1. Education Legislation Update www.EducationalFreedomCoalition.com www.EducationalFreedomCoalition.com February 10, 2015 for the Dawson County Tea Party with Dr. Mary Kay Bacallao MaryKayBacallao@hotmail.com 678-923-0597

2. Deuteronomy 10: 18-19 18 Fix these words of mine in your hearts and mind... 19 Teach them to your children, talking about them when you sit at home and when you walk along the road, when you lie down and when you get up. Parents are responsible for teaching their children, not the government.

3. 2015 marks the 50 th year since the inception of the U.S. Department of Education. We proclaim 2015 as the Year of Jubilee for American Children. Leviticus 25:54-55 54 “‘Even if someone is not redeemed in any of these ways, they and their children are to be released in the Year of Jubilee, 55 for the Israelites belong to me as servants. They are my servants, whom I brought out of Egypt. I am the Lord your God.

4. The founders of our country fought for freedom, let us continue in the freedom granted to us through divine providence and intervention. It is for freedom that Christ has set us free. Stand firm, then, and do not let yourselves be burdened again by a yoke of slavery. Galatians 5:1

5. How does magic work? Distract, draw attention away from the action. Once attention is diverted, the magician can perform the trick. Nobody will see it until it is too late.

6. How did Georgia lose Academic Independence?

8. The National Governors Association Center for Best Practices and the Council of Chief State School Officers are the sole owners and developers of the Common Core State Standards, @Copyright 2010. All rights reserved.

9. Content is aligned to the five ELA Common Core GPS Strands Content is differentiated to meet different abilities and needs (accommodations for various developmental levels) without introducing less complex or lower Lexile text.

10. Unauthorized Reproduction of Common Core GPS in instructional materials without permission. (circle YES or NO) Publishers may only provide the official link to the CCGPS: www.georgiastandards.org www.georgiastandards.org

11. GEORGIA STATUTES AND CODES § 20-2-141 - Review of competencies and core curriculum O.C.G.A. 20-2-141 (2010) The State Board of Education shall establish at least once every four years a review of the adopted competencies and uniformly sequenced core curriculum by a task force broadly representative of educational interests and the concerned public. After considering the findings and recommendations of the task force, the state board shall make such changes in the student competencies lists and core curriculum as it deems in the best interest of the state and its citizens and shall report such proposed changes to local school systems and the General Assembly for review.

16. …completed all the requirements…but have not met the experience requirements for the Performance-Based Professional Certificate or are not evaluated on the statewide evaluation system. SRT Certificate

18. Watch for changes in compensation through Teacher Certification- tied to prescribed content and methods.

19. Explicit Instruction- TKES and LKES The State of Georgia is mandating failed instructional policies. When I look at the current state mandated instructional policies, I can see several flaws right off the bat. For example, the new “explicit instruction” model does not allow the students to think on their own until the last stage. This kind of pedagogy would work well in totalitarian governments, but you would not expect to see it here in America. It is now required as part of the official state teacher observation system. Teachers will have to follow this anti-thinking procedure to keep their state teacher certification. The required instructional format puts collaboration before independent student thinking. The new initiatives claim to enhance critical thinking, but they do the opposite because independent student thinking comes last, after the students have talked about the answers as a group. Group consensus activities serve to make sure that individual students do not question the ideas and concepts promoted through the government standards. The “group” does the thinking for the entire class during the "collaboration" and "peer tutoring" stages. Then students work on their own to sum up the thinking of the group. Authentic problem solving, where students are required to think about and solve actual mathematical problems on their own is eliminated. Instead, students practice mental gymnastics as they learn how to add, subtract, multiply and divide in many different, unorthodox and inefficient ways. They become mathematical “Jacks of all trades” and masters of none. For more evidence of the new state required teaching methods, see: Explicit Instruction: Effective and Efficient Teaching by Anita Archer and Charles Hughes

20. Instructional Coaches = Task Masters for Explicit Instruction

21. HB 897 SB 167 Criterion Referenced Assessments Authority to Appointed State BOE Appointed Content Standards Advisory Council Math, ELA, Science, Social Studies State Mandated Content Standards No data collection/sharing (in certain categories) unless: 1.Explicitly required by federal law 2.For special needs students No More Reading No separate content tests No timely reports State control of Special Education Testing No test waivers Charter schools Mandated Unaccountable Fee based Online learning Career Clusters

22. HB 897

37. SB 167 Criterion Referenced Assessments Authority to Appointed State BOE Appointed Content Standards Advisory Council Math, ELA, Science, Social Studies State Mandated Content Standards No data collection/sharing (in certain categories) unless: 1.Explicitly required by federal law 2.For special needs students No More Reading No separate content tests No timely reports State control of Special Education Testing Homeschool Charter schools Mandated Unaccountable Fee based Online learning Career Clusters

39. The Home School Legal Defense Association (HSLDA) reported on Sept. 18, 2014, that the family was ordered to follow Common Core standards.HSLDAreported Scott Woodruff, senior counsel for HSLDA, responded to the district on behalf of the family. He explained that requirements in the letter sent to the family were in contradiction to current New Jersey homeschool law. Woodruff received a response from the district stating that “ should be guided by the New Jersey Common Core State Standards.”homeschool law This is going to be a continual problem for New Jersey homeschool families that wish to avoid Common Core based curriculum and standards. New Jersey Law N.J.S.A. 18A:38-25 “requires that “every parent, guardian or other person having custody and control of a child between six and 16 to ensure that such child regularly attends the public schools of the district or a day school in which there is given instruction equivalent to that provided in the public schools (underlined for emphasis) for children of similar grades and attainments or to receive equivalent instruction elsewhere than at school.” New Jersey is in full implementation of Common Core. The law leaves the door open for other school districts to misinterpret the meaning of equivalent; just like the Westfield School District did. Common Core is gradually creeping into homeschools across the country. Starting with requiring equivalent curriculum or forcing students to take PARCC exams, more states will implement rules impacting homeschoolers. New Jersey is just one state. Arkansas may soon require homeschool students to take PARCC exams instead of the current Iowa Test of Basic Skills. Without using Common Core aligned curriculum, homeschoolers will be at a disadvantage on the required tests. Homeschool parents should be aware of Common Core and PARCC and STAR testing. That is the only way to make informed decisions about your child’s education.

40. HB 897 SB 167 Criterion Referenced Assessments Authority to Appointed State BOE Appointed Content Standards Advisory Council Math, ELA, Science, Social Studies State Mandated Content Standards No data collection/sharing (in certain categories) unless: 1.Explicitly required by federal law 2.For special needs students No More Reading No separate content tests No timely reports State control of Special Education Testing Homeschool Charter schools Mandated Unaccountable Fee based Online learning Career Clusters

41. All this is happening without legislative authority because HB 897 DID NOT PASS.

42. Testing Changes All the tests will change. No more separate reading or writing tests Going from 5 days to 10 days of testing in grades 3-8: 2 days for math 2 days for science 2 days for social studies 3 days for language arts Grades 5 and 8 will be on the computer. High Schools are going from a 5 day testing window to a 10 day testing window.

43. Student Growth Percentiles = Survival of the Fittest (Most Compliant) Teachers and Students Value: 25%

44. What is a Lexile? What happened to reading grade levels? Who owns the Lexile measure? Who recommends books based on Lexile scores? MetaMetrics partnered with Curriculum Associates, an international company

45. The AP and IB Monopoly in Georgia Legislation Georgia citizens are outraged over the errors and mistruths in the new AP (Advanced Placement) U. S. History course materials. Rather than learning from primary source documents as one would expect in advanced courses, the AP related textbooks are inaccurate and biased. But our Georgia legislators voted for the AP and IB (International Baccalaureate) monopoly. HB 131, passed in 2013, adds “rigor” requirements for the HOPE scholarship phased in over 3 years. The ONLY courses that fulfill this requirement in English and History offered onsite in Georgia’s high schools are AP or IB. Georgia legislators voted to give two private companies authority over what Georgia’s advanced high school students learn in History and English. The AP program headquarters is located in the state of New York and the IB program is located in Geneva, Switzerland.

46. Social Studies Document based questions Who chooses the documents? AP courses and throughout all grades as part of common core social studies

49. Duncan Brownie Points = School Rating Scores

50. 60 Achievement 25 Progress 15 Achievement Gap Closure 10 Challenge 10 ED/EL/SWD 3.5 Exceeding the Bar

51. Points for the lowest quartile (25%) in each school. How? Take the average score of the lowest quartile. Compare that score with the average state score. Calculate the school’s achievement gap. Pick one or the other: A. Points for closing the gap. OR B. Points for small gaps. CCRPI Value: 15%

52. Certain categories of students count more than other students because students can be in more than one category.

53. Different target expectations for each racial group by subject area: For example: Asians at 95.2 and Blacks at 81.9. The targets increase each year, so the CCRPI scores are made to decline every year regardless of actual student achievement.

55. Complete career portfolio by the end of 5 th grade Charter System College and Career Academy Statewide Longitudinal Data System

56. College and Career Ready Performance Index, High School, Grades 9 - 12 CONTENT MASTERY (END of COURSE TESTS in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15) 1.Percent of students scoring at Meets or Exceeds on the Ninth Grade Literature End of Course Test (required participation rate ≥ 95%) 2.Percent of students scoring at Meets or Exceeds on the American Literature End of Course Test (required participation rate ≥ 95%) 3.Percent of students scoring at Meets or Exceeds on the Mathematics I/GPS Algebra (transitioning to CCGPS Coordinate Algebra) End of Course Test (required participation rate ≥ 95%) 4.Percent of students scoring at Meets or Exceeds on the Mathematics II/GPS Geometry (transitioning to CCGPS Analytic Geometry) End of Course Test (required participation rate ≥ 95%) 5.Percent of students scoring at Meets or Exceeds on the Physical Science End of Course Test (required participation rate ≥ 95%) 6.Percent of students scoring at Meets or Exceeds on the Biology End of Course Test (required participation rate ≥ 95%) 7.Percent of students scoring at Meets or Exceeds on the US History End of Course Test (required participation rate ≥ 95%) 8.Percent of students scoring at Meets or Exceeds on the Economics End of Course Test (required participation rate ≥ 95%) POST HIGH SCHOOL READINESS 9.Percent of graduates completing a CTAE pathway, or an advanced academic pathway, or a fine arts pathway, or a world language pathway within their program of study 10.Percent of CTAE Pathway Completers earning a national industry recognized credential, or a passing score on a GaDOE recognized end of pathway assessment (operational in 2014-2015) 11.Percent of graduates entering TCSG/USG not requiring remediation or learning support courses; or scoring at least 22 out of 36 on the composite ACT; or scoring at least 1550 out of 2400 on the combined SAT; or scoring 3 or higher on two or more AP exams; or scoring 4 or higher on two or more IB exams 12.Percent of graduates earning high school credit(s) for accelerated enrollment via ACCEL, Dual HOPE Grant, Move On When Ready, Early College, Gateway to College, Advanced Placement courses, or International Baccalaureate courses 13.Percent of graduates earning 2 or more high school credits in the same world language (operational in 2013-2014) 14.Percent of students scoring at Meets or Exceeds on the Georgia High School Writing Test NO LONGER AVAILABLE 15.Percent of students achieving a Lexile measure greater than or equal to 1275 on the American Literature EOCT 16.Percent of EOCT assessments scoring at the Exceeds level 17.Student Attendance Rate (%) GRADUATION RATE 18.2011 4-Year Cohort Graduation Rate (%) 19.2011 5-Year Extended Cohort Graduation Rate (%)

57. Exceeding the Bar: a companion to the College and Career Ready Performance Index for High Schools In addition to the nineteen (19) items within the College and Career Ready Performance Index, high schools may earn additional points for these supplemental indicators. 1.Percent of graduates taking a nationally recognized college entrance examination 2.Percent of graduates earning credit in a physics course 3.Percent of first time 9 th grade students with disabilities earning 3 Carnegie Unit Credits in 3 core content areas (ELA, mathematics, science, social studies) 4.Percent of first time 9 th grade students earning 4 Carnegie Unit Credits in 4 core content areas (ELA, mathematics, science, social studies) 5.School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification 6. Percent of English Learners with positive movement from one Performance Band to a higher Performance Band based on the ACCESS for ELLs 7. *Percent of graduates completing a career-related Work-Based Learning Program or a career-related Capstone Project (moves to face of CCRPI in 2016-2017) 8. Percent of students in International Baccalaureate High Schools (IB) completing IB Career-Related Certificates (operational in 2012-2013) 9.School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement: examples include but are not limited to-participation in Charter System status, students enrolled in a Georgia College and Career Academy, partner participation in Race to the TOP award, participation in Striving Reader initiative, participation in dual language immersion program, participation in Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC), comprehensive implementation of Response to Intervention (RTI) and/or Positive Behavioral Interventions & Supports (PBIS) 10. School or LEA-defined interventions or practices designed to facilitate a personalized climate in the school: examples include but are not limited to-comprehensive Teachers as Advisors program ; comprehensive mentoring program; Positive Behavioral Interventions & Supports (PBIS); service-learning programs; peer mediation; conflict mediation. (operational in 2013-2014) To be considered at a later date for inclusion on the mandatory indicators or as an Exceeding the Bar indicator: *Percent of tested students scoring at a proficient level on a Soft Skills Assessment (moves to face of CCRPI in 2014- 2015) School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement VALUE 3.5%

58. College and Career Ready Performance Index, Middle School, Grades 6 - 8

59. Percent of SWD served in general education environments greater than 80% of the school day. Percent of students in grades 1-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters. Lexile scores

60. Work Based Learning sets up a Fascist Educational System… Here in Georgia! Rep. Charles Gregory voted against this bill. He was the only no vote.

61. Mandated Online Learning and Testing for ALL students without Safeguards

62. Illegal to delay or deny placement in special education. The state seeks to extend this to private schools. If you are in special education, you do not need to know how to read because the teachers are able to read the test to you.

65. Pearson Acquires ADHD Testing Company BioBehavioral Diagnostics The Quotient ADHD Test offers physicians, mental health professionals and educators objective assessment of ADHD. Bloomington, MN (PRWEB) August 27, 2013 Pearson today announced the acquisition of substantially all of the assets of the BioBehavioral Diagnostics Company (BioBDx), the developer and marketer of the Quotient® System, the first U.S. FDA-cleared tool for the objective measurement of hyperactivity, impulsivity and inattention as an aid in the assessment of attention deficit hyperactivity disorder (ADHD). The Quotient ADHD Test provides quantitative analysis of motion, attention and shifts in attention states, bringing a new level of rigor and reliability to ADHD diagnosis and remediation. Focusing on a highly prevalent condition known to pose serious challenges to educational outcomes, this acquisition marks a strategic entry into healthcare markets for Pearson, the world leader in clinical and educational assessment for learners. The Quotient ADHD Test quantifies the severity of deficits in brain functions related to the symptoms of ADHD and helps clinicians to accurately diagnose and efficiently manage the condition through repeat assessments at critical decision points. The Quotient ADHD Test is currently used in pediatric, neurology and psychiatry offices throughout the United States. “We are taking immediate steps to strengthen support for current Quotient customers and expand our outreach to healthcare professionals,” said Aurelio Prifitera, President and CEO of Pearson Clinical Assessment. “ We also look forward to introducing the Quotient ADHD Test to mental health and education professionals in both clinical and school settings.” http://www.prweb.com/releases/2013/8/prweb11061295.htm

66. Psychological testing in schools without parental consent has been illegal since 1974. Protection of Pupil Rights Amendment -1974 (a) Inspection of instructional materials by parents or guardians All instructional materials, including teacher’s manuals, films, tapes, or other supplementary material which will be used in connection with any survey, analysis, or evaluation as part of any applicable program shall be available for inspection by the parents or guardians of the children. (b) Limits on survey, analysis, or evaluations No student shall be required, as part of any applicable program, to submit to a survey, analysis, or evaluation that reveals information concerning— (1) political affiliations or beliefs of the student or the student’s parent; (2) mental or psychological problems of the student or the student’s family ; (3) sex behavior or attitudes ; (4) illegal, anti-social, self-incriminating, or demeaning behavior; (5) critical appraisals of other individuals with whom respondents have close family relationships; (6) legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers; (7) religious practices, affiliations, or beliefs of the student or student’s parent ; or (8) income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program), without the prior consent of the student (if the student is an adult or emancipated minor), or in the case of an unemancipated minor, without the prior written consent of the parent.

67. What is planned for babies in Georgia?

68. U.S. Secretary of Education Arne Duncan and Secretary of Health and Human Services Kathleen Sebelius announced today that six additional states—Georgia, Kentucky, Michigan, New Jersey, Pennsylvania and Vermont—will receive a total of $280 million in grant awards from the 2013 Race to the Top-Early Learning Challenge (RTT-ELC) fund to improve access to high-quality early learning and development programs throughout their states. These six states join the 14 existing state grantees who secured funding in the first two rounds, which began in 2011. Establishing culturally, linguistically, and developmentally appropriate early learning and development standards across all the essential domains of school readiness for children from birth to kindergarten entry. Ensuring that quality program standards are applied to all early learning programs in the state. Building and improving state Tiered Quality Rating and Improvement Systems designed to inform parents about the quality of early learning programs and drive improvements to the quality of those programs. Promoting health and family engagement strategies.

69. Early Education Empowerment Zones, as defined in the state's grant will be multi-county regions of the state that are home to around 10,000 children under the age of five. Each Early Education Empowerment Zone will receive over $1-million in targeted resources to improve early childhood outcomes in the region. Funding for the initiative is part of the $51.7 million Race to the Top Early Learning Challenge Grant received last year by Bright from the Start : Georgia Department of Early Care and Learning from the U.S. Department of Education and the U.S. Department of Health and Human Services.

72. We need to have an opt-in system, not an opt-out system.

73. Dissertation Topic: School Choice Plans by Mary Kay Bacallao 1996 Florida Atlantic University

74. What is a Recovery School District? The bottom performing schools are taken over. Why? Because some zip codes do not deserve to elect local school officials. Has this ever worked? NO, property values spiral downward and crime increases as the students are shipped off to other schools, most likely operated by charter companies. These schools are even MORE accountable to the U.S. DOE than locally governed schools.

75. Duncan Direct = Charter Schools and Charter Systems

76. Fake Choice It does not matter what restaurant you go to… Longhorn, the Rib Ranch or the Cherokee Cattle Company. They will all serve McDonalds Happy Meals, government issued. The teachers, the students, the leaders, the buildings, and the charter companies may change, but they will all be doing the EXACT SAME THING: COMMON BORE.

77. How can Georgia get Academic Independence?

78. Defense- Anticipated bills we need to stop : 1.Requiring Homeschoolers to identify with a district 2.Take away separate reading and writing tests, and the high school graduation test 3.Expanding state standards to include science and social studies 4.Teacher certification based on test results and statewide teacher evaluation system tied to pay increases 5.Expanding online learning and eliminating safeguards thereby creating a monopoly. 6.Funding for more charter schools, unaccountable to voters, based on common core tests, done under the guise of revising the outdated QBE. 7.Establishing state public/private partnerships (crony capitalism or fascism) 8.Recovery school district legislation.

79. Offense Pass these bills: 1.A Georgia FERPA, otherwise known as the Hatch Amendment, protected students from psychological testing and attitude based evaluations. We can use the original FERPA wording and pass state level legislation to protect our students from unapproved data tracking. (Parent’s Bill of Rights) 2.Elect the Commissioner and Board Members of the Professional Standards Commission, responsible for teacher certification, they are currently appointed by the Governor. Include term limits. 3.Elect the State Board of Education members. They are currently appointed by the Governor. Include term limits. 4.Elect the Board of Regents, they oversee the state university system. They are currently appointed by the Governor. Include term limits. 5.Ensure that the accreditation process is not subject to special interests outside our state/country by passing a bill that ensures accreditation agencies are subject to open records requirements, as directed and managed by elected officials within Georgia. 6.Revise the school rating system so that is based on measurable academic achievement in reading, math, writing, and science over multiple grades. 7.Remove authority over early learning programs (birth – 5) from the Governor’s office and return it to the parents. 8.Shut down unelected councils that oversee charter schools and replace them with locally elected officials.

80. Offense Pass these bills: 9.Pass legislation to ensure that unexpired terms and vacated positions of all Georgia elected officials are filled with newly elected officials selected during the next election cycle. 10.Remove rigor requirements from control by private authorities outside of Ga. 11. OPT IN instead of OPT OUT Parents need the right to refuse standardized testing they do not agree with. Currently many schools implement a one time blanket permission form at the beginning of every school year or have an opt out policy. Both these policies have proven problematic for parental rights. The former gives the parent no detailed information about the programs, surveys, online studies, videos, etc. prior to the parent giving permission. The former is problematic in that when an opt out form is not returned it is considered to be de facto permission. In order to ensure that parents are informed of what their children are exposed to during the regular school day on the date this legislation goes into effect all surveys, videos, online learning, and non-academic classes (i.e. drug and alcohol ed, sex ed, positive behavior ed, death ed, etc.) will require a signature by the parents giving permission for their child to participate. The parents will be given the opportunity to review the survey questions, videos, online instruction, and non-academic curriculum prior to giving their permission.

81. Offense Pass these bills: 12.Local board members and local superintendents need to be elected for a balance of powers. This was the case prior to 1984. This would require a change to the Georgia Constitution.

82. Repeal- SB 410 This bill eliminates the direct reporting of student achievement. The school ratings now reflect achievement gap closure and "student progress." However, "student progress," as this law has been implemented, does not mean progress outside of grade level expectations. School ratings now include financial efficiency, resource efficiency, student participation in standardized testing, student health surveys, data on student behavioral and school- based relations, and teacher and parent surveys. For the first time, actual student achievement scores will not be reported directly.

83. Repeal- HB 131 Georgia citizens are outraged over the errors and mistruths in the new AP (Advanced Placement) U. S. History course materials. Rather than learning from primary source documents as one would expect in advanced courses, the AP related textbooks are inaccurate and biased. But our Georgia legislators voted for the AP and IB (International Baccalaureate) monopoly. HB 131, passed in 2013, adds “rigor” requirements for the HOPE scholarship phased in over 3 years. The ONLY courses that fulfill this requirement in English and History offered onsite in Georgia’s high schools are AP or IB. Georgia legislators voted to give two private companies authority over what Georgia’s advanced high school students learn in History and English. The AP program headquarters is located in the state of New York and the IB program was founded in 1968 in Geneva, Switzerland.

84. Repeal- HB 244 Teacher Evaluation System linked to Common Core Implementation This bill requires a state database of teacher performance evaluations for local school systems and charter schools. The ratings will be based on annual state assessments aligned with state standards. The testing must count for at least 50% of the evaluation. Student growth and academic achievement measures are identified in the evaluation system, but the student growth model is invalid as an academic measure when the testing is grade level specific. Perception data and documentation of practice measured using observation rubrics by credentialed evaluators will also be used in the evaluation of teachers. Principals will no longer be subject to perception data obtained from teachers.

85. Repeal- HB 766 Work Based Learning This bill expands work based learning, eliminates the requirement that students be compensated for their work, adds workers for "government enterprise" and requires "employability skill development," that targets attitudes and beliefs, a psychological domain that has traditionally been off limits without parental consent in public education.

86. Repeal- HB 115 Passed in 2013 by Georgia's General Assembly, this makes local school boards subject to accreditation agencies outside our state. In addition, attorney fees to defend local school board members in issues involving accreditation will be the responsibility of the local school board member and cannot be paid with public funds.

87. Repeal- HB 283 State over reach into local public schools is expanded including the establishment of a statewide database tracking teacher employment, incentives for principals to participate in a statewide accountability system, training requirements for state mandated performance evaluations, required training for local board of education members, technology upgrade requirements, price fixing for online learning providers rather than instructors, authority shared with charter agencies, the establishment of a state office on charter school compliance, special facilities funding for charters, provisions that charters may use local school facilities free of charge, and the establishment of a state run non-profit to promote public-private partnerships (crony corporatism/fascism).

88. Repeal- HB 797 "The department shall assist in securing federal and other institutional grant funds to establish the commission." This commission is not elected, but appointed. The charter school commission is to, "conduct facility and curriculum reviews." They are also to work with local boards of education to utilize excess space for charter schools. Locally elected officials and citizens are bypassed in favor of appointed commissioners.

89. Repeal- SB 289 This bill requires the State Board of Education to establish rules and regulations that maximize online learning. By 2015-2016, this bill requires the State Board of Education to offer all end of course assessments online. The online learning must be approved by the appointed State Board of Education. A local school system shall not prohibit it, even if an equivalent class is offered in person. The local school systems shall pay for it. Parents, citizens and local officials are by passed with these requirements.

90. Repeal- HB 400 Required career pathways that must be completed or schools will not get CCRPI points. Counselors or teacher “advisors” must approve the career plan.

91. Repeal- HB 84 Established a “code of ethics” for local board members that limits their authority to address citizen concerns and prevents them from maintaining minority opinion views after the local board votes. Local superintendents and legislators do not have a “code of ethics” that limits their authority.