Things I Learned from my Pine-Richland Student:

We have found that in some significant areas, the teaching at Pine-Richland is systematically tearing apart the values and morals we parents are giving to our children, and this teaching is intended to re-shape their worldviews into Socialists-Marxists.

Teaching is slanted to undermining the belief that the United States is good and special and unique in its founding and its system of government, that there is a good reason so many immigrants have been coming here since our founding, through today in spite of our flaws.

Parents need to remember that their kids don't have a knowledge base to be able to tell facts from errors, and that the kids do not tell them much! Some examples:

• William Shakespeare was a homosexual.
  
• Benjamin Franklin had over 80 illegitimate children.
• In Christianity Easter replaced Passover and Christian missionaries "converted Gentiles and forced them to follow Jewish law".
• During World War II, it was an atrocity that the Americans destroyed the beautiful architecture in Germany.
• Early colonists tried to make Native Americans slaves, but they were too weak to work.
• Colonists gave the Native Americans blankets that were infected with small pox on purpose, killing – that is, genocide! (theory originates with the controversial Ward Churchill who has expressed hatred toward America and believes the 9-11 attacks on the World Trade Center were justified).

• The colonists fighting in the Revolutionary War were radical terrorists (not an exaggeration - this was from my own kid).
• John Hancock tarred and feathered British postal workers and the colonists in general were murderous, burning down houses etc (teacher may have gotten this in error from the John Adams HBO miniseries).

• George Washington was a terrible failure as a soldier.

• The French and Indian War was all the colonists' fault.  The British had to impose high taxes because they bailed us out.  Therefore, we should have just paid the taxes, the Revolutionary War was unethical, and thus the United States should not even exist.

• The Afghanistan war is like the Revolutionary War, only the Taliban are like the colonists and the US soldiers are like the British.

• the colonists at Jamestown became cannibals and so did Roanoke (only evidence is possibly one mentally ill man at Jamestown; only one oddball "historian" thinks Roanoke did this).

• Islam is more democratic and spiritual than Christianity (teacher notes).
  

• Islam teachings stress love, kindness, brotherhood (teacher notes).

• The Koran might be viewed as a sequel to the Bible (teacher notes).
  

• On Christianity: "Historians believe that the gospel of Mark was the most authentic and was used by other authors later.  However, the testimony was written by "believers" not the apostles (not fact) and even they disagree".  This is from a PR HS teacher's class notes!!!!

For Current Global Issues HS course, questions included: "What motivates religious people to turn to violence? Do religious beliefs justify terror?  Why can't we all get along (if religions are basically the same)?  Would the world be better without religion?"  (This course also uses the UN Cyber School Bus curriculum).

• The HS started having a spring Symposium on Education: in 2010 it was on "Ethics in Education" but it could just as easily be called "A Tribute to Brazilian Marxist Education Reformer Paulo Freire"; and in 2009 it was on "Democracy in Education" but could be  re-named "An Ode to Progressive Leader John Dewey".  These events were the pinnacle of Marxist, Progressive, secular humanistic indoctrination; It can be found in reading 30+ essays that they all projected anti-Christian, un-American, anti-capitalistic, pro-abortion, liberal views.
• Our children are being taught to get into Socratic Circles and dialogue (not debate) until they reach a consensus (compromise). There are certain values and principles that we teach our children in which there is not room for compromise. Such categories are faith, morals and values.

• Our children are also being taught that they are being brought up with biases, biases that they get from their parents, pastors, etc. and that they should question everyone and everything.

Regardless of what anyone is saying Pine Richland is about as far from a conservative district that you could find. Actions speak louder than words and the majority of teachers, the curriculum, and the district would be considered, on the facts alone, very progressive.

 

Pine-Richland Principal Ignores Parent Concerns (email sent April 2010)

Dear Mr. Pietrusinski,
I am bringing these concerns to you since they relate to the high school directly, although they do ultimately question the direction of the district as a whole. About a month ago, I cc-ed you on an email I sent to John Dolphin regarding concerns about the nature of the Symposium on Ethics in Education (I met with him and Ms. Poulakos, it was not uplifting). Since then my discussions with parents have been relayed to current and former school board directors and to Dr. Bucci. She did advise that more balance was needed and that in the future approval by the Academic Achievement Committee would be required for the readings. This is not considered adequate and more areas of concerns have developed. I have a director asking to have a meeting next week with Dr Foley to discuss curriculum concerns (including the STEM for HS) and I thought you should be informed of these things.
While the individual required symposium readings of themselves would probably be typical in a HS education, with the notable exception of Paulo Freire, it was the humanist worldview shining through the students' essays, and the total lack of contrasting/opposing sources, that was most troubling. Many of the voluntary (chosen by students) sources could be considered Marxist, Progressive and/or Socialist (e.g. Georg Hegel, John Dewey, Aldous Huxley, David Hume, Friedrich Nietzsche) and all display a secular humanist viewpoint. One student was pro-abortion and even said it was the "non-life" of the fetus as opposed to an actual death. Several expressed strong anti-Christian sentiments, and several were anti-capitalist (including a student who used Adam Smith as his primary source). In addition, the 2009 Symposium also promoted Socialism through the use of John Dewey, one of the leaders of the Progressive movement. The Dan Pink (aide to Al Gore and known for Marxist views) book contains a lot of spirituality (meditation, labyrinths, new age) which is inappropriate for a school setting (perhaps not in the required chapter on Symphony, but promoting even a part of the book is an approval of the whole; I didn't see a part of the Bible being used even though it has been a standard for ethics for thousands of years). The Gary Marx (globalist promoting change through socialist consensual thinking) book is intended to impress on the needs of schools to change to meet a globalist future. All three saw the need for everyone to have the same right-brain emphasis and skill set to succeed.

But there is another theme shared by the two events: "direct instruction (traditional classroom teaching) is oppression of students" and for education to be "democratic" and nonoppressive, per Freire, teachers must not be inflicting their views and opinions on their students, but must be flexible and prepared to learn from their charges. There is no truth and no facts at all (postmodern), just opinions, and even basic facts like dates and events can be obtained from the internet and should not be learned, since regurgitating facts is not important to the critical thinking skills these students must experience. Its too bad neither symposium gave the students any data, research, or evidence of what teaching methods really work and the relationship to the different learning styles of students (one kid complained that classes were not available to re-wire left brain students). Many parents do not agree that imposing teachers' (and perhaps the district's) views of the how our existing educational system must change is appropriate or fair.

Even if these children were expressing their families' worldviews, this event involved 150-200 students and many teachers, and was attended by the highest levels of PR adminsitration. To have our tax dollars spent to advocate such views is a significant problem that cannot be resolved simply by having the Academic Achievement Committee review next year's readings, especially considering most of them have been used in classes (and thus approved explicitly or tacitly) or were used by the district itself in its Strategic Plan and Transformational Blueprint.

The next issue relates to teachers imposing their personal biases on students; I obtained some class notes for Honors World Cultures. I have attached the file. It contains many factual errors about Christianity (3 gospels do not agree, 3 were based upon Mark, Easter replaced Passover, developed from Greek paganism and Zoroastrianism), had a clear bias aganst Christianity (could not list any attractive qualities but had plenty for Islam), was insulting with the "COEXIST" bumper sticker in the middle of the presentation, says Islam is more democratic and spiritual than Christianity, bias in Crusades presentation. It is not appropriate to denigrate one religion in this manner, and this was used in more than one class.

Finally, can you explain what is planned with the STEM/PLTW curriculum? I finally found a little mention of it in the Academic Achivement Committee meeting minutes and agendas, but no details and nothing in the HS monthly newsletters, nor did any HS parents I found know anything about it. As a mechanical engineer, the curriculum philosophy of PLTW troubles me (this is from the PLTW website):
All PLTW high school courses have several underlying content areas in common. As students progress through the sequence they will become proficient in:

• working as a contributing member of a team
• leading a team
• using appropriate written and/or visual mediums to communicate with a wide variety of audiences
• public speaking
• listening to the needs and ideas of others
• understanding the potential impact their ideas and products may have on society
• thinking
• problem solving
• managing time, resources and projects
• researching
• going beyond the classroom for answers
• data collection and analysis
• preparing for two- and four-year college programs

PLTW's curriculum makes math and science relevant for students. By engaging in hands-on, real-world projects, students understand how the skills they are learning in the classroom can be applied in everyday life. This approach is called activities-based learning, project-based learning, and problem-based learning or APPB-learning.

Research shows that schools practicing APPB-learning experience an increase in student motivation, an increase in cooperative learning skills and higher-order thinking, and an improvement in student achievement.

Activities are a method of instruction that involves directed teaching of a particular process or procedure. Activities engage students in learning skills that are later applied in more complex situations. Activities lead students to higher levels of learning.

Project-based learning is a comprehensive approach to instruction that presents a project or relevant activity that enables students to synthesize knowledge and to individually resolve problems in a curricular context.

Problem-based learning is both a curriculum organizer and an instructional strategy that presents a problem, which is relevant and related to the context where students are the stakeholders. Students synthesize and construct knowledge to help them actively grapple with the complexities of the problem and develop strategies to direct their own learning. When students experience a problem in context, they are more likely to make connections and thus see the value in what they are learning.

This could be great for some students, but it sounds like an ongoing group lab project with an intent to make future engineering managers out of everyone. WIll all classes in science and math be impacted by this? If not, will honors, pre-AP and AP non-PLTW classes still be offered? Will parents have the opportunity to review the plans for change in these areas?

Is there a way to avoid teachers whose worldviews are openly contrary to my own Christian values (e.g though the scheduling process or with help of Guidance)?

Is there a plan to encourage teachers to consider the community's values when presenting material that could be controversial, like religion and philosophy? It is important that everyone respect the religious and political viewpoints of one another. It would be impractical if not impossible to opt-out of all the courses involved in the Symposiums.

Will the quality of my kids' educations be impacted if they are wired as left-brain learners and do not thrive in the group/constructivist student-centered learning models that seem to be preferred? Will they be denied opportunities that are afforded to right-brain children, the outgoing popular kids who like doing group work and projects, such as pre-AP, honors and AP classes (I know of children who tested well but were denied the GATE program because they were not outgoing enough)? We were advised by MS guidance that the pre-AP social studies are primarily Socratic circles and that much of the grade is based upon class participation, which excludes my smart but shy 8th grader. Occasional group work and public speaking are good opportunities, but I know I always preferred to work solo. Of course I have seen the right-brain emphasis in the Strategic plan and particularly in the Transformational Blueprint. Being a left brain person is not a deficit that needs to be corrected (e.g. Bill Gates)! I have done much research on this since the new constructivist elementary math program pushed my 3rd grader - and many others - into a ditch this year with its real world problem conceptual emphasis; it would sting less if due process to implement this new curriculum had been followed. Being excluded from AP classes has a significant impact on college, both cost and admissions, as I am sure you are aware.

I appreciate your time and hope that we can discuss these matters soon.

Top 10 Reasons to Support School Choice PA Senate Bill 1

Sorry for the delay, I was planning to post this earlier but with the EASTER - not spring - break I was busy.  This is by Matt Kibbe of Freedomworks:

1. It Allows Parents to Choose Their Child’s School.

During the first year of implementation, SB1 will give low-income students trapped in failing schools the opportunity to enroll in a better school that fits their individual needs. The voucher program is phased in over three years. By the third year, the bill would allow all low-income children whose family’s income is at or below 1.30 percent of the federal poverty level. Using income data from 2009, more than 547,000 or 32 percent of Pennsylvania public school students are eligible to receive a voucher to attend the choice of their choice.

2. It Will Save Taxpayers Money.

In reality, SB1 will actually help the state balance its budget. School vouchers will cost taxpayers a fraction of what they are paying now. In Harrisburg, taxpayers currently pay $17,675 per student annually. SB1 would give low-income students a voucher for $8,498 which is enough money to pay tuition at many Pennsylvania schools. Therefore, taxpayers are paying less than half the money so that a child can attend a better school of his or her choice.

3. It Will Not Raise Property Taxes.

SB1 will not raise anyone’s taxes. The bill does not involve any district property taxes. Instead of local taxes, the scholarships are fully financed through state funding. Property taxes should not be directly affected by the voucher program.

4. The Bill is Constitutional.

The Pennsylvania Constitution reads “no money raised for the support of public schools of the Commonwealth shall be appropriated to or used for the support of any sectarian school.” 4 Since the money to fund the vouchers is taken out of the General Fund, it was not raised to support public schools. The U.S. Supreme Court has upheld similar school voucher programs across the nation since the money is not directly given to religious private schools. The scholarship is given to parents who have the choice whether to send their child to a non-religious or religious school.

5. It Will Boost Student Test Scores.

Pennsylvania school spending per pupil has skyrocketed with no signs of improvement. Just as competition and choice has improved every day products, it can have a positive effect on schools. As it currently stands, Pennsylvania has one of the worst SAT scores in the nation. On the Pennsylvania System of School Assessment only about half of 11th graders are proficient in math and reading. 5 Studies have confirmed that various school voucher programs similar to SB1 across the nation have
noticeably boosted test scores. 6

****6. The Bill is a First Step towards Ensuring School Choice for All.*****

SB1 would expand opportunities to needy families that lack access to educational alternatives. This is just the first step to allowing all Pennsylvania families to have the same opportunities regardless of income and zip code. Sadly, there’s a lot of resistance against any school choice bill from powerful teachers unions that are well-funded. After we win this crucial battle to break the current education monopoly, we hope to see more comprehensive school choice bills. (emphasis added)

7. It Increases Funding for the Educational Improvement Tax Credit.

SB1 will increase funding for the successful Educational Improvement Tax Credit (EITC) to $100 million which grants companies a 75 to 90 percent tax credits if they donate to a non-profit educational scholarship program. 7 These tax credits will encourage companies to give to a good cause. In 2010, the EITC saved Pennsylvania taxpayers $500 million since student recipients left high-cost district schools. According to the Commonwealth Foundation, the average EITC scholarship educates students for $12,160 less than school districts spend per pupil. 8

8. It Will Help Children Rise From Poverty.

In Pennsylvania’s inner-cities, poverty is becoming a never-ending vicious cycle as local public schools fail to provide students with a quality education. School vouchers across the nation have allowed thousands of poor children to obtain a better education helping them become self-sufficient adults. A student who receives a voucher will be less likely to become dependent on government welfare programs.

9. It Does Not Regulate Private Schools.

The bill does not force private schools to do anything. As the bill summary says “school districts will not be required to accept scholarship students, but instead will develop their own admission policies.” Private schools are fully allowed to reject students if they wish. SB1 does not force private schools to
adopt a certain curriculum.

10. It Helps Remove the Teacher Unions Grip on Our Schools.

Special interest lobbyists are spending millions to defeat SB1. 9 Teachers unions oppose school vouchers mainly because they do not want to compete with other education options. This bill will move us in the right direction to break the teacher unions’ monopoly of public school, teachers and students. With the
vast amount of wealth and power that the unions have, it will be virtually impossible to this overnight. The most realistic way of achieving our ideal goal is to pass SB1 which will help to remove some of the teacher unions grip on our schools.

Go to the link above for the footnote references. I see SB1 as a first step toward educational freedom. It is extremely offensive and oppressive that my hard-earned tax dollars are going to indoctrinate local students - our future voters, future teachers, future managers, future politicians - in their Progressive liberal worldview. In addition, parents are not informed, to our own shame, in the impact of the "standards-based education" our kids are getting here in Pine-Richland and in, I expect, most public schools. Giving in to the state-developed standards which the almighty PSSAs are based upon has resulted in 21% of PR kids going to state or community colleges requiring remedial math and/or English (WTAE report).  The national standards will be worse (Common Core Standards).  While everyone is quick to blame teachers, I believe this is a red herring, a distraction - teachers are stuck teaching to the state standards and to the state tests, using curriculum that is based upon the state tests (e.g. enVisionMATH which brags thta it is paced to the PSSAs) and are forced to adopt new methods which are unproven and ineffective (e.g. student centered instruction).

PETA at Pine-Richland 3rd Annual Marxist Symposium

Here is exactly why we desperately need a voucher system and Senate Bill 1 to pass! I have tried to alert parents about the obvious and extreme liberal Progressive indoctrination in this district, and this is more of the same. The symposium is a "scholarly" event held at Pine-Richland High School for the advanced students across all grades and subjects, for some voluntary and for some required participation for a grade, introduced 3 years ago with our new "conservative Christian" superintendent Mary Bucci. In 2009, John Dewey and his Progressive education ideas were featured. In 2010, Brazilian Marxist Paulo Freire's "Pedagogy of the Oppressed" was the central theme. This year the topic is "Global Issues and Awareness" and it is April 19 and 20, 2011 and open to the public (see PRHS 2011 Symposium - the schedule lists topics and guests).

Tomorrow (April 19) Caleb Wheeldon of PETA, director of youth outreach, will lead a roundtable discussion. When I googled him, a photo came up that I had to share. This guy dressed up in a KKK outfit to protest outside the 2009 Westminster Kennel Club show, indicating that PETA believes that the oppression of the AKC (American Kennel Club) in breeding dogs is equivalent to the KKK's violence against African Americans. This seems like a slap in the face of former PR Middle School principal Kathy Harrington, who breeds and shows dogs (unfortunately Dr. H like most experienced sensible teachers and adminsitrators these days retired at the end of last year; she was awesome, really cared about the students, not their test scores and their impact on her career).

Here is the article: USA Today PETA KKK Protest http://www.usatoday.com/sports/2009-02-09-peta-westminster-kkk-protest_N.htm

This Caleb was also arrested for dressing up like Jesus outside a church's pig roast several years ago, but I couldn't find a photo. What we need is an organization to protest these events at schools - the Tribune Review is useless and biased and will not report anything negative about this district (I have tried) and these events will only be covered in the news if it is covered in the news...which is a bit of a problem. People can call PETA about animal issues and get them to issue press releases and protest, but thus far, there is no help for parents with this kind of concern.

I have more info about the other speakers/topics at the PR symposium - fair trade (as opposed to free trade?), collectivism vs individualism (gee whiz, I wonder which one will win?), roundtable with Citizens for Global Solutions (Dan Giovanelli)whose mission is to:

"We are a membership organization working to build political will in the United States to achieve our vision. We do this by educating Americans about our global interdependence, communicating global concerns to public officials, and developing proposals to create, reform, and strengthen international institutions such as the United Nations."

And roundtable with Global Education Motivators (GEM Bartolomeo Misana) which "was founded by educators in 1981 to help meet the complex needs of bringing the world into the classroom. GEM has consistently worked with students, teachers and administrators through on-site and distant learning workshops and classroom program support to promote a better understanding of the world and its people.

Believing that international communication exchange is a key to future world peace, the inclusion of cross cultural perspectives has become an integral part of GEM's global learning programs. Global awareness is closely tied to global responsibility.

An integral part of GEM's mission is to support the work and mission of the United Nations and the important role of civil society in today's world. "

And having a couple of speakers who do not seem to be completely Progressive one world order types does not make up for all this. I fear parents here would rather bury their heads in the sand and tell themselves the continual brainwashing of their children will not work.