Unit 5 – last meetings public comments

By: Diane Benjamin

I went to the District 87 meeting last week because their meetings aren’t on video. Unit 5 meetings are, I’m just now getting to their Public Comment.

Please note: Public Comment will likely not change your elected officials mind. It is for the public because it proves other people think the same way you do. Growing a spine is easier together.

Public Comment starts at 28:20. The speaker at 31:10 talks about pornography available in the school library. The speaker that follows reads from a book that is in the library. (Don’t have kids in the room is you listen!)

51:39 – a nurse talks about masking children. She asks what they are doing and what is the goal? She wants teachers and students to make decisions for themselves.

Of course there are opposing views mixed in. Some LGBTQ activists didn’t believe cartoon drawings of sex acts is pornography.

At 1:05:00 A lady talked about the busses. Her daughter was found in Ironwood when they don’t live anywhere near Ironwood. She claims kids are sitting 4 to a seat on buses while school doesn’t allow them to eat together. I wrote earlier about another speaker talking bus problems: https://blnnews.com/2021/10/28/unit-5-public-comment-last-night/

Another speaker at 1:22:00 talks about pornography, just a warning if kids are in the room.

1:29:30 – speaker works with an organization to rescue trafficked children. He has two books from the High School Library that he has no plans to return: Out of Darkness and Lawn Boy. He claims they are grooming books that desensitize children for trafficking. The Board took a recess because he stated he wasn’t done speaking when his time was up. Chairman Roser was obviously getting more agitated with the public as time went on. She threatened two people in the back twice to be quiet, they couldn’t be heard on the audio.

Public Comment ends around 1:44:00

One thing is blatantly obvious: One side wore masks while speaking, the other didn’t. It was easy to see freedom verses tyranny just from faces.

Following public comment was a presentation on staff shortages. If Unit 5 continues to require vaccinations and masks they will stay short staffed. Both speakers wore masks while speaking,

14 thoughts on “Unit 5 – last meetings public comments

  1. Who actually cares about the term used to describe those books? It really doesn’t matter if you think it’s pornography or not, drawings and explicit instructions on how to perform sex acts is completely different than explaining where babies come from. There is no “health” being taught from a book with pictures of children fellating each other, period.

    They have spent the better part of the last year and a half fear mongering over a virus with a 98% recovery rate. No shit you have staffing problems! Only an extreme dumbass couldn’t have seen this coming from a mile away. Maybe they should start following the science. Oh wait.

    Liked by 1 person

  2. The 1:29:30 Speaker is a Q-Anon nut job. He was removed from teaching CCD classes. That speaks volumes to his level of crazy…

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  3. What are CCD classes? I thought that was Conformity to Christian Doctrine, or at least that’s what it is in Catholic schools. I seriously doubt that’s what this guy was teaching.

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  4. I can remember house shopping in B-N and specifically wanting a house only in Unit 5. Sadly, those days are behind us, Unit 5 has gone from being a great school district to one that has gone completely off the deep end.

    Liked by 1 person

    1. Country Bumkin, 100%!
      Unit 5 has geared up for a total CRT based conversion of their teaching system. They already have an executive level person to implement equity, an equity action plan and an equity assessment completed. At this point they are training teachers on how to implement the CRT, oppressors verses oppressed, agenda and collecting student data on who gets into advanced classes and who gets disciplined and why.

      With this data based, faulty justification for the existence of white supremacy and racism in their system they will begin to make decisions based on whether students are white or non-white.

      I’m sure they are having long discussions with their legal department in preparation for multiple law suits from the white supremisist students and parents.

      By the way “white supremacy ideology” and “White privilege” are terms you can find in their Equity Audit. I can provide links if you like.

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  5. “Dr” Kristen Weikle, (she, her and hers) is in way over her head. First, these people like Jill Biden who get an EEd from a diploma factory like Western Illinois University, and expect us to call them doctor are way too full of themselves and need a reality check.

    “Dr.” Weikle (she, her and hers) came here from a much smaller school district and wanted to hang out with the woke crowd. Now she’s here and has no idea how to respond or lead a school district the size of Unit 5. She needs to resign immediately. She’s incompetent and getting worse with each passing school board meeting. She’s afraid of these “woke” individuals and she’s trying to have it both ways. It won’t work. She needs to get over the pronoun crap and lead.

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  6. Here is the Glossary of the terms copied out of the Equity Assessment done for Unit 5. For most I added the number of times it is used in the document and highlighted some of the more blatant CRT related language.

    Glossary

    Agency: The efficacy to navigate systems and institutions.

    Anti-bias (6) /Anti-racist (5)(ABAR)(2): To be anti-bias and/or anti-racist is to actively identify and disrupt explicit and implicit forms of biases and racism in and among individuals, cultures, and institutions.

    Bias: (29) An organic information process of the human brain to identify preferences, inclination, disposition, or preferences.

    Belonging: The impact of wholistic acceptance of a person in all their forms.

    Cisgender: A person that identifies their gender to their biological sex.

    Classism: (2) The oppressive state of discrimination, exclusion and prejudice based on socio-economic status.

    Diversity (37): The mix of unique backgrounds, identities, and experiences, not limited to culture, language, or race/ethnicity, but as often misused to describe minoritized racial and ethnic groups.

    Dominant (dominant culture) (10): All non-dominant or historically marginalized identities such as White, male, heterosexual, cisgender, upper class, abled-bodied, U.S. born, native English-speaker, college-educated, Christian, young, desirable in stature, size, and appearance.

    Ethnicity: Groups of people that share common ancestry, heritage, history, geography, and language influenced by background and culture.

    Historically marginalized (29) identity (group or population): Any socially constructed identity based on race/ethnicity, gender/gender identity, sexuality, ability, socio-economic status, language, age, national origin, religion/non-religious affiliation, physical attributes, education attainment and family status that has experienced institutional oppression. May be used interchangeably with minoritized identities, groups, or populations.

    Inclusion (6): The act of being involved or active participation,

    Equity (382): In terms of educational equity, equity is intentional identification of barriers to ensure every student has access and opportunity to academic and whole child needs in the school setting as measures by quantitative and qualitative outcomes, while examining the policies, procedures, processes, resources, and practices of the institutional structures that explicitly or implicitly, knowingly, or not, perpetuate inequities.

    Institutions: The wide range of public goods and private entities developed to serve society such as criminal justice, education, employment, health care, housing, and policing.

    Intersectionality (99): The intersecting of marginalized identities. Such identities include one or more intersections of race/ethnicity, gender/gender identity, sexuality, ability, socio-economic status, language, age, national origin, religion/non-religious affiliation, physical attributes, education attainment and family status.

    Minoritized (also known as minority): (12) The non-dominant social constructs of race/ethnicity, gender/gender identity, sexuality, ability, socio-economic status, language, age, national origin, religion/non-religious affiliation, physical attributes, education attainment and family status. May be used interchangeably with historically marginalized identities, groups, or populations.

    Oppression oppressed, oppressive (12): The exercise of power to unjustly manipulate resources and treatment against others, often experienced by minoritized identities.

    Power: (7) The capacity and ability to exercise influence among individuals, or at a structural or systemic level.

    Racism: racist, racial, racist, racially (79) – race (188) The individual, cultural, and institutional beliefs, and actions of oppression that manifest privileges to White people, or those that identify or are perceived White, based on devaluing the experience and humanity of Black, Indigenous and/or People of Color (BIPOC), or those that identify as BIPOC. Racism is fueled by White supremacy ideology.

    Sexism: The individual, cultural, and institutional beliefs, and acts of oppression that manifest privileges to men, or those that identify as males, based on devaluing women, or those that identify as female. Sexism is fueled by male supremacy, also known as the patriarchy.

    Social Constructs: (5) All dominant and non-dominant identities that exist in visible and invisible social stratification systems of one’s value, positionality, and full humanity.

    Social Justice: (11) The relationship of historically marginalized identities measured by full and equal participation in distribution, resources, and opportunities to leverage human privileges.

    White privilege: (2) Unearned privileges associated with light skin color, or race, which manifest visible and invisible benefits to White people, acknowledged or not, within every socio-economic and political aspect of society.

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  7. “Speaker works with an organization to rescue trafficked children. He has two books from the High School Library that he has no plans to return: Out of Darkness and Lawn Boy.”

    And the library will replace those titles. If anyone who had any critical thinking skills would wonder how a someone who theoretically uses porn to attract children could even get into a school much less a school library. Schools are not left open now days. You have to sign in and identify yourself, random people off the street aren’t coming into your children’s school library.

    So a supposed predator to goes to a public library in the off chance that a kid is reading a naughty book. Again that makes absolutely no sense. “Hey, kid, here a porn book you should read”. Sorry that also doesn’t happened. That is just another lame excuse to ban books you don’t want anyone to read.

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