Lawmakers and union bosses are increasingly speaking out against the violence and rampant sexual abuse that plagues children in government schools across Illinois and beyond. Laws have even been proposed and passed to supposedly deal with the escalating crisis.

However, nothing is being done to address the root causes of the problem: godlessness, hopelessness, and the lack of accountability for students and adults, all of which permeate government-controlled “education” today.

Consider the gravity of the situation. At one government school in Chicago, a dozen staff members had to be removed for what were described by the district as “inappropriate adult relationships with students,” as well as for helping cover it up.

The scandal, which included adults grooming and even having sex with children, sparked national news in November. Incredibly, while the district fired most of those involved and is seeking to pull their teaching licenses, it does not appear that prosecutors were called in due to supposed loopholes in the law.

But the sexualization and abuse of children is also nothing new. According to a 2018 Chicago Tribune investigation, police investigated more than 520 juvenile sexual assault and abuse cases in the city’s government schools over a 10-year period. Hundreds of students were victimized and even raped by teachers and school employees. The stories are heart-wrenching.

In response to the horror, last month, Gov. JB Pritzker signed “Faith’s Law” (HB 1975) into law expanding the definition of “grooming” and adding protections for children against predators in schools. The measure was named after Faith Colson, who was sexually abused by a teacher 20 years ago in Schaumburg, Illinois.

“Students deserve to be safe in their classrooms, period,” declared the far-left governor, who has been a major advocate of sexualizing children in schools. “Anything short of that is a call to action and Faith’s Law is another critical step in creating and preserving safe and welcoming learning environments for all students.”

But of course, with Pritzker’s full support, government schools in Illinois are literally grooming and sexualizing students right now in the same way pedophiles do, as former teacher and celebrated activist Rebecca Friedrichs explained in a piece for the Washington Times.

From exposing children to graphic sex materials and perversion to breaking down taboos and modesty under the guise of “comprehensive sex education,” children across the state and beyond are being put in great danger by the hyper-sexualized so-called “education” being foisted on them by government “educators.”

Even two decades ago, the U.S. Department of Education reported that as many as 10 percent of children in government schools would be sexually abused by employees of the system before graduation.

“The physical sexual abuse of students in schools is likely more than 100 times the abuse by [Catholic] priests,” Hofstra University researcher Charol Shakeshaft, who researched the issue, was quoted as saying by CBS about the problem.

Violence in Illinois government schools is out of control, too. It got so bad that in 2019, the legislature felt compelled to pass a law known as the School Threat Assessment Bill (HB 1561). The measure required schools to develop threat assessment teams, protocols, and more.

But it obviously has not worked, with lawmakers and union leaders demanding more action to enforce compliance and protect students from violence. State Representatives Fred Crespo (D-Streamwood) and Tony McCombie (R-Sterling) are now co-sponsoring legislation to beef up the 2019 law.

“We hear every day more stories, unfortunately, about incidences in our schools and we need to keep our kids safe, we need to keep our teachers safe, and hopefully this will be a pro-active movement that we can do just that,” said Rep. McCombie about the bill.

Illinois Education Association (IEA) President Kathi Griffin, who is backing the legislative action, spoke out as well.  “Violence is increasing in our schools across the state,” she said in a statement last month. “Our educators should not have to constantly worry about their safety and the safety of their students.”

“This is not their problem to solve. They’re under enough stress already,” continued Griffin in her remarks urging school districts to obey school safety laws. “School administrators need to take immediate action to keep our students, staff and communities safe.”

Meanwhile, as shown by government data highlighted by the Illinois Family Institute, government schools are destroying children academically, too. Less than a third of 8^th-grade students are proficient in any core subject, the latest National Assessment of Education Progress (NAEP) revealed.

In short, countless children in government schools are being sexually abused and brutalized by adults and fellow students — even as they suffer academically — while government passes meaningless laws pretending to address the symptoms of the horrific problem.

Of course, the real reason that children in government schools are facing more and more violence, dumbing down and sexual exploitation by adults is that the environment is corrupt to the core — by design. It is the fruit of removing God and biblical morality from education as part of an evil agenda.

Once one understands that the goals of the architects of the government system were never to provide a sound education, true solutions such as an exodus from public schools and defunding the corrupt system can grow. That is already starting to happen, but much more urgency is needed.

Read more:

Educators Called Out For ‘Ideological Grooming’ of Student (AFR)

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Conservative parents with kids in Illinois public schools, WAKE UP! Leftists on the Illinois State Board of Education (ISBE) and in Springfield aren’t anywhere near done with their indoctrination mandates. A new amendment to Illinois State Board of Education teacher standards has been proposed by an ISBE committee to infuse the assumptions of Critical Race Theory, identity politics, BLM, and the 1619 Project into 1.  all teacher-training programs/education majors, 2. all Professional Education Licensing (PEL), and 3. all public school classrooms. The proposed standards are called “Culturally Responsive Teaching and Leading Standards”–translated: Leftist Responsive Indoctrinating Diktats.

In an excruciatingly detailed 2,400- word document, leftists laid bare the comprehensive nature of the indoctrination they seek to mandate. These “standards” will apply to all teachers, administrators, school counselors, school psychologists, school social workers, school nurses, and speech language pathologists.

Not surprisingly, the ten-member steering team of the Diverse and Learner Ready Committee that concocted the new indoctrination standards has three lawmakers—all Democrats (Fred Crespo, Mary Edly-Allen, and Maurice West).

Knowledge of objective facts and the development of the capacity to think logically through critical examination of diverse ideas are relegated to the back of the “education” bus in favor of promoting propaganda about identity, “systems of oppression,” “sex and gender, gender identity, sexual orientation, racism, sexism, homophobia, unearned privilege,” and “Eurocentrism.”

I will attempt to make clear the loathsome outlines and dangerous implications of this proposal while sparing readers many of the excruciating details.

Teachers are expected to accept as objective truth and implement the following:

1.) Understand and value the notion that … there is not one “correct” way of doing or understanding something.

2.) Affirm students’ “backgrounds and identities.”

3.) Assess how their own biases and perceptions affect their teaching practice and how they access tools to mitigate their own racist, sexist, homophobic, Eurocentric behavior or unearned privilege.

4.) Be aware of the effects of power and privilege and the need for social advocacy and social action to better empower diverse students and communities.

5.) Align expectations … used in the classroom with the values and cultural norms of students’ families.

6.) Encourage and affirm the personal experiences … students share in the classroom.

7.) Consistently solicit students’ input on the curriculum.

8.) Co-create, with students, the collective expectations and agreements regarding the physical space and social-emotional culture of the classroom.

9.) Create a risk-taking space that promotes student activism and advocacy.

10.) Invite family and community members to teach about topics that are culturally specific and aligned to the classroom curriculum or content area.

11.) Intentionally embrace student identities and prioritize representation in the curriculum.

12.) “Curate the curriculum.”

13.) Employ authentic and modern technology usage inspiring digital literacy through an equity lens.

14.) Ensure assessments reflect the enriched curriculum that has embedded student identities.

15.) Embrace and encourage progressive viewpoints and perspectives … toward traditionally marginalized populations.

16.) Implement and integrate the wide spectrum and fluidity of identities in the curriculum.

17.) Ensure text selections reflect students’ classroom, community, and family culture.

18.) Ensure teacher and students co-create content to include a counternarrative to dominant culture.

19.) Use a resource tool to assess the curriculum and assessments for biases.

20.) Promote robust discussion with the intent of raising consciousness that reflects modern society and the ways in which cultures and communities intersect.

21.) Consider a broader modality of student assessments, such as … “community assessments, social justice work, action research projects, and recognition beyond academia.”

So many issues raised by this ethically repellent, logically contradictory bill:

• Should lawmakers, the ISBE, or departments of education that train teachers require school professionals to value the dubious claim that “there is no correct way of understanding or doing something”? If so, does that claim apply to the claim itself? Perhaps the claim that there is no correct way of understanding or doing something applies to the entire amendment, in which case it must, by its own logic, be rejected.

• Is it the proper role of lawmakers, the ISBE, or departments of education to require school educators to affirm all “identities”? Would those identities include trans-racialists like Rachel Dolezal? Trans-ethnicists? Trans-speciesists? Minor-Attracted Persons? Polyamorists? Zoophiles? Infantilists? Trans-ableists who identify as amputees or paraplegics? Who gets to decide which “identities” educators must embrace and affirm? I guess if there’s no correct way of doing or understanding anything, then “educators” must include all those marginalized groups or any others that may emerge.

• Don’t be fooled by any of the tricksy rhetoric used in this amendment. None of the marginalized groups that will be valued, embraced, affirmed, coddled, and mollycoddled will be conservatives or theologically orthodox Christians. The leftists who wrote this amendment are not interested in the “backgrounds, communities, or cultures” of conservative students or theologically orthodox Catholics or Protestants.

• Does anyone think the “enriched,” “curated” curricula and assessments, or the community speakers and robust consciousness-raising discussions will include conservative beliefs on race, cross-sex identification, and homosexuality?

• The “broader modality of assessments” is a way to incentivize and reward leftist activism. Leftists want, for example, an award for youth activism from BLM or a “trans” cultic organization to count toward a student’s grade.

Lest anyone be unclear of the focus of these new standards, Capitol News cites ISBE spokeswoman Jackie Matthews, who said this about the proposed standards:

Culturally responsive practices are especially important in better supporting Illinois’ LGBTQ+ youth.

As reported by Capitol News,

The state board is scheduled to act on the [proposed standards] at its Dec. 16 meeting. If the board approves them, the new rules would be published a second time, starting another 45-day period during which the proposed standards would be reviewed by the General Assembly’s Joint Committee on Administrative Rules, or JCAR.

If approved by JCAR, the standards would become part of the standards by which all teachers and administrators are evaluated.

This is how garbage gets into our children’s classrooms: It starts by either leftist professors in education departments, or state boards of education committees, or in state legislatures using their positions to advance their ideological beliefs.

Illinois leftists in control of everything have already mandated that K-12 public schools teach positively about homosexuality and cross-sex impersonation, and now they’re about to mandate that all college and university teacher training programs and all professional educators affirm leftist beliefs about systemic racism, homosexuality, and “trans”-cultism. If conservative Illinoisans are unwilling or unable to stop this, they better get their kids out of our government indoctrination centers pronto.

Those whose kids are grown or who don’t have kids ought not be complacent, because this indoctrination will use their taxes to infect the hearts and minds of kids who will be their culture-makers in 10-20 years. Those whose children are in private schools ought not be complacent because this amendment will affect teachers in their schools as well.  And home schoolers should care because their taxes are being used to infect the hearts and minds of kids who will be their culture-makers in 10-20 years—culture-makers who will one day try to ban homeschooling. Leftists are nothing if not all-inclusive totalitarians.

Leftist lawmakers in Illinois, who with their supermajorities in both the state Illinois House and Illinois Senate own our public schools, are hell-bent on supplanting education with indoctrination. The concern of leftist lawmakers and leftist activists operating in our public schools is to indoctrinate Illinois school children with leftist dogma on race, sexuality, and American history–dogma that will undermine faith and foment yet more division. They want to make it impossible for conservative parents to shape their own children’s views on these fundamental issues. Leftists achieve that goal through legislation, ISBE guidelines, professional development, curricula, and fervent opposition to school choice.

Teachers, leave those kids alone.

Take ACTION: It is vital that the members of the Joint Committee on Administrative Rules (JCAR) hear from all Illinois taxpayers. Please click HERE to send a message to this committee urging them to vote against any proposal that would mandate left-leaning standards for educators in Illinois public schools.

The Democratic Co-Chairman is Illinois Senator Bill Cunningham (D-Chicago). His office number is (773) 445-8128.

The Republican Co-Chairman is Keith Wheeler (R-North Aurora). His office number is (630) 345-3464.

Listen to this article read by Laurie:

https://staging.illinoisfamily.org/wp-content/uploads/2020/11/Indoctrination-Efforts-Accelerate.mp3

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