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Heads up! We have scanned the upcoming agenda for Salt River Pima-Maricopa Community Schools (4320). We found 7 items that need your immediate attention before the vote.
| HIGH CONCERN (LEVEL 8) |
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Board to Discuss Redefining Student Identity for Program Eligibility
Under Item 7.B, the board is discussing changing the official ‘definition of an Indian Child’ to determine who is eligible for child care funding. This is a significant overreach, where the school system attempts to define a child’s identity and heritage, a role that belongs to families and the Community.
Recommended Action Plan
PACK THE ROOM: The board is debating how to define your children. Attend the meeting and sign up for public comment. Contact the Board via the District Office (see Official Agenda link): ‘Regarding Item 7.B, the school’s role is to educate, not to redefine our children’s identity. This decision belongs to families and the Community, not the Education Board.’
💰 Impact: School Defines Your Child’s Identity
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| NEEDS REVIEW (LEVEL 7) |
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Public Comment Framed as a ‘Privilege,’ Not a Right
The board’s official policy, stated in the agenda, defines public comment as a ‘privilege not a right’ and grants the Board Chair authority to limit speakers. This language is designed to chill dissent and can be used to silence parents who disagree with the board’s agenda.
Recommended Action Plan
DEMAND RESPECT: Contact the District Office (see the Official Agenda link) and address the Board: ‘Regarding Item 1.C, parents’ right to address their elected officials is not a ‘privilege.’ We demand this policy be revised to reflect that public comment is a cornerstone of accountable governance, not a favor to be granted or revoked at the board’s discretion.’
💰 Impact: Your Right to Speak
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| NEEDS REVIEW (LEVEL 7) |
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Undisclosed Personnel Hires on Consent Agenda
The board plans to approve all new hires, resignations, and promotions under a single ‘Human Resources Report’ on the consent agenda, with no public list of the individuals or positions involved. This non-transparent process could be used to hire ideological staff, like DEI or SEL coordinators, without public scrutiny.
Recommended Action Plan
DEMAND TRANSPARENCY: Contact the District Office (see the Official Agenda link) and demand the Board: ‘Pull Item 6.C, the Human Resources Report, from the Consent Agenda for a separate vote. The public has a right to know the names and positions of individuals being hired with our money before they are approved.’
💰 Impact: Undisclosed Hires
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| NEEDS REVIEW (LEVEL 6) |
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Vague Title — Manual Review Required
Item 7.B references a presentation file (‘CCDF Presentation ED Board.pptx’) regarding proposed changes to the Child Care and Development Fund Plan, but the presentation itself was not included in the agenda packet. The title mentions sensitive topics like eligibility and identity definitions that parents must be able to review before the meeting.
Recommended Action Plan
INVESTIGATE: Open the file ‘7B 10.5.26 CCDF Presentation ED Board.pptx’ attached in the Official Agenda (linked above) to see the specific details of the proposed changes to child identity definitions and eligibility.
💰 Impact: Undisclosed Presentation
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| MONITOR (LEVEL 5) |
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District Embeds ‘Trauma-Informed’ Ideology in Administration
Two separate administrative reports (Items 4.B and 4.C) are being delivered by coordinators with ‘Trauma Informed’ in their official titles. ‘Trauma-Informed Care’ is often a gateway for Social Emotional Learning (SEL) and therapeutic interventions that shift focus from academics to psychological evaluation of students.
Recommended Action Plan
ASK QUESTIONS: Contact the District Office (see the Official Agenda link): ‘Regarding Items 4.B and 4.C, what specific training is required for a ‘Trauma Informed’ administrator, and how does this framework change how the district teaches students and communicates with parents?’
💰 Impact: Academics Replaced by Therapy
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| ALERT (LEVEL 4) |
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Financial Report Reveals Spending on SEL-Adjacent Programs
The annual financial report (Item 7.A) shows funds were used for a ‘Student Support Outreach Specialist’ to create a ‘sense of belonging.’ While student support is important, ‘sense of belonging’ is a common euphemism for SEL and identity-based programs that can undermine family values.
Recommended Action Plan
ASK FOR DETAILS: Contact the District Office (see the Official Agenda link): ‘Regarding the financial report in Item 7.A, what specific curriculum and activities are used by the Student Support Outreach Specialist to promote a ‘sense of belonging’? Parents deserve to know what these programs entail.’
💰 Impact: Focus on Feelings, Not Facts
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| ALERT (LEVEL 3) |
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Psychologist Training Focused on ‘Social, Emotional’ Evaluation
The consent agenda (Items 6.A and 6.B) approves travel for school psychologists to attend conferences focused on evaluating students’ ‘social, emotional, and behavioral development.’ This training aligns with SEL frameworks that can lead to subjective labeling and data collection on children, often without full parental consent.
Recommended Action Plan
MONITOR: This is a small item, but it’s part of a larger trend of prioritizing social-emotional metrics. Track how often ‘social-emotional’ evaluation is mentioned in district documents. No immediate action required.
💰 Impact: $160
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