By: Diane Benjamin
I don’t spend much time on LinkedIn, but I received this notification from Unit 5’s superintendent:
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Since I’m just naturally curious, I clicked on the Inclusive Schooling link. That got me to the document below.
Let me interpret it for you: Schools must teach to the bottom of the class so everyone is included. No students are allowed to learn above the rest of the class because that’s not inclusive. “Maximize student learning” means mediocre for everyone. That’s obvious in the test scores that keep getting modified for better looking results. Government schools want government compliant adults, high achievement is discouraged.
Your kids deserve better. Candidates for school boards are circulating petitions now for 2027 elections. Kids deserve better.
https://inclusiveschool.s3.amazonaws.com/Definition+of+Inclusion.pdf
Weikle is looking for a silver bullet to end the discipline problem she created by embracing Equity and SEL ideologies. She is sticking to more of the same to correct the problem.
Another case of not being able to make a mid-course correction because doing so will expose the fact that you don’t know how to fly the plane.
Frankly, this is “inclusive education” idea is retarded. Is unit 5 really going to eliminate AP, Honors, special education, and remediation classrooms? Are they really going to cram a student population dispersed widely along a bell Curve of abilities and intelligences into a single standardized one side fits all classroom model?
Why do they deny human nature? Why do they deny that intelligence is not granted equally to all humans? Why do they think it’s kind or fair to cut down the smarter kids at the knees, or drown the less able children in content and pace they can’t and will never be able to handle? That’s not kindness, it’s cruel child abuse. It’s the mass application of a mental handicap onto kids who can do better.
Diversity isn’t a strength, for the simple reason that people are not the same. Being created equal with the same rights from our creator doesn’t mean we will all have the same outcomes, abilities, intelligence, or motivation. The schools want to try to force that anyways. It won’t work.
Notice how none of these 9 points talk about improving student outcomes, improving reading comprehension, growing math scores, producing competent and productive adults, or empowering students to love learning and become life long learners? This is because these are not the goals or outcomes these well credentialed “experts” want. These time-tested ideals of education, the flourishing of fully formed human beings, they are old and boring. We need to try out the radical ideals of pure equality in outcomes Instead. This is the great dumbing down of our children, all to cater to the lowest common denominator. It is miseducation.
If you are a parent, Pull your kids from these failing government schools. If you are a grandparent, sell some of your 401k and pay for your grandkids to go to a private school or home school if your adult children can’t afford it on their own. The future looks very dim indeed if “Dr.” Weikle and her ilk get to try out their reckless experiments on our progeny.
One more reminder that it’s a good idea to open education accounts for our unborn grandchildren to keep them out of public school systems…. Especially here in Illinois..
Weikle says – WE GOTTA REGULATE PEOPLE! THIS WILL SOLVE OUR DISCIPLINE PROBLEMS! (I can hear the teachers chuckling now, another brain frt). By the time it’s implemented Weikle will be retired.
This is just a re-wording of SEL and Equity. Wonder how much U5 will pay for consultants, audits, teacher training, materials, new hires, monitoring systems, etc, etc.
What “designing for regulation” looks like in practice (Google)
examples:
1. Predictable routines
Kids feel safe when they know what’s coming next. Predictability reduces anxiety → anxiety reduction reduces behavior spikes.
2. Sensory supports
Flexible seating, quiet corners, fidgets, movement breaks. These help kids manage their bodies so they don’t “act out” to meet sensory needs.
3. Co-regulation from adults
Warm tone, calm presence, relational safety. A regulated adult helps regulate a dysregulated child.
4. Clear expectations and visual supports
Visual schedules, step-by-step instructions, timers. These reduce cognitive load and prevent frustration-based behavior.
5. Choice and autonomy
Kids behave better when they feel some control. Choice reduces power struggles.
6. Connection before correction
Kids who feel connected are less likely to escalate. Relationships are a regulation tool.
From the introduction, bottom of the left side, “educational system, practices, and spaces need to be reimagined.” <Yep, it's their imagination. Real world be damned. Seriously ranks right up there with the Learing Center pointed out by journalist Nick Shirley in Minnesota.
Why in the hell would ANYONE think this is a good idea? ESPECIALLY an educator? Time for private school.
It’s so obviously simple those in charge Weikle can dumb down the students and lower the test score ratings thus making her look good because she improved the test scores even though the scores are lowered. Only those that believe student scores are actually improving will support those in charge Weikle. Parents open your eyes to this deception before it’s too late.