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Heads up! We have scanned the upcoming agenda for Conestoga Valley SD. We found 6 items that need your immediate attention before the vote.
| HIGH CONCERN (LEVEL 8) |
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New ‘African American Studies’ Course – Curriculum Undisclosed
The district is presenting a new High School ‘HS African American Studies’ course for approval under Item 3.A. While the title is listed, the actual curriculum, lesson plans, and source materials have not been made public in the agenda packet, preventing parental review before the vote.
Recommended Action Plan
INVESTIGATE: The curriculum for the proposed ‘HS African American Studies’ course in Item 3.A was not included in the agenda. Email the Board (contact info on district website) and demand the full curriculum and all source materials be posted for public review at least 30 days before the November 16 vote.
💰 Impact: Undisclosed Curriculum
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| NEEDS REVIEW (LEVEL 7) |
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Ideological ‘Global Citizenship’ Goal Embedded in Core Subjects
Multiple new and revised courses, including Career Education, Consumer Skills, and 5th Grade ELA, now list ‘Global Citizenship’ as a key student learning goal. This concept often replaces a focus on American civics with politically-driven globalist perspectives. The district is embedding this ideology directly into the curriculum framework for multiple subjects.
Recommended Action Plan
PACK THE ROOM: Speak at the October 12 meeting about Item 3.A. Ask the board: ‘What is the district’s definition of Global Citizenship, and how does it align with traditional American civics? We want our children learning to be good citizens of this country, not activists for a global agenda.’
💰 Impact: Focus on Civics
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| NEEDS REVIEW (LEVEL 7) |
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District Using IXL Software Without Public Efficacy Data
The curriculum presentation for Item 3.A lists the software ‘IXL’ as an instructional resource. The district has not provided any independent, non-vendor-supplied evidence that this program produces academic gains, nor has it disclosed how much daily screen time it will add for students.
Recommended Action Plan
DEMAND TRANSPARENCY: Email the Board (contact info on district website) regarding Item 3.A: ‘Before approving curriculum that relies on IXL, please publish independent evidence of its academic effectiveness and state how much daily screen time this adds for a typical student. Parents deserve to know if this replaces direct instruction from a teacher.’
💰 Impact: Student Screen Time
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| NEEDS REVIEW (LEVEL 6) |
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Vague ‘Opt Out Accelerated Process’ on Finance Agenda
Item 5.A mentions a document titled ‘Budget Calendar – Opt Out Accelerated Process,’ but the document itself is not attached. This vague title could refer to anything from opting out of a state mandate (a win) to fast-tracking a budget to limit public input (a concern). Without the document, parents cannot know the impact.
Recommended Action Plan
INVESTIGATE: Open the file ‘Budget Calendar – Opt Out Accelerated Process’ attached to Item 5.A in the Official Agenda (linked above) to confirm what the district is accelerating and opting out of. This needs immediate clarification.
💰 Impact: Reduced Public Review?
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| MONITOR (LEVEL 5) |
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District Spending $6,262 on ‘Instructional Coaching’ Training
Under Item 5.B, the district plans to spend $6,262 on virtual training for nine staff members from the ‘Instructional Coaching Group.’ While presented as teacher support, these programs can be a vehicle for introducing SEL and other non-academic frameworks into classroom teaching methods under the guise of ‘coaching’.
Recommended Action Plan
DEMAND TRANSPARENCY: Email the Board (contact info on district website): ‘I demand Item 5.B be pulled from the October 19 Consent Agenda for a separate discussion and vote. Will the ‘Instructional Coaching’ model being taught include Social Emotional Learning or other psychological methods, and how will parents be notified?’
💰 Impact: $6,261.75
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| MONITOR (LEVEL 5) |
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History of Film Course Framed as Social Justice Lesson
The proposed ‘History of Film 1’ course includes a unit, ‘From Margin to Spotlight,’ focused on Sidney Poitier. The unit description frames cinema as a ‘battleground for identity, justice, and the American promise,’ suggesting the course may prioritize social commentary over the art and history of filmmaking.
Recommended Action Plan
ASK THE BOARD: At the October 12 meeting, ask about Item 3.A: ‘Will the History of Film course focus on the technical and artistic development of cinema, or will it primarily be a vehicle for lessons on social justice and identity politics? Parents want to ensure academics remain the priority.’
💰 Impact: Academics Replaced by Activism
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