Latest / The Myth of Education Podcast / Ep. 37 | Save Our Schools w/Lisa Azzarelli

Transcript

Ep. 37 | Save Our Schools w/Lisa Azzarelli · The Myth of Education Podcast

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SPEAKER_00: Superintendents come in and they don't want to be the ones who lost money for the school.
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SPEAKER_00: They work way more with the government than parents understand.
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SPEAKER_00: Superintendents are not the friend of the school board.
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SPEAKER_00: They look for the one or two members of the school board that they can control
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SPEAKER_00: on behalf of state Substack,
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SPEAKER_00: Substack, The Myth of Education Podcast, mythofeducation.com
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[music]
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SPEAKER_00: We began to point out to the Board of Education members how their implementations,
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SPEAKER_00: what they thought they were so righteous about, was the opposite of support.
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SPEAKER_00: You can't come in to a school district and say, you're too white or you're too this.
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SPEAKER_00: What does that have to do with intellectual growth?
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SPEAKER_01: Welcome to The Myth of Education Podcast,
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SPEAKER_01: where we expose corruption, advocate for student safety, and defend parental rights.
0:55
SPEAKER_01: Follow us on socials at Myth of Education.
0:57
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1:00
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1:06
SPEAKER_01: Visit mythofeducation.com and click the support link.
1:09
SPEAKER_01: Thanks for tuning in to The Myth of Education Podcast.
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SPEAKER_01: Be sure to like, share, and leave a comment.
1:18
SPEAKER_01: I have with me today Lisa Azarelli.
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SPEAKER_01: She is president of a nonprofit organization, Save Our Schools.
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SPEAKER_01: Not to be confused with Save Our Schools Arizona, which is an anti-parental rights group.
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SPEAKER_01: More on that later.
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SPEAKER_01: Lisa has been called a whiteboard.
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SPEAKER_01: She is also a leader of the Students and Taxpayers First Advisory Committee,
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SPEAKER_01: and that is a New York-based group that supports board candidates
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SPEAKER_01: who promote fiscal responsibility and hiring.
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SPEAKER_01: So, welcome Lisa to The Myth of Education Podcast.
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SPEAKER_01: Thank you, Tiffany, and it is an honor to be here.
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SPEAKER_01: All right.
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SPEAKER_01: So, I was taking a look at the STF,
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SPEAKER_01: the Students and Taxpayers First Advisory Committee,
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SPEAKER_01: and I noted that you guys ask your candidates to sign
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SPEAKER_01: a pledge rejecting teacher union donations,
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SPEAKER_01: and you also asked them to maintain the Okay,
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SPEAKER_01: so my affiliation
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SPEAKER_00: with that organization through Stephanie Liggio is critical.
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SPEAKER_00: She's a major player in that organization and it's foundational work
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SPEAKER_00: and she has relied upon me to provide that educational background for that purpose
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SPEAKER_00: and so It is extremely necessary because when you have people running,
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SPEAKER_00: this is about children, you need to remain neutral.
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SPEAKER_00: And hopefully throughout this podcast,
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SPEAKER_00: we're going to get into how these organizations are established much the same way
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SPEAKER_00: that Trump found with Doge.
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SPEAKER_00: I
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SPEAKER_01: would agree with that.
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SPEAKER_01: And here in Arizona,
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SPEAKER_01: our candidates are nonpartisan on the school board level,
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SPEAKER_01: but that doesn't mean a whole lot sometimes because there's still party interests
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SPEAKER_01: on both sides that come into play.
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SPEAKER_01: Obviously,
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SPEAKER_01: you and I would agree when it comes to being conservative,
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SPEAKER_01: that speaks more to values, and that's more of what we...
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SPEAKER_01: Yeah.
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SPEAKER_00: So I think what we need to do is raise that accountability bar.
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SPEAKER_00: So if you're going to run for a seat and you're going to sign this pledge,
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SPEAKER_00: number one, it shows that you're willing, right?
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SPEAKER_00: And then if you fail in those promises, then that can be held to your actions.
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SPEAKER_00: So at least it provides us with some sort of accountability and a gauge of that accountability.
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SPEAKER_00: Because we know that we've seen plenty of these candidates come forth saying,
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SPEAKER_00: I'm going to do this for you and I'm going to do that.
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SPEAKER_00: But they never hold true.
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SPEAKER_00: It's all a campaign promise, which we know is a house of cards.
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SPEAKER_01: What are the steps that you're giving community members to hold
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SPEAKER_01: the school board members to those standards
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SPEAKER_01: that they are basically saying they're going to abide by?
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SPEAKER_00: I mean, we have to understand that when these school board members take these seats,
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SPEAKER_00: a lot of times,
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SPEAKER_00: a lot of times,
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SPEAKER_00: they really do not have an understanding of the greater educational structure,
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SPEAKER_00: the system of it, especially its legalization.
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SPEAKER_00: And a lot of people don't understand that the education systems statewide,
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SPEAKER_00: stateside, are running inside their own nucleus.
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SPEAKER_00: We come to a board member to elect a board member.
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SPEAKER_00: Part of,
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SPEAKER_00: I know that pledge,
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SPEAKER_00: but also part of what Save Our Schools does,
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SPEAKER_00: the more proper term is school over site solutions,
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SPEAKER_00: the street term is Save Our Schools.
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SPEAKER_00: The board members themselves have very little understanding of the intricacies
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SPEAKER_00: of what is upon them.
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SPEAKER_00: And every state is different.
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SPEAKER_00: So they have to abide by these different parameters.
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SPEAKER_00: They think they're going to come in there and they're going to say,
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SPEAKER_00: And so just making sure that the board candidates are aware is step number one.
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SPEAKER_00: Are there training courses or information that you would give out to your board members?
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SPEAKER_00: So I did.
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SPEAKER_00: So I created SOS Town Hall and that was a forum free of charge.
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SPEAKER_00: Invites were sent to school administrators and boards of education members,
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SPEAKER_00: as well as teachers and PTA parents and anyone in the community who cares.
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SPEAKER_00: We were packed out 90% of the time,
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SPEAKER_00: no joke,
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SPEAKER_00: but the majority of the people who attended were largely the parents,
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SPEAKER_00: some PTA members who unfortunately thought they might be spying,
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SPEAKER_00: doing the work of the individual.
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SPEAKER_00: Inner administrative or clerical forces that were like, hey,
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SPEAKER_00: who is this organization that's kind
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SPEAKER_00: of making parents keep sending us opt-out notices, questions about our curriculum?
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SPEAKER_00: So once they saw that the parents were getting more engaged, they became more concerned.
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SPEAKER_00: It was like, no, we don't want parents engaged.
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SPEAKER_00: What is this?
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SPEAKER_00: And that was largely the problem.
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SPEAKER_00: We also had a lot of great people who ran for Board of Education seats.
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SPEAKER_00: They attended and then when they won their seats,
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SPEAKER_00: some of them, believe it or not, would drop off.
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SPEAKER_00: And they would no longer engage, which was wild.
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SPEAKER_00: We'd find out afterwards that they were spoken to on the inside about you have
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SPEAKER_00: to understand there's protocols and we have to keep things very,
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SPEAKER_00: you know, aligned with our lives.
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SPEAKER_00: Legal responsibilities and we could get sued.
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SPEAKER_00: There was a lot of fear tactics,
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SPEAKER_00: you know, when you take that board of education seat and that was shameful.
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SPEAKER_00: But we did have some great warriors who said, I don't hear you.
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SPEAKER_00: I don't hear your nonsense.
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SPEAKER_00: I know the facts.
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SPEAKER_00: And I'm going to report back what I know.
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SPEAKER_00: Although I'll be honest,
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SPEAKER_00: our greatest asset,
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SPEAKER_00: aside not really the Board of Education members,
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SPEAKER_00: as it is the teachers, that's the greatest asset in SOS.
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SPEAKER_00: There are teachers sounding the fire alarms left and right,
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SPEAKER_00: sending us screenshots of trainings they've undergone,
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SPEAKER_00: things that the students have been subjected to.
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SPEAKER_00: Phenomenal.
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SPEAKER_00: I can't say their names, obviously, because, you know, it's all practice to protect them.
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SPEAKER_00: But kudos.
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SPEAKER_01: I always encourage teachers to speak up, even if you do it anonymously.
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SPEAKER_01: It is helpful for parents to know what's going on on the inside.
8:00
SPEAKER_01: It's also for those board members and teachers to know what their rights are on school grounds.
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SPEAKER_01: Your First Amendment right is still enacted.
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SPEAKER_01: Any right that you would have as a normal citizen,
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SPEAKER_01: that doesn't go away just because you work for the government.
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SPEAKER_01: Why do we keep that focus on the kids?
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SPEAKER_01: Why are we on opposite sides of anything?
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SPEAKER_01: We want these kids to be able to read and write at a 12th grade level when they graduate.
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SPEAKER_01: That should be everybody's goal, but it's not.
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SPEAKER_01: And when it comes to teachers unions, the New York Post put out an article.
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SPEAKER_01: There was a study that showed blue states with strong teachers unions.
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SPEAKER_01: And I think that if you drill down to school districts where the unions are strong,
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SPEAKER_01: and then also the board is either wishy-washy or left,
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SPEAKER_01: I would say that that's the same issue that you're going to run into.
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SPEAKER_01: What are your thoughts on assessment?
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SPEAKER_00: It is necessary and needed.
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SPEAKER_00: And I think the federal government at this time,
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SPEAKER_00: under this administration, should take the reins on that.
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SPEAKER_00: I'll tell you a good source,
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SPEAKER_00: and it's the National Association of Educational Progress, which is the NAEP.
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SPEAKER_00: Mm-hmm.
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SPEAKER_00: So
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SPEAKER_00: again, if you just look at the facts, you're going to find the source.
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SPEAKER_00: Why is it that way?
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SPEAKER_00: It's shameful that could it just be for self-purposes?
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SPEAKER_00: If you're talking about the union's involvement, yes, 110%.
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SPEAKER_00: About two years after I became a teacher working in
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SPEAKER_00: the New York City public schools,
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SPEAKER_00: Randy Weingarten became our union rep. From there, It took time.
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SPEAKER_00: It wasn't something I saw overnight.
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SPEAKER_00: And trust me, you would see me at those union marketplaces.
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SPEAKER_00: I supported my union 110%.
10:19
SPEAKER_00: Now, however,
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SPEAKER_00: or I should say for some time now,
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SPEAKER_00: I have been taking the veil down on what the unions really do,
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SPEAKER_00: and they are completely self-serving
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SPEAKER_00: an entirely political Randy Weingarten has her own agenda
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SPEAKER_00: that satisfies whatever her interests are,
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SPEAKER_00: and they are not showing to be conducive to a successful academic career.
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SPEAKER_00: Intellectual path for students.
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SPEAKER_00: They just don't coincide.
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SPEAKER_00: And you can't make it coincide because you take what she's done with unions
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SPEAKER_00: and what is going on in those blue states and you can literally see
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SPEAKER_00: the evidence is there that the math and reading literacy is extremely poor.
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SPEAKER_00: In New York alone, we are at 23 and 26% in literacy and math rates for children.
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SPEAKER_00: But instead, what did we just have New York do?
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SPEAKER_00: Well, they removed the Regents exam now.
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SPEAKER_00: Now it's optional.
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SPEAKER_00: So there is less,
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SPEAKER_00: they are reducing ways for accountability, which is how our conversation started.
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SPEAKER_00: Accountability.
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SPEAKER_00: This is the union influence in these blue areas is so tremendous.
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SPEAKER_00: I don't know what comes to mind, Rico.
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SPEAKER_00: At this point, legal action.
11:42
SPEAKER_00: You know, you said at one point, Tiffany, that Your rights are still protected.
11:47
SPEAKER_00: But this is where that SAPA comes in,
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SPEAKER_00: that State Administrative Procedure Act gets abused,
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SPEAKER_00: especially at the education level.
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SPEAKER_00: And it's across all the different agencies, right, of each state.
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SPEAKER_00: It applies to those what are supposed to be The 25 agencies of the state,
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SPEAKER_00: the Department of Health,
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SPEAKER_00: the Department of Education,
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SPEAKER_00: the Department of Transportation,
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SPEAKER_00: etc., they all have to fall into the State Administrative Procedure Act.
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SPEAKER_00: And what happens is they took that act and they weaponized it.
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SPEAKER_00: You have an issue with the education system.
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SPEAKER_00: You are basically really not going to a regular court.
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SPEAKER_00: You are not seeing a regular judge.
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SPEAKER_00: You're sitting in a mediator type session with the school superintendent.
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SPEAKER_00: And the mediator is sent by the state.
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SPEAKER_00: And your problem is supposed to be resolved in a completely biased situation.
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SPEAKER_00: So teachers really have no way out.
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SPEAKER_00: A parent has to go to the courts with the lawyer and convince a judge to break
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SPEAKER_00: through that barrier in order to have a case heard.
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SPEAKER_00: So you have to break through SAPA in order to get seen by a judge.
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SPEAKER_00: The judge has to approve that you don't have to go through SAPA first.
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SPEAKER_01: Mm-hmm.
12:58
SPEAKER_01: You know,
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SPEAKER_01: I think a more nefarious plot that may be going on with the low math and
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SPEAKER_01: the low literacy rates,
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SPEAKER_01: and we've seen this, the marching in our streets and things like that.
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SPEAKER_01: I think that people who cannot read cannot function normally,
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SPEAKER_01: but they are also easily manipulated.
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SPEAKER_01: It's just what someone else tells them.
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SPEAKER_01: Someone else is reading all sides of the news.
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SPEAKER_01: They're not reading all sides of the news.
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SPEAKER_01: And then that person that reads all sides of it,
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SPEAKER_01: they come with the most radical,
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SPEAKER_01: the And that is what they feed to illiterate people.
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SPEAKER_01: And that is what, you know, sparks, riots, peaceful protests, if you will.
13:38
SPEAKER_01: And then also just petitioning the government to basically take away their rights.
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SPEAKER_01: It's a Marxist playbook.
13:44
SPEAKER_01: People kind of go when you say Marxism or socialism,
13:48
SPEAKER_01: but these are the same playbooks that happened
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SPEAKER_01: in I think teachers unions are honestly the militant wing of the Democrat Party.
14:13
SPEAKER_00: Absolutely.
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SPEAKER_00: If you take a look at the union playbook and they have their annual meeting
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SPEAKER_00: of their business objectives,
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SPEAKER_00: what they plan to implement, you can easily trace that type of communism.
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SPEAKER_00: Marxism, you know, nice and slow moving into all of these areas of behavioral manipulation.
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SPEAKER_00: We see in the school system,
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SPEAKER_00: here's some examples,
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SPEAKER_00: Randy Weingarten alone with the The New York State Union of Teachers,
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SPEAKER_00: NYCET, back in 2014, began a project known as Future Forward.
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SPEAKER_00: And these were community schools.
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SPEAKER_00: Remember that term,
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SPEAKER_00: everyone, Tiffany and all your followers, remember that term, community schools.
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SPEAKER_00: Know it, fear it.
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SPEAKER_00: What community schools are, are union driven organizations that take over a school building.
15:08
SPEAKER_00: So you have micro schooling within a traditional public school building.
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SPEAKER_00: So perhaps the school district says, oh,
15:15
SPEAKER_00: we can't afford this or we have to close down one of our schools
15:20
SPEAKER_00: because we didn't have enough funding.
15:22
SPEAKER_00: Whatever the case might be,
15:24
SPEAKER_00: like the taxes are already through the roof,
15:25
SPEAKER_00: but they're still claiming, right, to be poor.
15:28
SPEAKER_00: And then a union driven model known as community schools comes into the building
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SPEAKER_00: and it'll take over just one floor of the building.
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SPEAKER_00: Doesn't have to be the whole building.
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SPEAKER_00: And what happens is it is still funded by the state.
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SPEAKER_00: It's still considered a public school.
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SPEAKER_00: So it does not need a charter, does not need to go through any process of examination.
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SPEAKER_00: It is just implemented.
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SPEAKER_00: And then what does it offer?
15:57
SPEAKER_00: Longer school days.
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SPEAKER_00: Child is more away from the parent.
16:01
SPEAKER_00: It provides meals more than just a breakfast meal, which we're used to.
16:06
SPEAKER_00: It provides more meals.
16:07
SPEAKER_00: The school day can go until the regular school day.
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SPEAKER_00: This isn't even an after school.
16:10
SPEAKER_00: The regular school day will go 4 to 5 p.m. now.
16:13
SPEAKER_00: What?
16:14
SPEAKER_00: Yep.
16:15
SPEAKER_00: They wash the kids' clothes.
16:17
SPEAKER_00: They have laundry services, counseling services, doctor services, all within there.
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SPEAKER_00: And you just kind of sign it away.
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SPEAKER_00: All of these parents,
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SPEAKER_00: immigrant parents,
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SPEAKER_00: maybe parents who don't speak well, maybe,
16:28
SPEAKER_00: you know,
16:29
SPEAKER_00: they will sign,
16:30
SPEAKER_00: not even understanding what they're signing,
16:32
SPEAKER_00: that their child could receive mental health at school and whatever that comes with
16:38
SPEAKER_00: and so forth and so on.
16:39
SPEAKER_00: And so the school, right, is becoming the parent.
16:43
SPEAKER_01: Yeah.
16:44
SPEAKER_01: Yeah.
16:45
SPEAKER_00: So those community schools,
16:47
SPEAKER_00: there are already 39 of them at least in New York City and the five boroughs alone.
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SPEAKER_00: They've already expanded to New York State counties.
16:53
SPEAKER_00: They're serving nearly 20,000 students at this point, Tiffany.
16:57
SPEAKER_00: 20,000 just in the state of New York alone.
17:00
SPEAKER_00: And Randy Weingarten is working to expand these across the country.
17:07
SPEAKER_00: Here's the catch.
17:08
SPEAKER_00: Why would a school want to do this?
17:10
SPEAKER_00: Because they are another,
17:12
SPEAKER_00: think of Doge again,
17:14
SPEAKER_00: where they set up all of these money laundering,
17:17
SPEAKER_00: so to speak, funneling organizations.
17:21
SPEAKER_00: And so communicating.
17:21
SPEAKER_00: Community schools sets up those organizations in which
17:26
SPEAKER_00: the state can funnel money unaccounted for, unaccounted for.
17:30
SPEAKER_00: And so community schools are very attractive to politicians who want to make sure
17:34
SPEAKER_00: that whatever program they're taking The tax dollars are going
17:37
SPEAKER_00: to eventually find its way back to the politician that approved it.
17:41
SPEAKER_01: Oh, my gosh.
17:42
SPEAKER_01: Man, you just opened that up.
17:43
SPEAKER_01: And parents, you really have to pay attention to what Miss Lisa is saying.
17:48
SPEAKER_01: What I wrote down here as you were talking, they are stealing students from parents.
17:52
SPEAKER_01: That's what community schools are doing.
17:54
SPEAKER_01: They're stealing children.
17:56
SPEAKER_01: It's kidnapping in this slow, methodical way.
17:59
SPEAKER_01: They're stealing the minds of the kids.
18:14
SPEAKER_01: And I want you to tell your story of how you founded this organization,
18:18
SPEAKER_01: Save Our Schools,
18:19
SPEAKER_01: and what your mission is and what you have on deck for the future
18:23
SPEAKER_01: of your organization.
18:23
SPEAKER_00: So it was very organically grown, more or less just out of a realism.
18:32
SPEAKER_00: And so you have to step back.
18:35
SPEAKER_00: You really have to take accountability,
18:38
SPEAKER_00: have introspection, and begin to hold yourself accountable as an educator.
18:43
SPEAKER_00: That is nuts.
18:44
SPEAKER_00: Not easy for a lot of people.
18:46
SPEAKER_00: Not easy.
18:46
SPEAKER_00: It wasn't easy for me, but I had to say, you know, something, I have all this schooling, right?
18:51
SPEAKER_00: Multiple master's degrees.
18:53
SPEAKER_00: I partake in so much certification and I'm part of the system.
18:58
SPEAKER_00: And then to step Back and say,
19:00
SPEAKER_00: oh my gosh, I'm doing something that is actually harming children.
19:05
SPEAKER_00: I believed in so many of the studies.
19:07
SPEAKER_00: I followed that path.
19:10
SPEAKER_00: And I mean, we're talking Columbia Teachers College is in my classroom.
19:14
SPEAKER_00: I'm lending all of my intellectual property to their staff who are
19:20
SPEAKER_00: then pumping out guidance books that are going into all of
19:26
SPEAKER_00: the new curriculum being formed,
19:28
SPEAKER_00: whether it It's,
19:30
SPEAKER_00: you know,
19:30
SPEAKER_00: any new like cooperative learning or,
19:34
SPEAKER_00: you know,
19:34
SPEAKER_00: Obama's education program with Race to the Top, they just build on it one day.
19:39
SPEAKER_00: Again, it's one small bullet at a time.
19:43
SPEAKER_00: I began to see...
19:44
SPEAKER_00: You see that I was deceived by the program.
19:47
SPEAKER_00: The literacy rate was continuing to drop.
19:50
SPEAKER_00: It was not improving.
19:52
SPEAKER_00: Not only that, but they tell you that you have to separate.
19:55
SPEAKER_00: You have to start separating the kids into these groups.
19:59
SPEAKER_00: And so what it turned out to be was the schools were then transforming
20:03
SPEAKER_00: into application-only schools.
20:05
SPEAKER_00: That bothered me because the school that I was at was a pilot school, right?
20:11
SPEAKER_00: And that meant that they were going to take what we were doing
20:15
SPEAKER_00: and implement it first throughout the rest of the boroughs,
20:19
SPEAKER_00: and then it goes to the state level.
20:21
SPEAKER_00: And so what happens is they broke the kids up into these groups,
20:25
SPEAKER_00: and then it became a matter of now,
20:28
SPEAKER_00: a year later,
20:29
SPEAKER_00: Now we should discuss whether or not we should be an application only school
20:33
SPEAKER_00: and we're a regular public school.
20:35
SPEAKER_00: But now the people who would have been zoned for your school have to take an application.
20:40
SPEAKER_00: The student has to pass an exam of sorts in order to get into your school
20:45
SPEAKER_00: or they will be rezoned to another school,
20:48
SPEAKER_00: take a bus further away to another school that will have to take them.
20:51
SPEAKER_00: So I'm sorry, what happened to inclusion?
20:55
SPEAKER_00: Yeah, right.
20:56
SPEAKER_00: Okay.
20:57
SPEAKER_00: So that was one of the big bullets where I began to realize, well,
21:01
SPEAKER_00: if this was me,
21:03
SPEAKER_00: if I was a student at the time that this was going on,
21:06
SPEAKER_00: and I'm the teacher now,
21:07
SPEAKER_00: but if I was me as a younger girl,
21:10
SPEAKER_00: knowing My disadvantages coming from an immigrant household,
21:16
SPEAKER_00: I would not have passed that application exam.
21:19
SPEAKER_00: And I would have been zoned somewhere else with people like me,
21:23
SPEAKER_00: right, who weren't who they want.
21:27
SPEAKER_00: Why?
21:27
SPEAKER_00: Because that particular community surrounding the school was a more affluent growing community.
21:34
SPEAKER_00: So they came in and they influenced what was going on and they said,
21:39
SPEAKER_00: well, we need To try new programs.
21:42
SPEAKER_00: And that's how things began to change.
21:45
SPEAKER_00: It's all a wolf in sheep's clothing.
21:47
SPEAKER_00: Just like COVID, you have to do this for your safety.
21:50
SPEAKER_00: This was all,
21:51
SPEAKER_00: let's do this because we're going to excel the school if we can differentiate
21:55
SPEAKER_01: the groups.
21:57
SPEAKER_01: I just want to interject for a second and say that reminds me of
22:01
SPEAKER_01: when Black people back in a couple hundred years ago,
22:04
SPEAKER_01: they were voting for Republicans.
22:06
SPEAKER_01: Well, the Democrats kind of got mad about that.
22:09
SPEAKER_01: And they started instituting like,
22:11
SPEAKER_01: what was it,
22:11
SPEAKER_01: like a poll tax and,
22:13
SPEAKER_01: you know, they were making it difficult for black people to vote.
22:16
SPEAKER_01: It's funny how the DEI proponents are the segregationists.
22:20
SPEAKER_01: They are the racists.
22:22
SPEAKER_01: They are the fascists.
22:23
SPEAKER_01: That's a great analogy.
22:24
SPEAKER_01: So then what happened was I began to, I was an administrator now so right
22:39
SPEAKER_00: So an educator in the city for over a decade.
22:41
SPEAKER_00: And then I wound up taking some time off,
22:45
SPEAKER_00: moving out of the city,
22:47
SPEAKER_00: raising my family and realizing,
22:49
SPEAKER_00: you know, joining everything within the community thing now, volunteering my time.
22:54
SPEAKER_00: My local church,
22:55
SPEAKER_00: giving my time to the PTA,
22:57
SPEAKER_00: dedicating my time to local clubs and organizations and adding that as part
23:01
SPEAKER_00: of my repertoire.
23:02
SPEAKER_00: So now I'm getting a larger picture of how a community truly functions, right?
23:07
SPEAKER_00: Both at the city level and now at the suburban level.
23:10
SPEAKER_00: Eye-opener, eye-opener, game-changer.
23:13
SPEAKER_00: And then from that point, I return to administrative pathways now.
23:19
SPEAKER_00: Because it's different in the city,
23:20
SPEAKER_00: you can take on administrative responsibilities without all
23:23
SPEAKER_00: the administrative requirements.
23:24
SPEAKER_00: But in the In the county and the state levels, you have to have that certification.
23:28
SPEAKER_00: So I go down that pathway.
23:30
SPEAKER_00: And while I'm there,
23:32
SPEAKER_00: I'm now really seen in the administrative meetings at the principal level and at
23:37
SPEAKER_00: the superintendent level that did...
23:40
SPEAKER_00: The things they want to implement coming from the state are all very different
23:45
SPEAKER_00: and we're losing local control.
23:47
SPEAKER_00: Losing local control.
23:48
SPEAKER_00: It is diminishing at a rapid rate.
23:50
SPEAKER_00: Now we're approaching 2019 and this is where you're really going to see.
23:55
SPEAKER_00: New York State makes that complete transition to one controlled government under
24:01
SPEAKER_00: the Democrats, right?
24:02
SPEAKER_00: So all three branches of the New York State government in 2019 after
24:06
SPEAKER_00: that election fall into full control of the Democrats.
24:10
SPEAKER_00: And so from there forward,
24:12
SPEAKER_00: the New York State Education Department begins implementing wild initiatives
24:17
SPEAKER_00: and statutes and all of these various things to be adopted, right?
24:21
SPEAKER_00: Because it's still local control to a large extent, but they are pushing together.
24:25
SPEAKER_00: Carrot and stick, carrot and stick that you have to, you know, join these forces.
24:31
SPEAKER_00: What's going to happen?
24:32
SPEAKER_00: Well, and essentially your funding is going to be impacted and that's where they always get you.
24:38
SPEAKER_00: So superintendents come in and they They don't want to be the ones who lost money
24:42
SPEAKER_00: for the school, so they're going to work.
24:44
SPEAKER_00: They work way more with the government than parents honestly understand,
24:48
SPEAKER_00: and they are not the friend of the school board.
24:51
SPEAKER_00: Superintendents, I'm sorry, they are not the friend of the school board.
24:55
SPEAKER_00: They look for the one or two members of the school board that they can control
24:58
SPEAKER_00: on behalf of state initiatives.
25:01
SPEAKER_00: And that's where they go with it.
25:02
SPEAKER_00: So people need to understand that fine differentiation.
25:06
SPEAKER_00: If you're going to get a good superintendent here or there that does work on behalf
25:09
SPEAKER_00: of the community, it's an anomaly.
25:12
SPEAKER_00: It can happen.
25:13
SPEAKER_00: But on the larger whole, it doesn't.
25:15
SPEAKER_00: And so SOS,
25:17
SPEAKER_00: Save Our Schools,
25:18
SPEAKER_00: came out unveiling what was really taking place,
25:21
SPEAKER_00: speaking from someone who has city, state experience, classroom, and administrative.
25:28
SPEAKER_00: I was the anomaly of all anomalies.
25:30
SPEAKER_00: I showed.
25:31
SPEAKER_00: And I began to point out to the Board
25:37
SPEAKER_00: of Education members how their implementations,
25:41
SPEAKER_00: what they were following,
25:42
SPEAKER_00: what they thought they were so righteous about,
25:44
SPEAKER_00: was actually the opposite of support.
25:48
SPEAKER_00: For a school district,
25:49
SPEAKER_00: you can't come in to a school district and decide to say you're too white
25:54
SPEAKER_00: or you're too this or you're not this enough or that.
25:58
SPEAKER_00: What does that have to do with intellectual growth?
26:02
SPEAKER_00: It made no sense at all.
26:04
SPEAKER_00: And, you know.
26:05
SPEAKER_00: That's where everything was born from.
26:07
SPEAKER_01: Wow.
26:07
SPEAKER_01: Well,
26:08
SPEAKER_01: I'm so glad that you stepped up and that your boldness has led to a movement and
26:14
SPEAKER_01: that your leadership is still being implemented in your area
26:19
SPEAKER_01: because definitely we need more voices like yours on the forefront.
26:23
SPEAKER_01: We need more parents to find that boldness and join you.
26:26
SPEAKER_01: I know that parents are often intimidated by superintendents and people that have
26:30
SPEAKER_01: a long list of letters behind their names.
26:33
SPEAKER_01: But I'm the type of person, I don't care about titles, I care about character.
26:38
SPEAKER_01: And regardless of what your title is,
26:40
SPEAKER_01: your character and your values is what's going to speak to me.
26:44
SPEAKER_01: And if you're going to say that you're putting students first,
26:47
SPEAKER_01: well then parental rights have to be.
26:49
SPEAKER_01: It cannot be what the state wants because the state doesn't really care
26:52
SPEAKER_01: about literacy rates or anything,
26:55
SPEAKER_01: not from a perspective of trying to preserve our republic.
26:58
SPEAKER_01: They are constantly calling us a democracy where that institutes a mob rule.
27:04
SPEAKER_01: And that is more of what we're seeing.
27:05
SPEAKER_01: We're moving the minds of even our students to the place where they are going
27:09
SPEAKER_01: to protest something versus respecting authority and then listening when
27:13
SPEAKER_01: the word is no.
27:14
SPEAKER_01: I want to swing back though to low proficiencies.
27:17
SPEAKER_01: Okay, this is a report.
27:19
SPEAKER_01: That came out August 5th from the New York State Department of Education.
27:23
SPEAKER_01: So take it for what it's worth.
27:25
SPEAKER_01: Now, what they're reporting is that the percentage of your students
27:28
SPEAKER_01: that are scoring proficient by grade is showing here overall.
27:32
SPEAKER_01: And this is a 25-26 state assessment, grades three through eight.
27:36
SPEAKER_01: So for ELA...
27:38
SPEAKER_01: They are showing 48%.
27:41
SPEAKER_01: And then for math, they're showing 58%.
27:43
SPEAKER_01: This is across your state.
27:45
SPEAKER_01: And then the proficiency rate for both grades 5 and 8 for science exams was 47.
27:50
SPEAKER_01: There's a lot of data here.
27:52
SPEAKER_01: And I know you're not looking at I mean, these
27:58
SPEAKER_01: are all Fs, of course.
28:00
SPEAKER_01: I want to acknowledge that.
28:01
SPEAKER_01: But I honestly, when I looked at this, I was expecting you to be down in the teens and 20s.
28:06
SPEAKER_01: I didn't have a chance to like really dig down and Okay, I will tell you that they are skewed.
28:28
SPEAKER_00: And I will tell you that the rankings there are biased.
28:31
SPEAKER_00: They use a model in which they have progressively lowered the passing rate.
28:37
SPEAKER_00: So what used to be perhaps a 65 passing rate was reduced approximately around that time.
28:44
SPEAKER_00: I want to say at this point might have been eight years ago,
28:48
SPEAKER_00: at least, where they reduced it to a 55 passing rate.
28:51
SPEAKER_00: And after COVID, they reduced it to a 45 passing rate.
28:57
SPEAKER_00: So more recently,
28:59
SPEAKER_00: and then they for quite a while had not released what the state results were,
29:05
SPEAKER_00: in which I had to continually call, continuously call this state to ask them why.
29:12
SPEAKER_00: The schools had not released the state assessments and was then in this back
29:17
SPEAKER_00: and forth between schools, school districts, which I called multiple.
29:21
SPEAKER_00: So we have 10 regions in New York and then the five boroughs.
29:27
SPEAKER_00: I am right hand selecting representative regions that I'm calling school districts
29:33
SPEAKER_00: as well as boroughs, school districts in the boroughs.
29:37
SPEAKER_00: And I'm saying, hey, I don't see that you've released your state exams yet.
29:42
SPEAKER_00: The state hasn't given us them yet.
29:44
SPEAKER_00: Okay, this side, hi, calling the state.
29:47
SPEAKER_00: Hey, why haven't you given the schools their scores yet?
29:50
SPEAKER_00: The state, we did.
29:52
SPEAKER_00: The districts didn't release them yet.
29:54
SPEAKER_00: So just a bunch of back and forth until final.
29:57
SPEAKER_00: Finally,
29:58
SPEAKER_00: probably late in that year when I did that,
30:00
SPEAKER_00: I think it was 2022 when I had done that, maybe 23.
30:04
SPEAKER_00: And then it was finally released and it was horrific.
30:07
SPEAKER_00: So then they blamed COVID.
30:09
SPEAKER_00: These are still the results of COVID.
30:11
SPEAKER_00: They realized that they had to.
30:12
SPEAKER_00: You've got to release them because now you have someone who's got a microphone and
30:17
SPEAKER_00: an audience and parents saying, where are these status assessments?
30:22
SPEAKER_00: They were terrible.
30:23
SPEAKER_00: Then they blamed COVID.
30:24
SPEAKER_00: Then they reduced the scores, the passing scores, They also eliminated some regions exams.
30:31
SPEAKER_00: Then they continue to, you know, blame all these different issues.
30:36
SPEAKER_00: Of course, minority gap, 100 things, right?
30:40
SPEAKER_00: Always the minority gap.
30:41
SPEAKER_00: 100%.
30:44
SPEAKER_00: And so from that point moving forward, we saw, get ready for this, Tiffany.
30:52
SPEAKER_00: You might fall off your chair for this one.
30:54
SPEAKER_00: Just when you thought community schools was bad,
30:56
SPEAKER_00: okay, New York State then decides to implement regionalization.
31:02
SPEAKER_00: What is that?
31:03
SPEAKER_00: Right.
31:04
SPEAKER_00: Let me write that down.
31:05
SPEAKER_00: Write that down.
31:06
SPEAKER_00: Regionalization.
31:08
SPEAKER_00: So after their scores will not get better, they change how their rankings.
31:13
SPEAKER_00: So you're going to see we're doing 50, you know.
31:17
SPEAKER_00: We're at 50%.
31:19
SPEAKER_00: First of all, the entire state and only half of you, you're boasting that?
31:24
SPEAKER_00: I would be ashamed if I were you.
31:25
SPEAKER_00: But okay, the truth being told again, go back to the NAEP.
31:29
SPEAKER_00: Let's look at their scores.
31:31
SPEAKER_00: Let's look at Dr.
31:32
SPEAKER_00: Dr. Horvath,
31:33
SPEAKER_00: who did a testimonial in front of Congress,
31:36
SPEAKER_00: I think it was in January of this year, Dr.
31:38
SPEAKER_00: Horvath,
31:38
SPEAKER_00: where he said,
31:39
SPEAKER_00: this is going to be the first generation that does not succeed their parents.
31:44
SPEAKER_00: They will not exceed their parents in literacy.
31:47
SPEAKER_00: First generation,
31:48
SPEAKER_00: our alphas will not,
31:50
SPEAKER_00: gen alpha, will not be doing better than their parents did in school.
31:54
SPEAKER_00: This has not happened since education began,
31:56
SPEAKER_00: okay, since a public education system has been implemented.
32:02
SPEAKER_00: Go against that.
32:03
SPEAKER_00: Go challenge the NEP.
32:05
SPEAKER_00: Go challenge Dr. Horvath's studies.
32:08
SPEAKER_00: I want to see what you come up with,
32:09
SPEAKER_00: with how you came up with your rankings on that you claim to be at the 50% or
32:15
SPEAKER_00: over mark in your math literacy and science.
32:18
SPEAKER_00: It is inaccurate.
32:19
SPEAKER_00: If we took any one of their samplings and put them into an independent test,
32:24
SPEAKER_00: I dare to see how that child would then do without a state assessment.
32:30
SPEAKER_00: Regionalization comes in, Tiffany.
32:32
SPEAKER_00: And what it does is they are so nerfed up that superintendents
32:36
SPEAKER_00: at this point are going to be held accountable.
32:39
SPEAKER_00: So their little minions are not going to be able to continue to hold up this house of cards.
32:47
SPEAKER_00: So they implement regionalization.
32:49
SPEAKER_00: And that is going to be found in the SAPA legal record book.
32:55
SPEAKER_00: Okay,
32:56
SPEAKER_00: so that is a legal document that has to be published monthly in every state But
33:02
SPEAKER_00: if you go to New York State and you look it up,
33:05
SPEAKER_00: you're going to find that they implemented regionalization as a SAPA ruling.
33:12
SPEAKER_00: That's what these are called.
33:13
SPEAKER_00: It's a whole faux type of legal system going on here that no one invented.
33:17
SPEAKER_00: It's even understanding.
33:19
SPEAKER_00: They implement this, which overrides.
33:22
SPEAKER_00: People think that they're going and they're voting for their Board
33:24
SPEAKER_00: of Education members and that they're having a say.
33:27
SPEAKER_00: And the truth is the state has many tentacles hidden in dark places.
33:32
SPEAKER_00: And one of them is SAPA.
33:34
SPEAKER_00: And they turn around and they make these rulings.
33:36
SPEAKER_00: Then school districts more or less have to follow these rulings
33:41
SPEAKER_00: because they're somewhat legal at this point, right?
33:43
SPEAKER_00: In this faux SAPA world.
33:45
SPEAKER_00: And so what it says is And so we just saw what Gavin Newsom did.
33:49
SPEAKER_00: He had a superintendent of education.
34:06
SPEAKER_00: She wanted to implement some conservative measures.
34:08
SPEAKER_00: He overrode her with putting in place a secondary board.
34:13
SPEAKER_00: That's what I'm talking.
34:14
SPEAKER_00: It's the same thing.
34:16
SPEAKER_00: It's regionalization under a different name.
34:19
SPEAKER_00: And basically, What it does is it takes the reins fully away from local control.
34:26
SPEAKER_00: Parents, stop paying school taxes if we can.
34:28
SPEAKER_00: At this point, that's where the fight lies.
34:30
SPEAKER_00: Do we have to attack their lawfare?
34:33
SPEAKER_00: Get a lawyer who's got the...
34:35
SPEAKER_00: Will, ability,
34:36
SPEAKER_00: and skill to say,
34:38
SPEAKER_00: hey, parents are paying these taxes, but they have no voice, no say.
34:43
SPEAKER_00: The schools are doing everything under regionalization or under government control,
34:48
SPEAKER_00: and local control has completely been demolished and taken away.
34:53
SPEAKER_00: Parents need to almost reclaim taxes at
34:55
SPEAKER_01: this point.
34:55
SPEAKER_01: We are coming up against an M&O request that our district has made, and we're against it.
35:01
SPEAKER_01: I went through a little bit of paperwork And I don't know if what I'm looking
35:04
SPEAKER_01: at is what I'm looking at,
35:06
SPEAKER_01: but your M&O budget was almost $300 million two years ago.
35:09
SPEAKER_01: We need a presentation on where that went.
35:11
SPEAKER_01: And not that it's going to change my mind, but I want to know where those monies are going.
35:16
SPEAKER_01: But here's a follow-up question and then we can move on.
35:19
SPEAKER_01: Is it fair to say that there's a conflict of interest wherein lies the State Board
35:23
SPEAKER_01: of Education in New York is deciding...
35:26
SPEAKER_01: So there's nothing independent, I guess, about your state assessment.
35:47
SPEAKER_00: You hit the nail on the head.
35:49
SPEAKER_00: That's exactly the problem.
35:51
SPEAKER_00: They created it, they manipulate it, and they present it as such.
35:55
SPEAKER_00: There is really no way.
35:56
SPEAKER_00: I mean, what parents have to dig through, that's what we do.
35:59
SPEAKER_00: That's what SOS does.
36:00
SPEAKER_00: We dig through for you.
36:02
SPEAKER_00: And so you don't have to, you know, say, wait a minute, something doesn't seem right here.
36:07
SPEAKER_00: Like the young salutatorian in Connecticut who two years ago,
36:11
SPEAKER_00: who graduated and what three years ago and said it at the ceremony.
36:16
SPEAKER_00: Well, I received this award, but I'm illiterate.
36:19
SPEAKER_00: It came down to the fact that she was the child of an immigrant and she
36:23
SPEAKER_00: whose parent did not speak English.
36:25
SPEAKER_00: This child was given a computer pretty much from kindergarten through 12th grade
36:31
SPEAKER_00: and never really did her own work.
36:33
SPEAKER_00: And as AI advanced,
36:35
SPEAKER_00: of course,
36:36
SPEAKER_00: and more computers were put into the classroom about 10 years ago,
36:39
SPEAKER_00: she became more reliant upon it despite her IEP, despite her IEP.
36:45
SPEAKER_00: So you're talking, I mean, horrendous violations.
36:50
SPEAKER_00: And so she is illiterate and yet still could get accepted into Harvard because,
36:56
SPEAKER_00: you know, they want to keep their quota too.
36:58
SPEAKER_00: But she said, I can't read.
37:00
SPEAKER_00: And listen, this young lady is a brave young lady to admit that fact.
37:06
SPEAKER_00: So many students don't want to admit that.
37:08
SPEAKER_00: They're embarrassed.
37:09
SPEAKER_00: They're ashamed.
37:10
SPEAKER_00: And so they just go hidden and it all gets passed and the system keeps getting away
37:16
SPEAKER_00: with the crime.
37:17
SPEAKER_00: But she did stand forward and there is a lawsuit against the state of Connecticut
37:22
SPEAKER_00: and her school district.
37:23
SPEAKER_00: Where it stands at this point, again,
37:26
SPEAKER_00: we haven't heard much more,
37:27
SPEAKER_00: but I think they were at something like a good $3 million
37:30
SPEAKER_00: that they would probably have to settle with her at this point so
37:34
SPEAKER_00: that she can get herself reeducated.
37:36
SPEAKER_00: How crazy is that?
37:37
SPEAKER_00: But that is where you're correct.
37:40
SPEAKER_00: A hundred percent.
37:41
SPEAKER_00: There is a conflict of interest in the fact that the state is creating
37:44
SPEAKER_00: the assessment and then they're also evaluating that same assessment.
37:48
SPEAKER_01: The federal regulations are basically subject to the state,
37:51
SPEAKER_01: even though it's the feds that are giving you quite a bit of money.
37:55
SPEAKER_01: Thank you so much for joining us.
38:15
SPEAKER_01: Without basically taking some time to tell your parents what you were experiencing
38:20
SPEAKER_01: and to try to get you some help while you were in their classroom,
38:24
SPEAKER_01: instead they just passed you on to the next grade,
38:27
SPEAKER_01: they should be embarrassed because they pride themselves.
38:30
SPEAKER_01: So I want to talk a little bit about DEI, right?
38:32
SPEAKER_01: We don't have to stay
38:53
SPEAKER_01: You're a black person.
39:15
SPEAKER_01: I know that DEI is very strong in New York.
39:21
SPEAKER_01: I remember this from when I used to follow New York school politics
39:25
SPEAKER_01: a little bit more during my time at TPUSA when I was on the school board watch list.
39:29
SPEAKER_01: There are just full-on programs, your state and then Illinois, full-on programs.
39:35
SPEAKER_01: Mm-hmm.
39:50
SPEAKER_01: Yes, absolutely.
39:51
SPEAKER_01: You know, I want to say that in bringing this out as
40:05
SPEAKER_00: It is never easy.
40:07
SPEAKER_00: I believe our record at this point is
40:09
SPEAKER_00: that we've had approximately 15 superintendents resign,
40:14
SPEAKER_00: leave or move to another school district so that they kind of,
40:18
SPEAKER_00: you know, remain under the radar or do.
40:20
SPEAKER_00: We're just,
40:21
SPEAKER_00: you know,
40:21
SPEAKER_00: can't keep fighting that we are pulling the covers off of what they're doing.
40:26
SPEAKER_00: And that's a great thing.
40:27
SPEAKER_00: And on top of that, we've had a lot of people elected to school boards.
40:32
SPEAKER_00: Unfortunately, everything has its cap, right?
40:36
SPEAKER_00: We can get superintendents removed and we can bring those school board members in
40:41
SPEAKER_00: to bring about the change that we're hoping.
40:43
SPEAKER_00: But it's like a grain of sand in an entire, you know, beach and ocean of issues.
40:50
SPEAKER_00: So it's sad to say that for the large part, let's get to DEI for a hot second.
40:55
SPEAKER_00: It is a tool.
40:56
SPEAKER_00: So what the pattern seems to be is they reduce the literacy and then they implement
41:03
SPEAKER_00: the emotional process.
41:05
SPEAKER_00: And DEI is one of those tools.
41:08
SPEAKER_00: The other is social emotional learning,
41:11
SPEAKER_00: which is far more dangerous because what they're doing is they are making teachers,
41:17
SPEAKER_00: encouraging teachers to use psychiatric, right, psychological games on children.
41:24
SPEAKER_00: And behavioral manipulation through what is known as social emotional learning.
41:29
SPEAKER_00: There is nothing good about this program.
41:32
SPEAKER_00: It was originally started for children with severe, you know, emotional issues, perhaps on
41:43
SPEAKER_00: So many parents found it endearing and they believed it was a godsend in helping
41:48
SPEAKER_00: to teach a child who had developmental issues.
41:52
SPEAKER_00: It is far beyond that scope at They have expanded it to the larger student population overall.
41:59
SPEAKER_00: And what parents aren't realizing is that it is one, again, a wolf in sheep's clothing.
42:05
SPEAKER_00: It is dressed in pretty wording.
42:07
SPEAKER_00: We teach the students how to care for Microaggressions.
42:13
SPEAKER_00: Microaggressions.
42:20
SPEAKER_00: This is the thought police.
42:22
SPEAKER_00: Don't say that.
42:23
SPEAKER_00: You can't do that.
42:24
SPEAKER_00: Everything is,
42:25
SPEAKER_00: and they start with a 10-minute program in the morning,
42:28
SPEAKER_00: in the mornings, straight away, before classes even started.
42:32
SPEAKER_00: You have these five-year-olds, six,
42:34
SPEAKER_00: seven-year-olds,
42:34
SPEAKER_00: first grade,
42:35
SPEAKER_00: second grade, where they have to undergo 10 minutes of, how was your weekend?
42:39
SPEAKER_00: Did you have anything that upset you?
42:42
SPEAKER_00: And so you have kids saying like, oh, mommy and daddy fought because mommy drank too much wine.
42:48
SPEAKER_00: Oh, mommy has a drinking problem.
42:50
SPEAKER_00: No, no, maybe mommy didn't have a drinking problem.
42:53
SPEAKER_00: Maybe mommy had too much wine because it was her birthday.
42:57
SPEAKER_00: Like all the context is gone, but the kid will then be sent down to counseling.
43:01
SPEAKER_00: Right.
43:02
SPEAKER_00: Go to counseling because you're having problems at home that we can't tell mommy
43:07
SPEAKER_00: and daddy about because you're protected under a statute that falls under
43:12
SPEAKER_00: the SAPA regulations.
43:13
SPEAKER_00: This is what I'd like.
43:14
SPEAKER_00: It's all interconnected in a web.
43:17
SPEAKER_00: It really needs to be created probably on some type of fancy AI computer system,
43:21
SPEAKER_00: but we can create it.
43:23
SPEAKER_00: That web is going to come out sooner or later.
43:25
SPEAKER_00: But DEI is one of those tools and they cover it in all that beautiful wording.
43:29
SPEAKER_00: And it is just really a definitely a mark.
43:34
SPEAKER_00: It's just another behavioral modification.
43:37
SPEAKER_00: Again, the literacy rate drops and the DEI and SEL rise,
43:42
SPEAKER_00: and you have to look at that and say, that's interesting.
43:45
SPEAKER_00: So DEI, diversity, equity, inclusivity.
43:47
SPEAKER_00: Inclusion is not what it is portrayed to be.
43:50
SPEAKER_00: It is a tool that leads to really just getting a student and even parents who engage
43:56
SPEAKER_00: in it to believe that they are fighting some type of hidden force
44:02
SPEAKER_00: that is stopping them from succeeding in life.
44:06
SPEAKER_00: Yeah, that's the lie of DEI.
44:07
SPEAKER_00: That's the lie of DEI.
44:21
SPEAKER_01: Even a disability,
44:22
SPEAKER_01: I had somebody in my comment section arguing with me saying we needed DEI
44:26
SPEAKER_01: for people even with physical disabilities.
44:28
SPEAKER_01: And I'm thinking, no,
44:29
SPEAKER_01: we have had all sorts of programs from the state,
44:32
SPEAKER_01: from federal, from local that have been helping and assisting people.
44:35
SPEAKER_01: People with physical disabilities for many years.
44:38
SPEAKER_01: DEI was born 10 years ago or something, and it's basically critical theory.
44:42
SPEAKER_01: It's a bunch of Marxist division and segregationist doctrine as well.
44:47
SPEAKER_01: But yeah,
44:48
SPEAKER_01: people are deceived into thinking that DEI is something that we need in order
44:52
SPEAKER_01: to help minorities.
44:53
SPEAKER_01: That's what they call us, minorities.
44:56
SPEAKER_01: That's a crazy term too.
44:57
SPEAKER_01: But you know it's true.
44:58
SPEAKER_01: Listen, minority speaks to underprivileged is what they say that we are because
45:03
SPEAKER_01: of our ethnicity and our skin color and all the things.
45:05
SPEAKER_01: But essentially, that deception is something that we have.
45:10
SPEAKER_01: We have a wonderful constitution.
45:13
SPEAKER_01: If only people who were in power would read that and that they would craft,
45:17
SPEAKER_01: vote on,
45:18
SPEAKER_01: and enforce what the constitution says,
45:20
SPEAKER_01: because that is the most inclusive document we have, Second Testament.
45:23
SPEAKER_01: And at the end of the day,
45:24
SPEAKER_01: SEL for parents who don't know,
45:26
SPEAKER_01: for educators who don't know,
45:28
SPEAKER_01: there's also a component of that that is super spiritual and it is steeped
45:32
SPEAKER_01: in Eastern religion.
45:33
SPEAKER_01: So some of those methods they're trying to teach your child with how
45:36
SPEAKER_01: to manage their emotions or That stuff is coming from a lot of Eastern philosophy,
45:43
SPEAKER_01: and we're not here to talk about whether or not you're Buddhist or any
45:46
SPEAKER_01: of those other things,
45:47
SPEAKER_01: but those types of meditations in the Eastern religion,
45:50
SPEAKER_01: it really has no place in school districts.
45:51
SPEAKER_01: It has no place in school districts.
45:53
SPEAKER_01: Meditation is sitting around and thinking about how can I have more pieces?
46:08
SPEAKER_01: No, 110%.
46:09
SPEAKER_01: It does incorporate.
46:09
SPEAKER_01: There's actually a spiritual model in school.
46:27
SPEAKER_00: And then they
46:36
SPEAKER_01: get mad at Christians or basically anybody that disagrees with secularism, right?
46:41
SPEAKER_01: Because secularists will try to say that that's not a religion.
46:43
SPEAKER_01: Actually, it is.
46:44
SPEAKER_01: It's recognized as a religion under the First Amendment.
46:46
SPEAKER_01: And that is what's dominating our public schools.
46:49
SPEAKER_01: So they'll bring in secularism and then Mm-hmm.
46:51
SPEAKER_01: Mm-hmm.
47:06
SPEAKER_01: We're talking about safety from that.
47:21
SPEAKER_01: That perspective and the psychological perspective that's leading these children
47:24
SPEAKER_01: to self-harm,
47:25
SPEAKER_01: because that is what transitioning is, binding your breasts and tucking your penis.
47:30
SPEAKER_01: That self-harm is what that is leading to.
47:32
SPEAKER_01: And a lot of school districts, even today, still have policies.
47:36
SPEAKER_01: Obviously,
47:36
SPEAKER_01: there's a student safety component when it comes to violence as well
47:40
SPEAKER_01: and gang activity.
47:40
SPEAKER_01: And parents are not even the first to know when something life
47:54
SPEAKER_01: We have a Democratic lawmaker who's conservative.
47:57
SPEAKER_01: She leans right.
47:58
SPEAKER_01: And people on the right coming together over student safety.
48:02
SPEAKER_01: And we're saying, hey, this is nonpartisan.
48:04
SPEAKER_01: The parents should not be the last.
48:06
SPEAKER_01: So my question to you is,
48:06
SPEAKER_01: let me know what work you're doing to make sure that parents are at the forefront
48:10
SPEAKER_01: of knowledge when it comes to the safety of their students.
48:21
SPEAKER_00: Well, this is a great segue into closing out our discussion today,
48:28
SPEAKER_00: because if we look at just a quick summary of what we've tackled here,
48:33
SPEAKER_00: it's how to make board members accountable and then And from there,
48:36
SPEAKER_00: we ran into understanding more about state administrative procedure act and how
48:40
SPEAKER_00: that interferes with parental rights to an extent.
48:44
SPEAKER_00: And then we go into the whole idea of regionalization and also now these community schools.
48:51
SPEAKER_00: And how the union plays such a huge role.
48:53
SPEAKER_00: And again, removing the parental rights, student safety.
48:57
SPEAKER_00: And now we wind it down with the SEL and the DEI and to bring it home,
49:03
SPEAKER_00: the things that we need to do to protect these students.
49:06
SPEAKER_00: I hate to say this, but I think that we need to reimagine.
49:11
SPEAKER_00: I'm going to use one of their words.
49:13
SPEAKER_00: We're going to need to reimagine the public school structure
49:17
SPEAKER_00: because local control has been removed, student safety.
49:21
SPEAKER_00: And also the manipulation of their emotional growth.
49:23
SPEAKER_00: These are tremendous.
49:36
SPEAKER_00: And to find out that this generation
49:39
SPEAKER_00: of students age 15 right now will not be exceeding,
49:43
SPEAKER_00: they will not be exceeding their parents' own education level is frightening
49:50
SPEAKER_00: to think where we're going.
49:51
SPEAKER_00: That's all student safety.
49:52
SPEAKER_00: That's like all of it in a nutshell, emotional and intellectual growth.
49:57
SPEAKER_00: And overall, is public school really should it still remain in the form it is?
50:04
SPEAKER_00: And I would say absolutely.
50:06
SPEAKER_00: Absolutely not.
50:07
SPEAKER_00: So the answer to your question or to round out this conversation is,
50:12
SPEAKER_00: I think that the Trump administration's push on vocations,
50:17
SPEAKER_00: bringing them back strong is absolutely necessary.
50:21
SPEAKER_00: As we see with Governor DeSantis,
50:23
SPEAKER_00: the charter schools or other school opportunities
50:26
SPEAKER_00: where even homeschooling co-ops can receive some type of federal funding now.
50:31
SPEAKER_00: States now opening their pathways to that is tremendous.
50:35
SPEAKER_00: We need to reduce And we need to expand educational opportunity.
50:40
SPEAKER_00: It all needs to be reimagined for student safety at this point.
50:45
SPEAKER_00: We are not succeeding at the level of our counterparts in foreign countries.
50:50
SPEAKER_00: We're just...
50:51
SPEAKER_00: Yeah.
51:06
SPEAKER_00: Public schools offer great sports opportunities.
51:08
SPEAKER_00: And it has become a blinder, a blinder to the rest of the things taking place.
51:13
SPEAKER_00: So that's another aspect that I wish we would push.
51:16
SPEAKER_00: We still need to keep that sports aspect, absolutely, but more opportunities in Mm-hmm.
51:21
SPEAKER_00: Mm-hmm.
51:36
SPEAKER_01: When I say pro-parent, I don't mean that the parent is always right.
51:40
SPEAKER_01: What I specifically mean,
51:41
SPEAKER_01: according to Proverbs 22, 6,
51:43
SPEAKER_01: if you don't know that verse,
51:44
SPEAKER_01: look it up, but God gives parents the children, not the government.
51:49
SPEAKER_01: Obviously, we know child abuse, those things happen.
51:51
SPEAKER_01: But we're coming up against the institutionalization of child abuse.
51:55
SPEAKER_01: That is what public schools are.
51:56
SPEAKER_01: And in that situation, the parents are always right in the respect that that's their child.
52:02
SPEAKER_01: And so while parents should not necessarily control the curriculum
52:06
SPEAKER_01: and all those things,
52:07
SPEAKER_01: they should be able to have more control over the process
52:10
SPEAKER_01: of what's What is being taught?
52:13
SPEAKER_01: The methods that the teacher uses, that's fine as long as it's not manipulative.
52:18
SPEAKER_01: And that is the problem that we're seeing and parents are not realizing it.
52:21
SPEAKER_01: And I'm glad that you said what you said about the sports too because I have sat
52:24
SPEAKER_01: in living rooms with parents and grandparents.
52:26
SPEAKER_01: And honestly,
52:27
SPEAKER_01: being in sports does blind those families to what is going on
52:30
SPEAKER_01: the school district.
52:31
SPEAKER_01: It's kind of a
52:42
SPEAKER_01: Well, it's not happening to my daughter or granddaughter.
52:44
SPEAKER_01: It's not happening to my kid.
52:45
SPEAKER_01: And we've only had a great experience.
52:48
SPEAKER_01: The thing that you may be failing to see is the fact that your child is having
52:52
SPEAKER_01: a great experience in public schools because you're involved because you show up.
52:57
SPEAKER_01: Because you're surrounding your child,
52:58
SPEAKER_01: it's a lot less likely for your child to be a victim of anything if you are
53:02
SPEAKER_01: as involved as you are.
53:04
SPEAKER_01: Those students that are coming from single-parent homes
53:08
SPEAKER_01: or they do have some emotional trauma or their reading pace is slow.
53:12
SPEAKER_01: Any of those things is something that someone nefarious will latch onto to try
53:16
SPEAKER_01: to manipulate that child.
53:17
SPEAKER_01: And I know it's difficult for parents.
53:18
SPEAKER_01: You're busy.
53:19
SPEAKER_01: But if you're going to have your child in a public school, you have to be present.
53:23
SPEAKER_01: That is what makes the difference.
53:24
SPEAKER_01: Parental involvement and parental engagement.
53:27
SPEAKER_01: So don't just show up, but when you show up, you're paying attention.
53:30
SPEAKER_01: That makes a huge difference with student success.
53:33
SPEAKER_01: And we can't put it all on the government.
53:35
SPEAKER_01: They're supposed to educate the kids, not raise them.
53:37
SPEAKER_01: And we see now we gave them an inch and now they're taking a whole mile.
53:41
SPEAKER_01: There's no reason, Ms. Lisa,
53:43
SPEAKER_01: that a school district should be washing a child's clothes,
53:46
SPEAKER_01: feeding them every single meal,
53:47
SPEAKER_01: giving them counseling services, dental services, health clinics.
53:50
SPEAKER_01: All that stuff is dangerous.
53:53
SPEAKER_01: It is bodily dangerous, mentally, and in a state like mine, where They passed Proposition 139.
53:59
SPEAKER_01: We basically have abortion up to birth.
54:01
SPEAKER_01: We just need somebody to file a lawsuit that can set a precedent that somebody under
54:05
SPEAKER_01: the age of 18 can get an abortion without their parents knowing,
54:08
SPEAKER_01: even if the girl is nine months pregnant.
54:10
SPEAKER_01: We definitely need to beef up.
54:12
SPEAKER_01: Parental rights legislation and our policies in our school districts.
54:16
SPEAKER_01: This has been a great conversation.
54:17
SPEAKER_01: I want to give you the last word.
54:19
SPEAKER_01: I always give everybody the last word,
54:21
SPEAKER_01: a word of encouragement to anyone who may be listening to this,
54:24
SPEAKER_01: anyone who may be thinking about running for a school board.
54:27
SPEAKER_01: Absolutely.
54:27
SPEAKER_01: And Tiffany, I really want to applaud the great work that you're doing as well.
54:30
SPEAKER_01: We need this to be nationwide.
54:42
SPEAKER_00: And so I have a point here in Florida.
54:44
SPEAKER_00: I also have my roots still in New York.
54:46
SPEAKER_00: And so reaching out to you in Arizona, fabulous, fabulous.
54:49
SPEAKER_00: I can be found at Lisa1as on X and Instagram.
54:53
SPEAKER_00: I don't post that much.
54:54
SPEAKER_00: I'm not a big social media person.
54:56
SPEAKER_00: However,
54:56
SPEAKER_00: you You can reach me there at those sites and you can post things and catch
55:00
SPEAKER_00: when I do post something because it's probably going to be really, really important.
55:03
SPEAKER_00: But the Better site is a private group and it's SOS 3.0 on Facebook.
55:09
SPEAKER_00: In that private group, we do have people in the SOS.
55:12
SPEAKER_00: A most recent term, too, is do no harm.
55:16
SPEAKER_00: Administrators who believe in far-left ideology are now pushing upon teachers.
55:20
SPEAKER_00: Do no harm.
55:21
SPEAKER_00: Don't fail a student.
55:23
SPEAKER_00: Even if their grades are 19, don't fail them.
55:25
SPEAKER_00: They're also still pushing those books.
55:27
SPEAKER_00: Unfortunately, they're legalized pedophilia.
55:29
SPEAKER_00: Like you mentioned, it's insane.
55:31
SPEAKER_00: I just want to tell parents, don't lose hope.
55:34
SPEAKER_00: Please find your faith.
55:35
SPEAKER_00: Follow us where you can.
55:37
SPEAKER_00: If you see an issue with your child and you think that this is leading to more
55:42
SPEAKER_00: than just a normal adolescent development or whatever the case might be,
55:46
SPEAKER_00: please reach out and let us know and hopefully we'll have resources.
55:50
[music]