims, Japan assumes that all Muslims are fundamentalists who are unwilling to give up their barbaric ways and Shari’a law.

Unlike Americans, the Japanese do not find it necessary to apologize for their attitude toward Muslims and their officials politely refrain from answering questions about their discrimination of Muslims.

Unlike America, Japan does not have organizations to defend Muslims against the government nor are there contractors making billions of dollars to resettle Muslim refugees.

Japan, unlike America, protects its workers from migrant workers who would take the jobs of natives. They believe that Japanese jobs are for Japanese workers, even if the labor cost is higher.

We must stop the guilt trip and decide if the United States of America that was founded in 1789 is the nation we want today for ourselves and our children. If it is, then we must return to the Constitution as it was intended by our founders.

We must send packing all immigrants, activist judges, the U.N., and any others who want to change our national heritage and our Constitutional Republic. There are other countries they can destroy, but not ours.


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Emotional Child Abuse at “Fort Worth Academy of Fine Arts”

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I was contacted by mother, Carrie Huffman today regarding the emotional abuse of her daughter by teacher, Patricia Jacobson at the Forth Worth Academy of Fine Arts. Ms. Huffman has contacted and reached out to the school administration repeatedly with no satisfaction regarding the treatment of her daughter.  Ms. Huffman has also contacted her local police department seeking help in resolving the situation. A detective has now been assigned to the case.

Ms. Huffman posted the following on her facebook page.



Below is a letter to the Texas Education Agency seeking their assistance in this matter. Will TEA or the school protect this child? 


Craig Shreckengast

*** Please not at the bottom of the page please view principal, Mr. Shreckengast  professional  response to this blog.******


November 4,2015 Carrie Huffman c/o Kailey Huffman

Texas Education Agency

Re: Complaint of abuse to minor child and administrative negligence by Fort Worth Academy of Fine Arts

Texas Education Agency My daughter Kailey is an advanced art student at FWAFA. She has an art teacher Patricia Jacobson two class periods everyday. Jacobson is abusive not only to Kailey but to several of the children. She is emotionally,mentally and verbally abusive, then tries to be physically affectionate. She screams,cusses, calls names, humiliates, etc. and has for a while. The administration refuses to acknowledge any wrong doing despite the constant reports. Parents have had to pull their children out of school over this teacher because of their refusal to protect the children. That seems serious yet it’s ignored. Kailey has put up with Jacobson yelling, humiliating, being threatening by standing over her screaming at her repeatedly to stand up right then etc. Kailey has begged me to please let her handle it knowing that reaching out to anyone simply gets her called into a meeting with Jacobson whom then sugar coats her behavior and makes it appear as if my child just misunderstands her intentions. Then when Jacobson is alone with the kids it’s hell to pay. Kailey spent a week in the counselors office about a month ago during Jacobson’s class period crying and unable to attend her class due to fear of her lashing out yet again. Kailey has generalized anxiety disorder and Jacobson is well aware of this. Monday November 2, 2015 after telling Kailey in her first period class that her painting was nasty, Jacobson grabbed a paintbrush mixed the colors on her pallet and painted all across Kailey’s canvas. Then Jacobson yelled “now fix it!” My daughter said yes ma’am, doing all she could to hold it together until she could get out of the class and make it to the restroom. Two class periods later sadly it started again. Kailey is new to what they are working on in this class which is AP fibers. She requested help previously and the teacher told her she would help when the other kids were at that point. She told her to undo and redo hers repeatedly while waiting for help. Which is what she did. The teacher then loudly started to accuse my daughter of not doing anything and asking if she planned to actually work that day at all. Jacobson knew she didn’t know how to proceed to the next step and started patronizing her because another student with 6 years experience had more done. The other student spoke up about her experience and then Jacobson began really yelling and saying you’re gonna have to take this home and actually do something for once. Kailey replied yes ma’am and I can work on it in my 8th period class because it’s my art practice period. Jacobson yelled at her to stop making excuses and trying to manipulate her like she does everyone else in her life. Yelling at Kailey again in front of the class. Kailey finally started to tear up at which time Jacobson informed her she better figure out a better way to deal with her than crying about it. She told her to stop crying. My daughter tried really hard to compose herself but Jacobson demanded Kailey look her in the face which made it impossible for her. She continued to demand Kailey speak to her like an adult but trying to stop crying and trying to talk at the same time doesn’t really work. Jacobson however continued and Kailey started to have a panic attack and struggle to breathe. Jacobson then demanded my child go get a mirror and watch herself. Continually yelling that she couldn’t watch if she was crying and she better stop. My daughter struggling to breathe and trying desperately to do so Jacobson said, you can stop that right now because it won’t work with me. Jacobson then patronizing my child insisted she mimic her breathing saying its like this taking in a deep breath then blowing it out sarcastically. When Kailey couldn’t because she was actually having a panic attack, (not a chosen behavior) it angered Jacobson even more. My daughter began to get light headed because she couldn’t get good breaths. She was afraid to put her head down so she tried to hold her head up with her hand so she didn’t look away from the mirror. This infuriated Jacobson and she told her to get her hands off her face and keep them off. Jacobson then said you are gonna have to find a better way to deal with me and that Kailey should get on some medication so she could deal with life. Totally out of line considering for one she isn’t a mental health professional, her parent and has no Right to talk about Kailey’s private issues in front of the class! After about 15 minutes Kailey was able to somehow get her breathing under control and Jacobson finally backed off. Kailey tried to just keep her head down focusing on her work. Within about ten minutes Jacobson started again. Kailey tried not to cry but she kept on. Jacobson grabbed Kailey by the face with both hands forcing her to look at her while she spoke. Jacobson insisted Kailey come to her when she was feeling anxious and they would work through it together. Still holding her face Jacobson pulled Kailey toward her and kissed her on the forehead then walked away. She walked back over shortly thereafter and said they would figure out a better way for Kailey to handle her anxiety. Then she pulled Kailey close to her forcing her to hug her. Absolutely not! I believe this is another way for her to make Kailey feel vulnerable to her control and aware of her ability to make her behavior appear to others that she cares. Kailey didn’t want to be touched by Jacobson at all and it’s just another controlling move on her part. Kailey asked repeatedly to go to the restroom or the counselor and she was told no that was just another escape. I have told her in the past if she ever gets this way to get up and leave the room it is also in her 504 that she be permitted to do so. At one point Kailey tried to get up and leave but Jacobson immediately bowed up to her and said sit back down now! We went to the principal Craig Shrekengast whom asked Kailey what appeared to trigger Jacobson’s outburst. Kailey said a lot of times she just comes in cranky but one thing is if you are absent she will be really mean when you return. Shrekengast looked at Kailey and said well do you have a lot of absences? This bothered me and I said wait a second, are you saying if she had a lot it would justify her behavior? He immediately looked at me and said I am talking to Kailey right now. I reminded him that Kailey is a minor and I’m her mother and it was important to me that my child understand that behavior wouldn’t be justified for any reason. Kailey then explained she is always saying I don’t do my work. He replied, well do you? Kailey said yes sir. She told him about the painting and her painting across it angrily and telling her it was nasty. He tried to say it was no different than when you turn in a paper you have written and the teacher makes corrections on the page. I strongly disagree. He asked if she was always negative about her work and Kailey said no the last thing I turned in she said I had outdone myself. He replied we’ll see so she compliments you. As if it excused the abusive outbursts. I tried to explain it would be as if I insulted him only to try and sugar coat it with a compliment. He then demanded My daughter and myself leave his office. I then went to the superintendent Clint Riley whom had a very similar demeanor as the principal. He informed me that there are parents that love Jacobson. That may be true but I know that she has had so many complaints about being mentally and emotionally abusive, cussing and calling kids names, belittling and ridiculing them even stating she wanted to hit kids but they refuse to acknowledge this or protect our kids. Jacobson accuses Kailey of using her anxiety as an excuse to manipulate people. Kailey is not a manipulative child. She is quiet and very reserved. She says she goes to school to learn not to socialize. She is very respectful and follows rules. She is an honor student and has NEVER had a disciplinary issue ever. She has been at FWAFA since third grade and is now in eleventh. I after trying to reach out to counselors many times over the last year, the nurse, the principal, the executive director and even going to the school board where they refused to allow me to address them, have realized they are not going to protect Kailey from this woman and he actions are escalating. After the two class periods of torment and humiliation followed by her forcing Kailey to allow her to hold her face, kiss and hug her I chose to contact the the police because it’s very apparent the Administration isn’t going to protect my child or any other child from this woman’s abuse. The police said that what my daughter was describing would definitely be considered assault by contact. So we chose to move forward with filing a police report. When the detective contacted Riley about Jacobson, he lied to her and said he wasn’t aware that she had grabbed my daughters face, kissed her or forced her to hug her. Which is completely false. I sat in his office the day it happened and told him after talking to Shrekengast about it with Kailey only minutes before. He also told the detective there had never been issues with this teacher. Another false statement. I know a mom pulled her child out a year and a half ago when Riley refused to protect her 5th grader by moving him to an alternate class. Jacobson cussed at her son on more than one occasion, got in his face, called him a names and would take him in the hall alone and intimidate him making him fearful to go to school. She basically tormented him for a year and nine days before his mom finally realized she had no other choice because Riley was going to punish her child for her insisting they protect him from Jacobson. I tried to bring up to Riley that I was well aware that many other students have and continue to have problems with her being a bully. One of their most talented and promising art students dropped art just so he could get away from her mistreatment. Riley was told by me and Shrekengast by Kailey with me in his office also that Jacobson grabbed her face, kissed her and made her hug her in a controlling don’t forget I’m the boss kind of attempt to make a point. Yet, Mr Riley refuses to move my child to another class. He insisted he would “look into it at his earliest convenience” but that if she wasn’t back in that class twice a day in the meantime it would be considered Unexcused. I tried to take Kailey to school the next morning and by the time we got there she was shaking and sick to her stomach. I asked Riley to tell me how he would ensure that my daughter would not be subjected to this type of abuse at the hands of Jacobson again and he said she can feel safe at school. She clearly can’t and doesn’t. Then following his so called investigation where he met with the teacher, counselors and special programs staff but not ONE student that was in that class and witnessed this terrifying episode, he informed me he found absolutely no wrong doing on the part of Jacobson and that my claim of disability harassment by her insisting my child find a better way to deal with her anxiety possibly medicating herself in front of the entire class was completely unfounded as well. I spoke to the mother of one of the other students in this class on Monday that witnessed this terrifying display by Jacobson at the request of the detective and she informed me that her daughter came home from school that afternoon visibly shaken and told her all about what had happened and how sad it was to see her treat Kailey so cruel and she just wouldn’t stop. The kids are all afraid of her. I truly don’t know what it’s gonna take for the administration to actually be held accountable for knowingly protecting a teacher that has a history of abusive and unethical behavior and continues to get away with it. By law I was under the impression that if they knew of even one incident of abuse having that kind of affect on a child that they were legally obligated to report it and if they didn’t they could be found guilty of abuse by omission. How can this be allowed to continue and me be expected to force my terrified child with severe anxiety to have to attend two class periods a day with this woman that has so blatantly harassed and abused her in front of a host of other students? The woman that calls kids names cusses at them and gets aggressive? How is it I’m supposed to expect that my daughter should believe she is safe there and that the administration will keep her safe? She attempted to leave the room as I instructed her to do and Jacobson immediately piped up and made her very aware she better not even try it. What is wrong with that? They have failed to protect Kailey and so many other children time and time again. They refuse to address this behavior and won’t even allow me to meet with her. How can my daughter have access to her instruction without being terrified? She is a child with a disability and even if she didn’t have a disability no child should have to fear this kind of attack from a teacher. This is disability harassment, abuse of power and blatant negligence by this administration. Complaint after complaint, kids going to the counselors trying to cope with Jacobson and it goes unreported and unaddressed. Instead they ignore it and continue to subject our children to this teachers abuse covering it up for her. It’s sick. There are so many parents that have begged for help yet nothing. This is not an isolated incident and my daughter has done her best to try and deal with Jacobson being nervous and anxious daily waiting for the next episode. What is gonna have to happen before someone will protect our children? Thank you in advance for any assistance you can provide me in making school attendance safe for my daughter.

Sincerely, Mrs. Carrie Huffman



Patricia Jacobson

Patricia Jacobson



Principal, Craig Shreckengast’s response.

pack of lies

So Mr. Shreckengast are you saying that this student is lying to her parents? Seriously?

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Cluster of Texas Teachers Accused of Having Sex or Sexting with Students

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sex pred

by Merrill Hope 7 Nov 2015

Incidences of Texas teachers accused of improper relationships with students continue to stream into the 2015-16 school year. An autumnal cluster full of allegations of sexual acts or “sexting,” sending explicit sexual text messages or images, with under-aged minors have been reported.

Waco police arrested Michael George Benns, 35, a former full-time paraprofessional teacher’s assistant at the Midway Independent School District (ISD) Alternative Education Center. Benns was charged Wednesday with having an improper relationship between an educator and student plus sexual assault of a female minor. In March, Benns was fired after the district learned of the February police investigation into his conduct. Waco Police Sergeant Patrick Swanton told the Waco Tribune that the alleged sexual encounter occurred in January between Benns and the victim, a girl under the age of 17, in a downtown parking lot. The victim’s mother reported the incident to police.

“As far as they know at this point, it was a single encounter not on school property,” Swanton said. A forensic interview performed at the Advocacy Center for Crime Victims and Children proved instrumental to the case, said the sergeant. Benns remains in the McLennnan County Jail in lieu of a $50,000 bond since his arrest Nov. 4 arrest.

Midway ISD Superintendent George Kazanas emailed parents Wednesday afternoon about the situation. “Benns came with strong references from youth organizations in the community,” he wrote. However, he noted that Benns “came to us already with a prior connection to a young lady who now is no longer a student at Midway High School. Due to this prior connection, an inappropriate relationship occurred outside of school hours and off-campus. We will continue to work closely with law enforcement officials to maintain a safe and healthy learning environment for our students.”

On Tuesday, in the Houston area, police arrested Deer Park ISD substitute teacher Blake Saucillo, charging him with allegedly sexting explicit images to a female high school sophomore. According to the Houston Chronicle, Deer Park police investigated a June 1 South Campus High School report of an inappropriate teacher-student relationship. Officers determined Saucillo sent explicit videos, photos, and text messages back and forth with a student over a period of several days, although there was no evidence that the sexual misconduct happened at the school. The  substitute made bail set at $30,000 following his arrest and was released for a Wednesday Harris County court appearance.

In late October, a similar case occurred in the Austin area. Eanes ISD officials notified Child Protective Services and the Travis County Sheriff’s Office of an investigation into a female high school math teacher for inappropriate communications with a male student over social media and texting. She taught at Westlake High School and the district said her background checks cleared when she was hired.

This week, just outside of San Antonio, the Bexar County Sheriff’s Office charged Mark LeGault, 35, with an improper relationship between and educator and student. sheriff’s office spokesman James Keith said the Wagner High School band director accused of sexual misconduct was in a relationship with a 17-year-old female student since August but police did not disclose if the victim was one of his band students. Keith told KENS-5 the girl’s parents first contacted the sheriff’s office about the inappropriate relationship on Monday.

The sexual misconduct began after the teenaged girl broke up with her longtime boyfriend. She told deputies LeGault offered her comfort and said, “Let’s hang out. I can make things better for you.” The teen felt pressured to stay in the relationship with LeGault, telling police LeGault threatened to commit suicide.

The suspect had suicidal tendencies. Keith said LeGault showed up with bleeding arms for a meeting with district officials after being placed on administrative leave. First responders rushed LeGault to the hospital.

Since his Tuesday arrest, high school parent Quawanna Peoples told KENS-5 that she was relieved LeGault no longer taught at the school but she emphasized: “It’s shock and disappointment because we look at these educators to look after our children.”

The Texas Classroom Teachers Association (TCTA) reminds education professionals they are “perceived role models in the community” in their 2015-16 Survival Guide, defining improper sexual relationships for teachers and the criminal consequences of these actions. It lists what constitutes real and perceived solicitations of a romantic relationship, warning teachers to “take care to avoid situations in which professional boundaries become poorly defined.”

The 2014-15 school year marked the 7th consecutive year Texas teacher-student improper relationship cases increased, upping from 179 cases opened by the Texas Education Agency to 188.” Previously, expert Terry Abbott blamed the rise of sexual misconduct on social media and secret electronic messaging which he said “created an open gateway for inappropriate behavior,” including developing “improper relationships with students out of sight of parents and principals.” He underscored that the wave of educator sexual deviance in the classroom extends beyond Texas, calling it “epidemic” nationwide.

Follow Merrill Hope on Twitter @OutOfTheBoxMom


Read More Stories About:

Breitbart Texas, Texas Education Agency, Sexting, Teacher-Student Sexual Misconduct, TCTA

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Student who exposed ‘God is myth’ assignment invited TX Governor’s Mansion

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eag news

November 3, 2015

Victor Skinner

Victor Skinner – Victor is a communications specialist for EAG and joined in 2009. Previously, he was a newspaper journalist.


KATY, Texas – When Texas middle schooler Jordan Wooley recently highlighted a reading assignment that required students to deny God, school administrators, her teacher, and some students painted her as a liar.

But a flood of support from residents across the state, including and Gov. Greg Abbott, is buoying her spirits as she heads to the Governor’s Mansion Saturday to share her story.

Wooley, 12, testified before the Katy Independent School Board last Monday about a reading assignment at West Memorial Junior High in which her teacher instructed students to label statements as fact, opinion or commonplace assertion, which her teacher characterized as a myth.

When Wooley and numerous other students answered fact to the statement “There is a God,” the teacher told them they’re wrong, God is a myth, Wooley said.

Jordan Katy podiumSuperintendent Alton Frailey vowed to investigate the incident, and the next day apologized to Wooley. The district issued a statement that said the “ill-conceived” assignment “included an item that was unnecessary for achieving the instructional standard,” Fox 26 reports.

But the next day Frailey called a press conference to allege Wooley is a liar and countering Wooley’s assertions the assignment was graded, and students would be penalized if they answered that “fact” to “There is a God.”

“Nothing that the principal has found supports the assertions that the teacher deliberately threatened (students), or tried to force them to deny God,” Frailey said, according to ABC 13. “In the investigation those assertions were not corroborated by the other students. Was the activity graded? It was not graded. Was it 40 percent of their grade? Were the students told they had to deny God? No one corroborated that, at all.”

“If I had any reason to believe or evidence to support that a teacher did what has been alleged I would stand with Jordan, as well,” he said. But when a flood of students and parents later confirmed Wooley’s account, Frailey broke his word and issued a politically correct statement instead.

Frailey’s comments, of course, put a target on Wooley’s back and some of her classmates reacted accordingly with taunts and harassment for standing up for her faith. At the same time, Gov. Greg Abbott spoke out in support of Wooley, something her mother, Chantel Wooley, said has lifted her spirits.

“Governor Abbott is the only person in any position of authority in Texas that stood up for Jordan from the very beginning of this ordeal. He set an example of what it means to stand up for the truth and God,” Chantel Wooley said.

“His instinct was to see the truth, coming from a child. What people do not know, is how bad Jordan was hurting at school after she spoke out publicly, how many people turned away from her, including her principal, the Katy ISD school board and Superintendent Frailey,” she continued.

“She was so upset – she said no one believes me mom, sent via text messages from school. That was when I saw the tweet by Gov. Abbott. I texted her to let her know that the governor stood with her and it changed everything.”

Text messages between Wooley and her mother illustrate how stressful the situation has been at school since Frailey attacked Wooley.

“I have been getting both good and bad sides at school, but I just ignore the bad and thank the good,” Wooley texted her mother.

“Don’t stress my love. You told the truth. That is all that matters,” Chantel Wooley replied.

“People are sticking up the middle finger to me. People are saying curse words at me. People are saying I am an attention seeking hog that’s just a b’,” Woodley replied.

“The governor stands with you,” Chantel texted back.

“OMG,” Wooley responded.

Chantel texted Wooley a link to Abbott’s tweet: “I’m proud of this 7th grader’s unyielding commitment to God. She’s Texas tough. #IStandWithJordan.”

“Dang!” Wooley replied.

Abbott’s staff later invited Wooley to visit the Governor’s Mansion this Saturday, which she gladly accepted.

But Abbott is not the only Texan to stand with Jordan, and God.

The Wooleys have also received a flood of support from not only parents and students in the Katy ISD, but from across the state of Texas.

“I am proud of the courage shown by Jordan, some of her peers and their parents. In today’s environment, where administrators are trained by TASA (Texas Association of School Administrators) to quiet opposition and shun parents who stand up for their children, I think this was a great step forward for shoring up student and parental rights. People need to be of good courage. – Kim Belcher, Katy ISD parent.”

“As a Texas Mom, I applaud Governor Abbott’s support of Jordan Wooley and her family by inviting them to the Governor’s mansion. It is because of one child, with the courage to question what she and her classmates were being taught, which has given other students and their parents the courage to question and speak out publicly. For that, I am forever grateful to them. We now see clearly the real impact on students of TASA’s (Texas Assoc. of School Administrators) New Vision for Texas Public Education, which mirrors the vision of the Common Core State Standards nationally. The fact is, it was Alton Frailey, Katy ISD’s superintendent, who led the implementation of this vision, as president of TASA.

“I also applaud Gov. Abbott for letting Texas parents know, that Alton Frailey is not on the list of possible candidates to replace resigning Commissioner of Education, Michael Williams. – Alice Linahan, Argyle, Texas.”

“I am so proud of the courage Jordan has shown in standing up for her faith and God. I pray Jordan’s courage and testimony awaken parents to what is happening in classrooms in America as a result of the nationalization of education. – Meg Bakich, Highland Park, Texas.”

“What happened in Katy ISD is due to the shift away from a traditional academic education, based on fact and knowledge to the 21st Century/Common Core model under education reform, based on opinion and the subjective.  Children need to be taught reading, writing, arithmetic and history that has not been revised to fulfill a political agenda or bias. Through Jordan’s courage, TASA’s new vision of education has now been exposed in Texas. – Mellany Lamb, Lewisville, Texas.”

“Jordan Woolery and her bravery I can pray will be modeled after others her age. I am so proud of her and abhor the Katy Administration for marginalizing her for speaking up. Our education system has changed drastically and unfortunately it is not geared to teaching ‘Absolute Truth’ or academic achievement any longer.  Everything is now up for debate with the radical education reform. – Ginger Russell, Montgomery, Texas.”

“By standing up for herself, Jordan- perhaps unknowingly- stands up for me.  By defending her faith in God, she defends mine, and for this I am grateful.  I am further grateful for what has become a restoration of my confidence in the character of our children.  The type of character exhibited by this young lady over the past few days is an example that adults would do well to likewise demonstrate. Her mother must be an incredible example of honor and courage for Jordan to show such principle, regardless of whatever lack of peer approval she may garner, whatever resistance and outright defamation she may be required to endure.

“I am very grateful to Jordan for her principle, honesty, and courage. – Joe Palmer, Burleson, Texas.”

Here’s Wooley’s original statement to the school board:


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Katy ISD Superintendent, Alton Frailey on Defense.

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Katy ISD Superintendent, Alton Frailey playing defense after his district makes national news this week when 7th grade student, Jordan Wooley exposes her teacher Angelica Silguero’s bias to a belief in God. Ms. Silguero instructed her classes that students could not prove God was real and if they recorded it as such on their paper their grade would be lowered.



An upset Jordan texted her mom during class time the following:

View image on Twitter



A brave Jordan confronted the Katy ISD school board Monday night defending her faith and right to claim God’s existence. Tuesday morning and through out the remainder of the day Jordan’s story had hit the media airways.


School administrations detest bad press coverage and after the fact Superintendent Frailey held a press Wednesday marginalizing Jordan’s claims.


The district sent out this document to parents clarifying their stance on the controversy.

Below is a mothers rebuttal to Alton Frailey’s defense of the school and the teachers actions. This concerned mother had a son in one of Ms. Silguero’s language classes that required them to complete the same 21st Century “critical thinking” assignment where there are no absolute truths.

Oct 28, 2015

My reaction to the KISD communication sent out to parents titled “Katy ISD Superintendent Shares Results of Investigation on West Memorial Junior High Incident during Press Conference.”

I am glad that Mr. Frailey stated that no student from KISD will have their faith denounced.  Unfortunately, that already happened in class on Monday the 26th.

1.  “The teacher did not ask students at any point to deny God and the statements of the 11 students interviewed, including the student cited by the media, further corroborate that.”  – That is a lie. The teacher is the one who gave the assignment.  She is the one that said if they put any answer other than myth for “There is a God”, they will get it wrong.  That made the students have to choose between their faith, and what they know is true, and not missing the question on the assignment which would then affect their grade.  How is that NOT asking them to deny God??!!  And interviewing 11 students out of 8 class periods is enough to corroborate a story? How were those children picked?  Did they speak to all parents that complained?  I complained (her letter to school below) and have never been contacted by the school.

2.  “The activity was not graded, nor was it ever intended to be graded.  The teacher’s lesson plan also indicated that this was independent work.  Statements from multiple, randomly selected students support the teacher’s statement that she never indicated that this activity would be graded nor did the teacher indicate that it would be a test.”Again, this is a lie.  If this was intended to be “independent work” then why was there class discussion and why would they need to say that the teacher welcomed all students’ views?  If this was never intended to be for a grade, then why did the students feel pressured like my son to change his answer so his grade would not suffer?  My son clearly thought it was for a grade, especially after she said that if they put anything other than myth they will get it wrong, which is what compelled him to change his answer! 

3.  “No other teachers at WMJH used this activity in class.  The teacher in question, did however, use this with her earlier classes on Oct 26th”.   – I should hope no other teachers would demonstrate such poor judgment.  However, does this mean that no department head needed to approve an assignment that a new teacher independently created?  Why was there no oversight at all?  Clearly, this demonstrates that more oversight on teacher written assignments is needed.

4.  “According to the teacher and other students interviewed, the teacher did not use the word ‘myth.’  She asked the students to participate in a class activity in which they were to identify whether statements were a fact, opinion, or commonplace assertion. –  Again, a complete lie.  I thought the same thing when I heard about the assignment and saw a copy of it and saw the word commonplace assertion…..I immediately wondered how the word “myth” entered into the conversation.  I asked my son what he was told the directions for the assignment were.  He told me that they were to say if each statement was a fact, opinion, or myth.  I told him that it says “Commonplace Assertion” on the paper so where does “myth” come into it?  He replied that they did not know what that meant and asked the teacher and she said the definition of commonplace assertion is myth!  She absolutely did use the word myth in class.  Then, when working on the assignment and getting to #2 and discussion started, she again used the word myth.  My son said she specifically said that they can put F or O but that anything other than myth is wrong.

5.  “According to student statements, the activity did not result in any arguments in the classroom.  The teacher welcomed all students’ views. –  I will concede that no students in the 4th period class argued with her.  My son said they were too afraid to say anything or to argue with her.  In fact, I am just finding out after this incident that this teacher warned the students at the beginning of the year that she has a “dark side” and they don’t want to see that side of her come out.  So, my son specifically said that he was not about to question her when she challenged that he put fact on the question.  She had already intimidated some, including my son, to the point that they felt they could not speak freely on their views.  How exactly did she foster an environment of welcoming ideas and views when she had already intimidated them?

6.  “The school principal immediately investigated the incident and determined that the classroom activity included an item that was unnecessary for achieving the instructional standard.  –  How about she violated state law by including God in a public school assignment?  I thought we were not allowed to pray?  I thought we were not allowed to call parties in December Christmas parties?  Remember the whole God does not belong in public school mantra that is being pushed everywhere?  It was more than unnecessary!  She violated our kids’ constitutional rights by asserting that God is only a myth.  No child should have been subjected to such stress in a public classroom.

7.  “The teacher-developed activity is no longer being used by the teacher in question or the campus and appropriate personnel action has been taken.  –  I understand that this was a teacher based activity which is why she is responsible for the assignment going out to the class.  Obviously the district did not want to take responsibility for any oversight so I see why they are calling it a teacher developed activity since they assert that she designed and wrote the assignment.  That is exactly why parents are upset with the teacher.  We are not “vilifying” her.  We are taking the district at their word that this was the responsibility of the teacher because she came up with the assignment, and we disagree with the assignment, how it was handled in class by the teacher, and have a right to protest and complain when we do not agree.  It is our children that we are talking about here.  We should be involved in their education.


This mother has emailed her son’s principal the following two emails and as of today  received no response.


Dear Mrs. Cobb: I just found out about Jordan Wooley’s story today. My son is not in Jordan’s class but does have Mrs. Silguero for 4th period and had the same assignment. I am VERY UPSET that she instructed that God is only a myth!!! How dare she interfere in the religious education of my son!!!!! I understand from the email from the district that Mrs. Silguero is distraught by the incident. Quite frankly, she should be because I am too! Those of us who are upset by this are NOT vilifying her or judging her. I could care less what religion she is. The point is she really crossed the line with this assignment, period, and it has really upset many students and parents!! She had no right telling our students that God is a myth!!! She had no right bringing that up in a junior high school assignment. Now if she had allowed free thought and opinions on it there may have been a different outcome However, that is not what she did. Even in my son’s class, she instructed them that God can only be a myth!!!! I will be watching each and every assignment even more closely from here on. I understand we have removed God from our schools and institutions….why everyone is surprised with our current state of society is beyond me….we have done it to ourselves!! Regardless of my thoughts on that though, my son’s beliefs should not have been put in jeopardy, his and other student’s grades should not be in jeopardy, and I am beyond mad that she told them God is only myth regardless of whether threatening them with a failing grade is true or not. It is still horrible!!!! I understand that she has been reprimanded and the assignment will no longer be a part of the lesson plan. I just needed the school to know that more than just Jordan’s parents are irate!!! These days Christians are being persecuted left and right. It will NOT happen in my son’s school or we will find another school….simple as that. Katy has been excellent in the past and I hope this trend continues. ~A concerned Mom. (name removed)


Mrs. Cobb:

I carefully read the response that KISD sent out to the parents regarding this ill-conceived assignment.  I take issue with a few of the assertions in the letter.

First, I am not aware of anyone “vilifying” the teacher.  We are complaining that she had very poor judgment and did something wrong which is very true but I do not know of anyone attacking the teacher personally.  I think “vilify” is much too strong of a word for this case and is nothing short of misleading.

Secondly, if we are going to leave religion out of the classrooms then leave her religion out of it.  However, since the district felt it necessary to bring up that she is Christian, I am left with the response of….Really??!!  A Christian that denies God is real?  Does KISD really want to go there?  This makes it look like the district is lying.  Bad call there.

Third, the district is asserting that this assignment was an “ungraded activity.”  That is not true.  The students, including my son, were very aware that the assignment was to be graded and were worried about getting this answer wrong and having to choose between their faith and getting the answer correct.  If it were truly just for discussion then the paper would not have been required to be turned in.

Lastly, it was asserted that the activity would no longer be used by the school yet the assignment went out to more students on Tuesday.  If the investigation into this situation started immediately after the complaints lodged on Monday the 26th, then why in the world would something questionable be handed out again??!!  That was a very bad call.

If all religious beliefs are really and truly welcome at WMJH, then this assignment would have never made it off the drawing board so to speak and the teacher would have never told all her classes that God is only a myth.  I expect more guidance to be given to the teachers regarding what is and is not acceptable when they have the freedom to design assignments on their own.  I also expect this teacher to apologize for the confusion and stress she placed our children under.  The district should apologize as well.  I understand that mistakes, bad judgment, etc can happen but when it does we must own it and deal with it in an honest and correct manner.  Regardless of anyone’s beliefs, these children were told something that was against theirs and they deserve an apology, period.




Parents have such power today with online news media outlets in exposing the bias or mistreatment of their children within a school district. I found it amazing that within 24 hours Jordan’s story was known across the world. Parents need to wake up and stay involved. The education reform taking place today in Texas classrooms is not geared towards their childs academic success but towards “social, emotional learning” also known as 21st Century Learning.

thomas jefferson





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VIDEO: Student says TX teacher forced 7th graders to deny God is real, or take a failing grade

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Victor Skinner   Victor Skinner,

Victor is a communications specialist for EAG and joined in 2009. Previously, he was a newspaper journalist.



KATY, Texas – A Texas seventh-grader is standing up for her religious beliefs after she alleges her teacher forced students to deny that God is real, and threatened them with failing grades if they don’t agree.

Jordan Wooley, a seventh grade student at West Memorial Junior High School in the Katy Independent School District, testified at a school board meeting last night about an assignment in her reading class that caused a serious controversy, and expressed frustration about her teacher’s atheist indoctrination.

“Today I was given an assignment in school that questioned my faith and told me that God was not real. Our teacher had started off saying that the assignment had been giving problems all day. We were asked to take a poll to say whether God is fact, opinion or a myth and she told anyone who said fact or opinion was wrong and God was only a myth,” Wooley told board members.

Students immediately objected, Wooley said, but the teacher refused to consider their position.

The teacher, “started telling kids they were completely wrong and that when kids argued we were told we would get in trouble. When I tried to argue, she told me to prove it, and I tried to reference things such as the Bible and stories I have read before from people who have died and went to heaven but came back and told their stories, and she told me both were just things people were doing to get attention.

“I know it wasn’t just me who was affected by it. My friend, she went home and started crying. She was supposed to come with me but she didn’t know if she could” because she was so upset, Wooley said.

The teen explained she spoke with other students in the class who were marked down because they believe God is real, as well as compromises proposed by students to avoid rejecting their faith.

“Another student asked the teacher if we could put what we believe in the paper, and she said we could … but you would fail the paper if you do,” Wooley told the board. “I had known before that our schools aren’t really supposed to teach us much about religion or question religion. When I asked my teacher about it she said it doesn’t have anything to do with religion because the problem is just saying there is no God.”

Wooley was accompanied to the meeting by her mother, Chantel Wooley, who texted with her daughter about the assignment earlier in the day and posted a video to Facebook about the incident after school.

“Hey mom so in reading we were required to say that God is just a myth,” Jordan texted her mother shortly before 3 p.m. Monday. “I thought if a question was against our religion that we could put what we think is true but we got in trouble for saying He is true.”

“Wait what? Myth?” Chantel Wooley replied.

“We had to deny God is real. Yeah, we had to say he was just a myth,” Jordan wrote.

“You got in trouble?” Chantel questioned.

“Yeah she told me I was wrong bc I put it was fact,” Jordan wrote.

“What did you say?” Chantel texted.

“I said he is real and she said that can’t be proven,” Jordan replied.

“And what happened?” Chantel wrote.

“I still put fact on my paper,” Jordan texted.

Jordan told school board members her family contacted the school principal, who promised to speak with the teacher and investigate the incident. Board members also vowed to “look into it,” but said school administrators should first focus on addressing the issue.

They also thanked Wooley for voicing her concerns.

In a Facebook video posted to Chantel Wooley’s profile, Jordan explained the situation in more detail.

“Basically, a lot of people said it was true and real, and she told us we were all wrong,” Jordan said. “She told us it was a commonplace assertion, just a myth, and lot of people got upset about it.

“I called my friend to see how she felt about it, and she was just crying,” Wooley continued.

“And how did that make you feel?” an off-camera voice questions.

“Like she was taking away my religion, what I believe is true,” the teen replied.

Texas education activist Alice Linahan told EAGnews the incident, and how district officials respond, could be an especially important indicator of things to come in the Lone Star state.

Katy ISD Superintendent Alton Frailey, president of the national American Association of School Administrators, was a central figure in crafting the state’s education standards as the former president of the Texas Association of School Administrators.

Frailey is now working to expand similar standards nationally, Linahan said, and is reportedly on Texas Gov. Greg Abbott’s short list to replace education Commissioner Michael Williams, who resigned last week.

Linahan pointed to standards Frailey help craft that require a teacher “understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues,” as evidence that the state standards and closely aligned national Common Core standards divert focus from core subjects to less important issues.

“Will Texas students get a good job when they grow up because they can read well, write well, do math and know history?” Linahan questioned. “Or, will they get a good job, without strong academics, but an emotional attachment and classroom experience to save the world on a global level from a humanist viewpoint, without a belief in God?

“Parents, it is time to step in like Jordan’s mom and say … NO!”

Linahan said Alton Frailey’s role, in both the local issue and the broader education standards, will undoubtedly influence how parents react if he’s appointed the state’s education commissioner by the governor.

“If Governor Abbott names Alton Frailey commissioner of education in Texas, there will be a backlash like … Abbott has never seen before,” Linahan said. “Parents know the truth and we are not going to stand by and watch them do this to our children.”


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Magnolia ISD Implementing “Marxist” Curriculum

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Last week the World witnessed the United Nations 70th Anniversary Assembly in New York. The United Nations is notorious for promoting a Globalist Marxist ideology. We saw Israel’s Prime Minister Benjamin Netanyahu stare down leaders from around the world that would love nothing better than have his homeland of Israel obliterated from the earth.

You would think that here in Texas we would steer away from promoting the UN agenda but sadly that is not the case. We have local Texas School districts implementing the Marxist ideology with the International Baccalaureate Program (IB). Those of us that have actually researched the IB program know that is bent on changing our society.

 At this moment,  Magnolia ISD is promoting and implementing the International Baccalaureate Diploma Program (IB) (11&12th grades). Why would a local Texas School District that supposedly has a “conservative” school board, sit idle by while the administration implements a Marxist program and give up local control of any of their students education to a foreign entity, such as Switzerland? Unbeknownst to parents and taxpayers, the administrations applied for the program in the spring of 2014. Board members and some progressive leaning parents as well  others will say “Well it is an optional program.” Seriously? Having an optional globalist program that supports “international numbness” and not American Exceptionalism that is bent on changing society is ACCEPTABLE? Are we forsaking what the Greatest Generation, as well as others, fought to protect our way of life from abject tyranny at the end of the day?

Magnolia High School signed their application March 31, 2014.

Magnolia High

Magnolia West High School filed their application on

January 4, 2014.


 As you can see,  the administration filed for the “candidate phase of the IB” program before ever officially presenting the program to the school board on September 8, 2014!! There was NEVER an official school board vote allowing the district to purchase and implement this Marxist program. You would think a school board would have a say on what their students are taught, right?

One parent called me recently asking “What use is a School Board”? My answer is NOTHING! As you can see in this situation, school boards for the most part are just “Rubber Stampers” for the administration. Th rarely have any real knowledge of the Administration’s agenda. One will rarely find a a school board member that will represent those that elected them into office. Why? They have businesses in the area and need to maintain a positive image by not making waves,  or they have kids in the district and fear they will be retaliated against, or they just promote the same “liberal” ideology.

The Diploma Program has a required course called “Theory of Knowledge” (TOK) that all students must participate in. The TOK has no academic value. It is a “brainwashing” class using Hegel’s Dialectic Theory having students questioning all they know that is “TRUE”. Reminds one of the scripture in Genesis when Satan deceived Eve into eating the apple.

The Magnolia ISD administration states that the IB program is not affiliated with the United Nations. That is a LIE!

#1 The IB program is a registered non-governmental organization of the United Nations Educational Scientific and Cultural Organization (UNESCO). This is a snapshot from the UNESCO website. unesco today

#2  UNESCO Document on the International Baccalaureate Program

#3 The United Nations International School uses the IB program.


Why Magnolia Independent School District must stop the implementation of the International Baccalaureate Program.

1. Anti American/Anti Christian.

UNESCO is about promoting a New Humanism unesco humanism

2. It promotes a Marxist (Collective) Ideology undermining America’s free market system.

3. IB undermines the US Founding Principals.

4. Promotes a world without borders …. Globalism.

5. Assessments are graded and scored on the fact that a students minds can be shaped toward globalism and socialism, rather than toward capitalism, democracy and pro-Americanism. If you don’t “cave in” to the globalist/socialist way of thinking on these assessments, you won’t get a high score, or get in to the elite colleges controlled by the same type of people that promote the IB curriculum to parents.

6. Promotes the United Nations Agenda 21 Sustainable Development Agenda.

7. Supports UN Treaty on the Rights of the Child where if adopted a government’s right supersedes the rights of parents.

8. Should there be arbitration regarding scores or any other matter with the IB program it is handled under Swiss Law. NOTE….Arbitration under Swiss Law is handled by a United Nations Company.

9. The IB Program is very Expensive. Fort Bend ISD got of the program due to the expense. IB requires that all IB instructors be certified by IB–these costs include the IB fee for the seminar, travel, lodging and sometimes car rental expenses. Magnolia ISD has already spent over $50,000 to implement the program and the program is not being implemented until the Fall/2016. More on the cost of the IB Program. Why would Magnolia ISD agree to such astronomical costs to the district for only 2 grades?

10. Our students deserve BETTER!!!

tyler smoth


Please make your voices heard. Here are the dates for the up coming school board meetings. The next meeting is Monday, Oct 12th, 6:30 pm @ 31141 Nichols Sawmill Road, Magnolia, TX 77355.

You can also contact the Superintendent Todd Stephens @

todd stephens

You can also contact the Assistant Superintendent of Curriculum and Instruction, Anita Hebert @

anita hebert

Contact Magnolia ISD School Board members below letting them know you do not want to fund this program with your tax dollars.


steve crews

Chuck Adcox

deborah rose Miller

joe duncan


Gary Blizzard


travis moffatt


kristi MH




Additional Info:

Power Point on IB

IB Connecting the Dots

Social Change and IB World Schools

Is the IB really Good for Your Child?

All American Trouble

International Baccalaureate: Fruit of the Poisoned Tree


Below are snap shots of students work within the IB program or from an IB text book.






god force

God does not exist

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Why is the Church Silent?

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Some years back I have read the following book “How Do You Kill 11 Million People”.  How to Kill 11 Million

It was heart breaking and woke me up as to how Hitler and the Nazi’s deceived so many even to their death. One paragraph I found very disturbing.  It describe the scene of the Church members hearing the cries of a passing train carrying Jews to their death. The Church began to sing and sung louder as the cries intensified. One would think that could not happen today but they are dead wrong.


The church for the most part is silent today today as babies are being slaughtered and ripped from their mothers wombs daily. You have a US Supreme court ruling that something that is a non issue in our constitution like homosexuality trumping “Freedom of Speech” which is in the constitution. This gradual change in the freedom and the moral decency of our country has been a slow but active process within our government run public schools and public universities.

Our public schools with our tax dollars are indoctrinating our children with a Marxist “collective” ideology. America is in grave danger and unfortunately for the most part the “Church is Silent”.

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Magnolia High School Teacher Promotes Globalism & Population Control

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Katherine Cantu


Magnolia High School Teacher, Katherine Cantu definitely has a biased objective when it comes to educating your children. Cantu is Magnolia High School’s AP Human Geography teacher. Cantu serves on the board of directors for Houston Area Model United Nations.

Cantu is also a teacher trainer for Population Connection purporting the idea that the earth is overpopulated. Their mission statement is below.




You can look no further than her “class” twitter account to see her political ideals.


This link is Mrs. Cantu’s Welcome page for those interested in the Model United Nations program.


The following video was shared by Cantu on her social media twitter account for her class.












Time Cantu


Of course Ms. Cantu is on board with Magnolia ISD implementing the United Nations, International Baccalaureate Program in the district. The International Baccalaureate Program is a Marxist program based on the collective. It is a non-governmental entity of UNESCO promoting a “New Humanism.







Links on Ms. Cantu’s page.







Ginger Russell's photo.



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police state

The police state is ascending to new heights. President Bush & Obama’s agenda are to have all public school students undergo a mental health screening and unbeknownst to some parents that is taking place through our public school systems.  The days of children being the sole property of their parents is slowing fading away one step at a time?  Where does the public school system get their authority?  Where are our Texas legislators on this issue?

Richardson ISD sent out a parental announcement to 7th grade parents to consent to having their child tested. (See Below).

teen screen.

The program being used in called TeenScreen. The Texas legislature passed SB 831 which says districts must use programs from a specified list for best practices for screenings. The program in question TeenScreen is not on the list. 

Despite the fact that the “TeenScreen” program fell under heavy criticism and was shut down in 2012,  Texas school districts are still using the program to screen students for mental illness.”

According to this article:
-Shaffer [TeenScreen creator] has long-term ties to drug companies and is a consultant for Hoffman La Roche, Wyeth and GlaxoSmithKline (GSK).[9] He has been a member of a consensus panel discussing child and adolescent “bipolar” by: Abbott, Bristol-Myers Squibb, GSK, Janssen, Johnson & Johnson, Eli Lilly, Novartis, Pfizer, and Solvay.[10]
-TeenScreen refuses to divulge the source of its funding. The website says they are funded by private family foundations, corporations and individuals. The national office of TeenScreen says it does not control its local chapters seeking pharmaceutical company funding.[15] In Tennessee, for example, Eli Lilly funded the program, which determined that over 50% of the 170 students surveyed ended up at a therapist’s office.[16] 
-One of the most successful, and alarming, off-label marketing scheme that needs to be investigated is the TeenScreen program. 
-By use of TeenScreen, the drug companies have gained access to the nation’s 50 million public school children. 
-Billed as a mental illness screening program aimed at suicide prevention, it is already being administered to students in schools all across the country and children are being labeled mentally ill on a regular basis, with the only treatment offered naturally being drugs.

-Tugging at the heartstrings, TeenScreen is presented to naive parents as a harmless little survey that may save their kids from suicide. 

-However, parents are not being told about the life-long consequences that can result from a child’s diagnosis of mental illness by way of this harmless survey.




Richardson ISD’s Counselor, Laurie Jackson’s message above you gives parents a link to the Suicide and Crisis Center of North Texas. I called the Center to verify that they were using the “TeenScreen” program and they verified they were. I also emailed Laurie Jackson the following email.


Why are you subjecting students to Teen Screen. Can you tell me who is funding this program? Does the district have licensed Psychologist on campus to administer this?


I received the following response from Brenice Murlette PhD, with Richardson ISD…..

The TeenScreen questionnaire was developed by Columbia University and research has concluded that it is effective in identifying youth with possible emotional problems.  It is the only screener recommended for youth by the state of Texas. 

It should be known that there is inaccurate information on the internet about TeenScreen.  In response, we want our community to know that there is not a company connected to TeenScreen or to the confidential results.  RISD has partnered with the North Texas Suicide and Crisis Center (a non-profit organization) whose objective is to educate the community on teenage depression and suicide. Other school districts have been utilizing this screening for many years (Allen, Coppell, Grapevine-Colleyville, Highland Park, and Melissa ISD to name a few). 

Parent permission is required. The screening is free, offered during the school day in the computer lab and if the student is identified as depressed or showing signs of suicide ideation, he or she is then interviewed by a mental health professional to determine the level of risk.  The youth’s family is contacted and referrals for mental health resources are given. 


Brenice Murlette PhD

Responsive Services Counselor Support

Richardson ISD Guidance & Counseling Department

469-593-7414 (email is the best way to reach me)

I responded asking for clarification as to what data on the internet was inaccurate and would the students screening results be entered into the Longitudinal Data System. I have received no response. Parents should be greatly concerned that you local school would/could administer mental health screenings on your child. There is no information private today within a school system. All data is available to 3rd parties outside the district despite what the district may tell you.

The following was sent home from Allen ISD.


Additional info below:


TeenScreen said to be unreliable.


TeenScreen: Life Saving Intervention or Orwellian Nighmare.


TeenScreen National Center for Mental Health Checkups








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Texas schools train teachers to accommodate transgender students

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by  Victor Skinner
Victor is a communications specialist for EAG and joined in 2009. Previously, he was a newspaper journalist.

LAREDO, Texas – Two Texas school districts are training staff on special accommodations for transgender students to ensure they feel comfortable on campus.

The Laredo Independent School District and United Independent School District are educating staff and students about transgender issues and working with transgender students to meet their needs, KGNS reports.

Officials are devising special bathroom privileges for transgender teens, for example, and are using the Transgender Education Network of Texas’ focus on “educating, advocating and empowering” transgender students as the model for proper support.

“That’s what we want. We want the students to be a part of that student body to not have to go through bullying situations and so forth and so we want them to have a good experience in the classrooms and in the school environment, period,” UISD spokeswoman Gloria Rendon told the news site.

Another UISD representative, Juan Cruz, strived to stay ahead of transgender issues with specialized teacher training on the topic over the last three years.

“UISK has been kind of leading in this topic. We have been more on the forefront. We started doing transgender training prior to it becoming a national trend so to speak,” Cruz told the KGNS. “We started training our administrators from two years ago and have continued this summer as well.”

Laredo ISD superintendent Marcus Nelson said transgender students have raised issues and the district went to work to address them.

“We have had a couple of students who have expressed a need to have a specialized location for where they go to the restroom, and we’ve been happy to facilitate that because, for us, we value every student we have regardless of their background,” he said.

KGNS did not report how students in UISD or Laredo ISD have responded to the special accommodations and concerns for their transgender classmates, but the issue has generated a lot of controversy in other districts.

At Hillsboro High School in Missouri, about 150 students walked out in protest over transgender student Lila Perry’s demand to use the female bathroom, despite being biologically male, KMOV reports.

Two-thirds of students walk out to oppose Perry’s special privileges, while roughly a third did the same in support.

“There’s a lot of ignorance, they are claiming that they’re uncomfortable. I don’t believe for a second that they are,” Perry told the news site. “I think this is pure and simple bigotry.”

School officials allowed Perry to use a private gender-neutral restroom in previous years, but the senior now believes that’s not good enough.

“I wasn’t hurting anyone (by using the female restroom) and I didn’t want to feel segregated out,” Perry said. “I didn’t want to be in the gender neutral bathroom. I am girl, I should be pushed off to another bathroom.”

Protestors outside the school and others convinced Perry to drop out of gym class to avoid sharing the locker room with female classmates, but she said she has no plans to stop using the female restroom.

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Texas School Board Member….Treats Constituent Like A Dog!

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I have been saying for years that school board members do not represent their constituents, that they have morphed into being “rubber stampers” for ISD administrations. School Boards now are a “team of 8”, a superintendent and 7 elected board members (or in Magnolia’s case appointed) geared towards “Group Think”. You will rarely find a school board where there will be a dissenting vote on any matter. The Texas Association of School Boards (TASB) is to blame for brainwashing our school boards through their conference training. They frown upon a board member that actually can think for themselves and have labeled them as “trouble makers”. As matter of fact during the 2014 TASB/TASA conference there was a break-out session titled: “Dealing with Mavericks, Malcontents and Mutineers” led my TASB consultant, David Koempel. School board members are unapproachable, they will not return phone calls if they have knowledge you are not on board with the ISD’s agenda. This attitude is represented in Magnolia ISD school board member Ms. Kristi Baker’s retweet on twitter.

kristi tweet

On the heels of exposing Cscope (more on Cscope)  and the corruption within the Texas Education system in 2013, I then decided to run for school board in hopes of making a difference. I could see our country was at stake. So I applied to run for position 4 of the Magnolia ISD board, my opponent was incumbent Kristi Baker. Ms. Baker was appointed to the Magnolia ISD School Board, August 2013 a position vacated by member Brent O’Neil.

I did not know and never met Ms. Baker so I had no personal vendetta.  My running had to do with the education system as a whole “state wide” knowing how the federal and state mandates were changing our public schools and not for the better. I truly wanted to make a difference.  I even reached out to Ms. Baker after announcing my candidacy in hopes of telling her why I was running and my knowledge of the Texas Education system. She never responded and it became apparent Ms. Baker took it personally.

If there were to be an ugly, hateful, spiteful race this race could win hands down with the help of the Magnolia ISD administration. Magnolia ISD superintendent, Todd Stephens visited his campuses and told the administrations they needed to get their teachers out to vote. Substitutes and parent subs were sought so teachers could vote during the school day. Students and teachers were utilized and on behalf of the Magnolia ISD High School principal, Jeff Springer and a bullying campaign was raged against me also  during class time throughout the whole school day. I can only assume no school work needed to be done.

Over a year has passed since the election and I am regularly contacted by disgruntled parents and teaches around the state that are seeing the changes I have been alerting them to. Last spring a church member informed me that Magnolia ISD was working on implementing the International Baccalaureate Program (IB). For those that will do their research you will find that the IB program is affiliated with the United Nations Marxist ideology (collectivism) and the handing over the education of our students to a foreign entity, Switzerland. Magnolia ISD has already spent over 50K on implementing the program with plans of spending that or more this year though the program will not be in effect until the fall of 2016. I have been speaking out about this waste of taxpayers funds at school board meetings and alerting the uninformed public. As expected no school board member or the administration will have an intelligent conversation regarding the program, at least not with me. What would I know?

This leads me back to Ms. Baker who has not been active in politics until the school board race and is now knee deep in it. LOL  She recently joined the board of directors of the “NEW” Magnolia Area Republican Women’s Group and seems to regularly show up at meetings that I have regularly attended.  I am glad that our race prompted her to become more involved in the political process. As a matter of fact I saw Ms. Baker at a Rep. Kevin Brady town hall meeting last night. Since these board members are unapproachable I found an opportune time to approach her and asked, “Kristi, where are you on this UN International Baccalaureate Program?” She looked at me and said, “Run Along Ginger.” as if I were some dog. I was not phased I knew she would be rude so I asked her again. She fumbled around for the words to say and responded with, “Good Night Ginger.”  I gladly left. As expected Ms. Baker was dismissive of my question. Why? Isn’t she is a “conservative” republican? Now that Ms. Baker is on the board of the Magnolia Area Republican Women’s Group one could only assume she would not want the United Nations Program in our local  school district indoctrinating our children.  Or does she? As Kristi would parrot “Let’s do it for the babies.”

Why you should be concerned about International Baccalaureate

More on our school board race.




Kristi Baker



Kristi Baker









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Progressive Media Mocks Texas Seniors Peacefully Protesting Arabic Immersion School Opening

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channel 11

Progressive media ridiculed a handful of harmless middle aged and senior citizens peacefully protesting outside the gates of the nation’s first Arabic Immersion Magnet School in the Houston Independent School District (ISD). The Arabic immersion school opened yesterday for 132 pre-kindergarten and kindergarten students.


The protest group numbered about 30 people, at its height. They waved American and Israeli flags in solidarity of Western and Judeo-Christian values. Some had held two flags, others, held homemade protest signs that read: “Everything I ever cared to know about Islam was taught to me by Muslims on 9-11-2001,” “American Schools, American Kids,” and “Qatar Out of Our Schools.”

Outlets like NewFix insinuated that the mild mannered demonstrators were childlike, “throwing a hissy fit” for having concerns about how their taxpayer dollars were being spent by the public school system. The Houston Press characterized them as”assholes,” and the San Antonio Current mocked their elders as “dunces” and “an embarrassment to decent Texans everywhere.”

Even Houston ISD Chief-of-Staff Jason Spencer went for the cheap shot in an attack tweet that skirted any actual issues:


jason spencer

In news reports, the smattering of civilly obedient dissenters also expressed concerns over any potential Arabic immersion school funding from Qatar. The Qatar Foundation International (QFI) is closely associated with the unsavory Muslim Brotherhood that was founded by Sheikha bint Al Thani, the founder of Al Jazeera, and they give to educational causes.

The Qatar Foundation International granted the Arabic immersion school $75,000, according to the Houston ISD Board of Education’s August 13 meeting agenda documents that break down those earmarked QFI funds.

The grant is for “Arabic language activities and Arab cultural events for students, teacher professional development, educational resources, the promotion of the Arabic language, community outreach, and curriculum development to promote the educational mission of the Arabic Immersion Magnet School,” it states in section D-2 Acceptance of Grant Funds in Support Of District wide and School-Specific Programs and Authorization to Negotiate and Execute Contracts Required Under the Grants, Attachment 7.

Because the grant money exceeded $5,000, it had to be approved by the board, although the D-2 packet memo stated that it was part of a summary of grants already awarded to Houston ISD. In writing, the board recommended accepting the grant funds at the bottom of the memo.

In 2013, Tucson Unified School District in Arizona asked its school board for permission to accept QFI money to be used to implement “innovative curricula and teaching materials to be used in any Arabic language classroom,” Family Security Matters reported.

In 2011, QFI partnered with the U.S. Department of Education’s Connect All Schools consortium “to connect every school in the U.S. with the world by 2016” digitally, which President Obama unveiled in a historic 2009 speech in Cairo.

Houston ISD posted opening day photos on its news blog that included several women sporting various degrees of hijabs, the Arabic veil worn by Muslim women.

Greer also called the school demographically diverse, asserting students were divvied up into equal thirds among Hispanic, white and black students. On the news blog, he said: “This year is especially exciting, as we continue to set our sights on making sure our students have access to a truly global education.”

Breitbart Texas originally reported about the Arabic Immersion Magnet School last November. Yesterday, district Superintendent Terry Grier declared Houston the “energy capital of the world,” but that was the same comment he gave last winter as the impetus behind the creation of the school. That, and an apparently overwhelming demand for such a school.

Houston’s KHOU-TV (CBS) reported that Arabic was the second most common spoken language at home, according to the district. In November, the school board claimed the Houston metropolitan area was home to more than 75,000 Arab-Americans, although, those figures did not add up to far more conservative numbers from 2013, which found the local Arabic-speaking population was at 23,300.

A 2014 Greater Houston Partnership white paper did not even account for Arabic as a language spoken at home since it only identified Arab as an ancestry for 0.7 percent (41,653 people) of the Houston metropolitan population, also reported by Breitbart Texas. More over, school district figures listed only 1.3 percent or 855 students who spoke Arabic as a native or “home” language out of the 215,000 total students enrolled last year.

The Houston Chronicle reported that number was up to 925 students this year, bumping Arabic as a home language right behind Spanish speakers. The district has 59,700 Spanish speakers. Houston ISD’s Spanish dual language program nearly doubled from 31 to 52 campuses this school year.

Even though 445 students report Vietnamese as their first language, Houston ISD opened a Mandarin Chinese Language Immersion School in 2012, then serving a miniscule 0.5 percent or 319 of all enrolled students.

Last year, Houston school officials actively worked with the Arab American Cultural and Community Center to recruit Arabic-speaking volunteers for the district’s then-754 students whose first language was Arabic to serve an influx of “refugees from Iraq, Egypt and Syria, whose families fled violence and ongoing conflict,” according to KRTK-13 (ABC).

Arabic Immersion Magnet (AIM) School Principal Kate Adams says in “The Importance of Arabic Immersion” district promotional video that the new school will use a 50/50 model where “students spend half their day learning in English and half their day learning in Arabic” for them to eventually become bi-cultural. The pre-k and kindergarten youngsters learn math and science in Arabic but Language Arts and Social Studies in English. Adams said all teachers are native Arabic speakers.

Adams spent a portion of her childhood in Cairo because of her father’s career in the oil business, according to the Houston Chronicle.

She emphasized in the video that students will also learn to “really appreciate the uniqueness of each country in the Arab world.” Adams predicted boundless career opportunities she believed available for fully functionally bi-lingual student who “understand the [Arabic] culture and appreciate how to do business in a very diverse and unique environment.”

The district insists the Arabic Immersion Magnet School is not a religious school.

Follow Merrill Hope on Twitter @OutOfTheBoxMom.




Additional social media post …..

Think Progress


arabic immersion 2




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