Depression & Addiction: Signs, Symptoms & Treatment

From: https://bocarecoverycenter.com/addiction/depression/

Drug and alcohol abuse can make depression and mental illness worse, and depression can increase the risk factor for addiction. The reverse is also true, in that addiction can raise the odds for depression.

When addiction and depression are present in the same person at the same time, these disorders are said to be comorbid, or co-occurring. Depression and addiction commonly co-occur, and each condition can complicate the other.

Depression and addiction are complexly intertwined, requiring comprehensive dual diagnosis treatment programs for optimal support. Treatment aims to manage both conditions at the same time, often using both medications and therapies together.

Understanding Depression

Nearly a quarter of American adults in 2020 had a form of mental illness, with mood and anxiety disorders being some of the most common.

Depression is a mood disorder that can cause symptoms that are significant enough to impact daily life functioning. Depression can be the result of faulty mood regulation in the brain, an imbalance of chemicals called neurotransmitters that impact emotions and pleasure, medical issues, stressful life events, medications, and genetic risk factors, Harvard Health explains. It is a complex mental illness that can vary in severity from mild to severe.

Addiction is also considered a mental health issue that can have many overlapping vulnerabilities with depression. Drugs and alcohol make changes to the brain’s pathways, reward and pleasure center, and the chemical makeup of the neurotransmitters responsible for emotional regulation and feelings of pleasure.

Both depression and addiction can double the risk for also struggling with the other disorder when compared to someone who does not have depression or addiction. Studies show that around 40 percent of people with a lifetime history of depression also met the criteria for addiction, while close to 40 percent of people seeking treatment for a substance use disorder in the past year also had a co-occurring and independent mood disorder.

Signs & Symptoms of Depression & Addiction

For a diagnosis of depression, a person will have some of the following signs and symptoms for the majority of most days for at least two weeks, per the National Institute of Mental Health (NIMH):

• Irritability

• Feelings of hopelessness or negativity

• Sad, “empty,” or anxious mood that persists

• Lack of energy and/or fatigue

• Feeling helpless, guilty, or worthless

• Talking and/or moving more slowly

• Restlessness

• Sleep difficulties

• Appetite and/or weight fluctuations

• Trouble concentrating, making decisions, and memory issues

• Physical issues, such as digestive problems, headache, cramps, or aches and pains without a specific physical cause

• Suicidal ideations

Not all of these symptoms will be present in everyone with depression. Generally, the more symptoms a person has, the more severe the depression.

When someone with depression also struggles with addiction, symptoms are often worse and more heightened. The National Institute on Drug Abuse (NIDA) lists the following signs and symptoms of addiction:

• Using drugs or alcohol for longer than intended or taking more than intended

• Taking more drugs or alcohol than before to feel the effects, establishing tolerance

• Making several attempts to stop using drugs or alcohol that are unsuccessful

• Spending a lot of time using substances, recovering from them, or determining how and when to get them again

• Drug and/or alcohol use that interferes with work, school, or home obligations

• Cravings, or a strong desire, to drink alcohol or use drugs

• Giving up activities or events that were previously important due to substance use

• Continuing use despite social or interpersonal issues related to substance abuse

• Ongoing substance abuse in physically risky situations

• Knowing that drug or alcohol use is causing physical or emotional issues and using anyway

• Withdrawal symptoms when drugs or alcohol wear off

As with depression, the more of these signs and symptoms that are present, the more severe the addiction. Comorbid depression with addiction can elevate the severity as well.

Common Types of Depression

There are several different forms of depression with the two most common being major depressive disorder (MDD) and persistent depressive disorder.

The following are different types of depression:

• Major depressive disorder (MDD): When someone has at least five symptoms of depression for at least two weeks, this is called a major depressive episode, and people with MDD have had at least one episode. MDD can be recurrent, and episodes can come and go.

• Persistent depressive disorder: With this form of depression, the low mood persists for at least two years and can also be interspersed with major depressive episodes. In between episodes, symptoms are often less severe but still present.

• Bipolar depression: Bipolar disorder is a separate disorder, but the extreme lows of the disorder are a form of depression. The low mood swings of bipolar depression are also often countered by extreme highs, called mania.

• Postpartum depression: After giving birth, women may experience feelings of indifference, sadness, anxiety, and exhaustion that characterize this extremely common form of depression. This form of depression can make it difficult for new mothers to properly care for themselves and their babies.

• Seasonal affective disorder (SAD): With SAD, symptoms appear in the fall and winter months, as there is less natural light. They typically lift with the return of sunlight in the spring and summer. Increased sleep, weight gain, and social withdrawal are common during the affected months.

• Psychotic depression: Often accompanied by a major depressive episode, this form of depression also includes delusions (disturbing beliefs that are false and fixed) and/or hallucinations (seeing or hearing things that are not there).

Why Do Depression & Addiction Often Overlap

Depression and addiction have many of the same risk factors and vulnerabilities, making them more probable to occur in the same person at the same time.

Both addiction and depression likely have genetic components, and overlapping brain regions can be involved in both disorders, NIDA explains. The same environmental influences that can impact depression can also make someone more likely to use drugs or alcohol. Things like trauma, stress, and negative childhood experiences can all be risk factors for both.

Either disorder can precede the other. For example, when a person uses drugs or alcohol regularly for a prolonged period of time, changes are made in the brain that can make it harder to feel pleasure without the substance. Depression is often a side effect of drug and alcohol withdrawal. Addiction can therefore make someone more likely to also develop depression.

Drug and alcohol abuse can also be a form of self-medication for depression, which can seem to be effective in the short term, but it worsens the issue over time. Substance abuse can lead to worsening symptoms, more suicidal thoughts and behaviors, and the potential for drug dependence and addiction.

Finding Treatment for Depression & Addiction

Co-occurring depression and addiction must be treated simultaneously through a specialized treatment program that works to manage both disorders. Dual diagnosis treatment does exactly that.

With a dual diagnosis treatment program, both disorders are assessed and addressed to ensure that all treatment methods complement each other. Health providers work together to develop a treatment plan to support long-term recovery for both conditions.

In the case of co-occurring disorders, treatment programs often begin with a medical detox program that can provide a safe and secure environment as substances process out of the body. Medications are often used to mitigate possible withdrawal symptoms.

After detox, the next step is often a residential treatment program that can offer continuous support and treatment around the clock for both addiction and depression, including therapies, medications, and support systems.

Medications for Depression

There are several forms of antidepressants available to help treat depression. Some of these medications have abuse potential and cause drug dependence and withdrawal symptoms when stopped suddenly, so it is important to talk to medical and mental health professionals about what options are best when addiction is also a concern.

These are examples of antidepressant medications approved by the FDA to treat depression:

• Serotonin and norepinephrine reuptake inhibitors (SNRIs)

• Selective serotonin reuptake Inhibitors (SSRIs) – such as Trazadone

• Monoamine oxidase inhibitors (MAOIs)

• Atypical antidepressants

• Tricyclic and tetracyclic antidepressants

• Neuroactive steroid gamma-aminobutyric acid (GABA)-A receptor positive modulator

• N-methyl D-aspartate (NMDA) antagonist

Everyone reacts differently to medications. It is important to report any side effects, especially worsening depression or suicidal thoughts, to a health care provider right away. These medications should not be stopped or skipped without medical intervention.

Therapies for Addiction & Depression

Therapies for addiction and depression often include the use of Cognitive Behavioral Therapy (CBT) that will involve both group and individual sessions. CBT can increase mindfulness by helping a person to understand how thoughts and feelings are contributing to actions. These feelings and thoughts can be analyzed for increased self-awareness.

CBT can work to point out potential triggers and build healthy coping mechanisms to positively change behaviors and actions in the future. Once a person knows what stressors they have and how to best manage them, both depressive symptoms and the need for drugs and alcohol can be reduced. CBT can help with self-regulation and control as well.

How to Find the Right Program for You

When looking for a dual diagnosis treatment program for addiction and depression, do your homework. Call around and talk to treatment centers directly, take tours, and check reviews.

Ask the following questions when calling a treatment center:

• What types of programs do you offer?

• What is your experience with dual diagnosis treatment?

• How long is the program?

• What types of staff members are on site?

• What are the licensing and accreditation of both the staff and the center?

• What does a daily schedule look like?

• What types of amenities are provided?

• What types of support are available for families?

• What types of aftercare programs are offered?

• How is payment handled, and what options are there?

A treatment center for managing addiction and depression should have the following:

• Inpatient or residential treatment options with the ability to remain on site for at least three months or longer, as needed

• Current licensing and accreditation

• Ability to smoothly transition clients from medical detox to residential treatment and into transitional housing

• Specialty dual diagnosis programs

• Highly trained and experienced medical and mental health professionals

• Aftercare programs and recovery support, such as 12-step and peer support options

  How to Help a Loved One Struggling With Depression & Addiction

  When a loved one is struggling with depression and addiction, it is important to be supportive and loving while guiding them toward getting professional help through a comprehensive treatment program.

  Be assertive in your conversations, and be careful to avoid enabling behaviors. Set clear boundaries and expectations, and don’t make excuses for their behavior.

  While in a treatment program, families play an important role in supporting loved ones. Educate yourself on both addiction and depression as well as the treatment itself, so you can have a better understanding of what to expect and how to best support them in recovery. Attend family or group therapy sessions and family events.

  It is important to also take care of yourself during this time, which can include attending peer support groups for families and loved ones of people struggling with mental health and/or addiction.

  References

  Highlights for the 2020 National Survey on Drug Use and Health. Substance Abuse and Mental Health Services Administration (SAMHSA).

  What Causes Depression? (June 2019). Harvard Health.

  Comorbidity: Addiction and Other Mental Illnesses. (September 2010). National Institute on Drug Abuse (NIDA).

  Assessment and Treatment of Mood Disorders in the Context of Substance Abuse. (June 2015). Dialogues in Clinical Neuroscience.

  Depression. (February 2018). National Institute of Mental Health (NIMH).

  The Science of Drug Use and Addiction: The Basics. (July 2018). National Institute on Drug Abuse (NIDA).

  Types of Depression. (2021). Depression and Bipolar Support Alliance (DBSA).

  Why Is There Comorbidity Between Substance Use Disorders and Mental Illnesses? (April 2020). National Institute on Drug Abuse (NIDA).

  Depression Medications. (November 2019). U.S. Food and Drug Administration (FDA).

Cedarburg School Board Candidate Answers

Forward Ozaukee asked each candidate for the School Board to answer five questions in 100 words or less. Here are their responses. April 4 is the election for the school board. YOU MAY VOTE FOR 2 CANDIDATES.

The candidate information and answers have been listed in alphabetical order. 

Kate Erickson

1. Age- 39
2. Address- W60N982 Glenwood Drive Cedarburg WI, 53012
3. Previous Public Office- None
4. Community Involvement- Wisconsin Indian Education Association Board Member and
Communications Director, FBI Milwaukee Community Round Table Member, Public
Speaker
5. Contact Information-
Email: kateerickson4schoolboard@gmail.com
Website: www.kateerickson4schoolboard.com
Facebook: www.facebook.com/KateErickson4SchoolBoard

Connie Kincaide

1. Age: 39
2. Address: N75W7255 Linden Street, Cedarburg WI
3. Previous Public Office: I currently serve as Secretary for the City of Cedarburg Diversity Committee (Mayoral appointment).
4. Community Involvement: Board Member, Parkview PTO: Vice President 22-present, President 2020-22, Secretary 2019
Committee Co-Chair: Veteran’s Day Procession 2021-22, Scholastic Book Fair 2022, Stuff the Bus 2019-present
Current member: Cedarburg School District Wellness and Nutrition Committee, Ozaukee County Local Coalition (housing resources), League of Women Voters, Women for Community Cheer, Braver Angels
Creator of: https://www.facebook.com/ConnieforCounty which highlights local events, and governmental meetings throughout Ozaukee County
Former candidate, Ozaukee County Board Supervisor (District 16, City of Cedarburg) 
Volunteer experience with youth and individuals with intellectual and developmental disabilities: Balance (2022), Vacation Bible School Leader (2021-2022), Art(istry) Oasis (2015-2018)
5. Contact Information: 
Campaign Website: ConnieKincaide.com
Facebook Page: facebook.com/ConnieKincaideforSchoolBoard
Instagram Account: @ConnieKincaideforSchoolBoard
Email: Connect@ConnieKincaide.com 
Phone: 262 236 6329    

Corey Kubichka

1. Age: 51
2. Address: W63N220 Fairfield St, Cedarburg, WI
3. Previous Public Office: no previous public office
4. Community Involvement: Former Cedarburg Colts coach for over ten years
5. Contact Information:
Contact | Kubichka4cedarburg (kubichkaforcedarburg.com)
Email: kubichkaforcedarburg@gmail.com

Scott Sidney

1. Age: 69
2. Address: N40W6522 Jackson Street, Cedarburg
3. Previous Public Office: None
4. Community Involvement: Republican Party Ozaukee County
5. Contact Information: contact@sidneyforcedarburg.com

1.    Looking back, do you think our District handled COVID appropriately?  Please explain your reasoning.

Kate Erickson: “Appropriately” means different things to different people. COVID was something we had never experienced before, so how could you expect the district to respond in a way that pleases everyone? I do think the district needs to create a policy on how to handle such an event in the future. They should also expand on virtual learning so that if we encounter something like COVID again, the district has options. The safety of our students and employees should be the top priority.

Connie Kincaide:  The primary objective for our district was to make learning accessible to all students. Options were made available to all families, and most students’ needs were met. 
In-person instruction was highly valued, and a tremendous amount gleaned during the course of utilizing the hybrid (in person/virtual) option. As an individual that worked as an aide in a public school building during that time, and mom to a student that utilized the virtual option that the Cedarburg School District offered, I have a unique perspective on what worked well, and areas that may warrant re-evaluation should a future need arise.

Corey Kubichka: Hindsight is 20/20 is commonly said to view past actions or events. The COVID pandemic was a complex issue with many viewpoints of what was "correct" or "best" for individuals and groups. Understanding what COVID was or ways to mitigate it were regularly changing and felt like weekly or daily views to some. Cedarburg School District did a reasonably good job of navigating those views, implementing policies, and even revising those policies as needed.
I applaud the school for the desire to stay open for in-person learning. I think they responded exceptionally well with all the information they had at hand.

Scott Sidney:  There were some missteps. The pandemic was declared on March 11, 2020. Little was known at the time so abundant caution was exercised. The school properly opened fully in fall 2020, went online briefly in November, and then returned under Governor Evers's mask mandate found to be unconstitutional. Despite the court’s finding, the school maintained a full mask mandate throughout the spring and into summer school of 2021. Masks should have been made optional. Students benefit from in-person instruction and performance shows it. But the mandatory masking went on longer than necessary especially when young kids were learning to speak.

2.    Statistics show educational achievement is on the decline in our country.  What do you think should be done to reverse this trend?

Kate Erickson:  We need to take a look at our curriculum, resources, and practices. What are we doing that is working? What isn’t working? What are other schools doing? What are studies showing us is best practice? This is an area where input from our teachers and staff is critical. I believe much of the decline is due to relying on the “status quo,” and districts operating in a “fixed mindset.” The world around us is changing every day. If we’re going to keep up academically, we need to be prepared to change as well.

Connie Kincaide:  The Cedarburg School District’s report cards show a steady improvement in core areas (reading, writing, math and science) and I believe this is a strength to be celebrated and built upon. 
My goal would be not only to build upon our achievements, but advocate for bridging gaps in services, further supporting educators and ensuring that we have the tools and resources to best equip students. 
One example may include adding guidance counselors at the elementary level and ensuring the caseload of our speech/language pathologists is manageable, as there has been an increase in speech delays among our youngest learners. 

Corey Kubichka:  The Cedarburg School District has a significant focus on academics and an excellent staff, which accounts for relatively high rankings in several surveys. US News has the high school ranked at position 233 nationally. Niche.com lists the District 7th for Best Teachers and the overall District. Rankings and high placements are great measures of success, but continued success requires an inward review of the factors that went into that success. Providing the right resources, investment into teacher growth and better or improved technologies, facilities, and processes will help our District maintain and grow its proficiencies. A recent Curriculum committee meeting I attended shows the board and schools are working together on those resources.

Scott Sidney:  Focus on literacy and the basics. The Cedarburg School District ranks in the top 2 percent nationally (232nd of 10,751) according to Niche.com a ranking and review service; and ranks 7th in the state. Still, there’s always room for improvement. Reading, composition, and math are the foundations for all learning and knowledge regardless anyone’s professional or vocational endeavors. When time and resources are taken from the basics for programs or services such as social emotional learning or pushing critical race theory, when we expect schools to be another social service outlet, achievement suffers. Academic achievement depends on the educational basics.

3.    Human Growth and Development curriculums are not required in Wisconsin.  Do you think our District should continue to have one and if so, what topics should it cover?

Kate Erickson:  Our school district has an extremely basic HG&D program. I believe the current program is inadequate. Providing information to our students in an age-appropriate and scientific way will benefit them greatly. There are risks in life, if we want to equip our students with the tools they need to succeed in their goals, HG&D needs to be a tool in that toolbox. Our schools can provide truthful facts and data which can aid district parents in their parenting journey.

Connie Kincaide:  I am aware of the history of the Human Growth and Development curriculum discussion and also mindful that many residents would like it to be revisited.
I am not opposed to this or any other curriculum reviews, when it is done with sufficient notice to all stakeholders.  I believe it is important for Board members to be open to hearing from the community on any other topic that may be viewed as controversial.
Curriculum that meets the needs of all students is an essential part of what keeps our district a go-to destination. 

Corey Kubichka:  I support the current curriculum at Cedarburg School District. The District also has a policy to opt out of the program. The current curriculum is evidence-based, medically accurate, and meant to encourage discussion with parents. All curriculum gets reviewed on a cycle. I would welcome feedback from the community and participation in that process.

Scott Sidney:  Sex is a natural biological drive carrying enormous, life changing emotional and physical consequences. Human Growth and Development programs inflame emotions - are oftentimes controversial - because of the sensitive and private nature; more so when the young are involved. However, school programs should be available; but only with clearly communicated opt-out provisions. For participants, programs should include the biological essentials including the potential, severe health consequences and how abstinence is the only guarantee against unwanted pregnancy. Emotional turmoil may result from choosing to have sex.  So imparting an understanding of the potential for conflicting thoughts and feelings is essential.

4.    Do you think our District should inform and seek permission from parents to use names and/or pronouns contrary to a student's biological sex?

Kate Erickson:  This is a conversation to be had between students and their families. This concern is another reason why the district needs to employ counselors in each school building. If there is a concern with how a student wants to be addressed, a meeting between the student, parents, and the school counselor should be arranged. Whatever decision comes out of that meeting should be respected by the district. This is not a topic where the district should be making blanket policies. It is not in the purview of the district to define who a student is or is not.

Connie Kincaide:  Our students deserve to feel safe in their educational environments, and respected by their peers and educators alike. I recognize that there are sensitivities around this topic and am always open to hearing from the community to ensure that Cedarburg School District policies and procedures reflect best practice for the well- being of students and staff alike.  I am grateful for the positive relationships that our educators have with parents and guardians and look forward to continuing to be part of a community where an open and honest education and the freedom to learn (and be one’s self) are encouraged.

Corey Kubichka:  Parents should be informed about requests to use names or pronouns contrary to a student's biological sex. The District should hold parental rights in high regard. A parent is responsible for their children's upbringing. Multiple efforts have been made to erode parents' right to be their children's first educators, undermining families' religious beliefs, moral values, and medical advice. Schools are responsible for keeping parents informed—they cannot hide information about a child's mental or physical well-being from their parents.

Scott Sidney:  The District must inform parents of a child’s interest or request to be known by another name or pronoun. There are undeniable biological markers at birth identifying the sex of a child. We’re all given proper, legal names at birth. Unless the parent(s) take the step of having their child’s name changed legally to reflect the perceived gender preference of a child, schools must use the child’s legal, given name. It is beyond the scope of the school’s responsibility to decide to honor a child’s wishes. It removes agency from parents to decide what is in their child’s best interest.

5.    Do you support a paid position for a Director of Diversity, Equity and Inclusion in our school district?  Please explain your reasoning. 

Kate Erickson:  Yes. Our district is diverse in race, ethnicity, socioeconomic status, and ability... There have been and are DEI issues in the district. One is the accessibility of playground equipment for students who are differently abled. We are understaffed in many areas, and paraprofessionals who aid our students with IEPs are one. Equity is important as it has been reflected in increasing student scores in the schools that have engaged in equity practices at the individual student level. A DEI Director would help to identify areas where we can improve, which in turn can help to increase educational
achievement.

Connie Kincaide:  I support our educators and administrative teams continuing to evaluate and communicate needs within the district and making recommendations to the Board. Our district has had complaints filed against it in regards to racial harassment and bullying and this is an area to take seriously. 
On a separate note, if our district is looking to increase our Diversity score (which is used in some rankings), this may be an area to invest resources. This is a topic for stakeholders, including staff, administration and community members to share their respective views to best inform the fiscal decisions made by the Board.

Corey Kubichka:  I do not support a paid position for DEI in our school district. I have seen too many attempts to incorporate DEI processes fail. These failed attempts show it focuses on the wrong aspects of individuals or groups instead of skills or knowledge. DEI is discriminatory, reduces performance, and is divisive plain and simple. Having a position that would look to implement or create divisive or discriminatory policies would run against the shared beliefs of parents and students in our district. It would also use limited resources for an administration position which only lessens resources for something needed.

Scott Sidney:  A Diversity, Equity and Inclusion (DEI) position - paid or otherwise – is never needed. The DEI political movement divides everyone along racial, sexual, social, religious, and income differences. Jay Hobbs, Director at Alliance Defending Freedom writes: “The common approach to DEI … has long depended on dividing participants into polarizing categories of ‘oppressed’ or ‘oppressor’.” Our country’s foundation affirms that “all men are created equal.” We’re each individually responsible for honoring and respecting our country’s founding; how we interact with each other. Wasting precious resources trying to identify and eradicate self-styled oppression produces the phenomenon DEI supporters seek to eliminate.

Port Washington-Saukville School District

Forward Ozaukee asked each candidate for the Port Washington-Saukville School Board to answer five questions. Here are the answers of those whom replied. April 4 is the election for the school board.

YOU MAY VOTE FOR:
-1 CANDIDATE for the City of Port Washington apportioned seat (Kierstin Cira or Richard Sternhagen)
-1 CANDIDATE for the Town of Port Washington apportioned school board seat (Melissa Alexander or Justin Myers)
-1 CANDIDATE for the City of Saukville apportioned school board seat (Dawn Brooks or Sara McCutcheon)

At the end of the questionnaire answers you may find the names of the candidates who chose to not participate in answering these questions. Candidate biographies and answers have been listed in alphabetical order. 

Melissa Alexander
Age: 33
Port Washington-Saukville School Board 
Town of Port Washington Plan Commission 
Melissa.alexander@pwwsd.k12.wi.us

Dawn Brooks
1. Age: 57
2. Address: 204 E. Dekora St. Saukville, WI
3. Previous Public Office: none
4. Community Involvement: former cub scout and girl scout leader, coach for Saukville Rebels cheerleading, business owner
5. Contact Information:  262-483-1139  rojemom@gmail.com

Rick Sternhagen
1. Age: 66
2. Address: 755 N. Milwaukee Street Port Washington, WI 53074
3. Previous Public Office: (none-second attempt to join the PWSSD Board)
4. Community Involvement: 1st VP Port Washington Lions Club, Member Port Washington Community Development Association; Member Port Washington Strategic Planning Committee; Former Board Member and Classroom Volunteer Junior Achievement; Event Volunteer United Way Sheboygan 
5. Contact Information: risternh@gmail.com

1. Looking back, do you think our District handled COVID appropriately?  Please explain your reasoning.

Melissa Alexander: No, I do not believe the schools handled COVID 19 appropriately.  We lost so much in one year of shut down; socialization, and basic grade level markers, we cannot allow that to ever happen again. Teaching online proved to be unsuccessful.   Let’s use what we learned from the pandemic to prevent us from ever closing schools again.

Dawn Brooks: No, I do not. It was pretty apparent by the fall of 2020 that COVID was not a threat to children and more and more research showed that masks were causing more harm than good. While well intended, virtual teaching did not meet expectations and we are now seeing this in our district's test scores. I am grateful to the parents group that banded together to demand the kids be brought back to the classrooms.

Rick Sternhagen:  Initially, PWSSD took appropriate steps given the information available. Overtime as information evolved the Board failed to establish a reasonable objective. The policies established were to “ensure no one gets sick.” This narrow scope was void of any concern with implications on quality of education and students’ mental health. Policies were lockstep with the politicized guidelines from the CDC and State Agencies.

2. Statistics show educational achievement is on the decline in our country.  What do you think should be done to reverse this trend? 

Melissa Alexander: We need to focus on providing a strong education in a motivating and engaging environment. Teachers need to teach the foundational classes of math, reading, and writing. Continued training for teachers and getting parents involved with the schools is critical while holding them accountable for improving grades.  

Dawn Brooks:  Focus needs to be placed on the basics of what education is meant to include: reading, writing, math, science and history. I believe we need to have more direct instructor teaching and rely less on online based instruction. We need to hold students, teachers, parents and board members accountable for results. 

Rick Sternhagen:  As PWSSD has the lowest performance scores in Ozaukee County it’s important we all embrace a new culture that expects excellence. I would lead the completion of the strategic plan with initiatives and action that builds on our strengths and addresses our weaknesses. I would ask all stakeholders including Administrators, Teachers, Parents, Business Leader and Students to contribute towards our long-term plan for excellence. Everyone benefits from a top performing school district.

3. Human Growth and Development curriculums are not required in Wisconsin.  Do you think our District should continue to have one and if so, what topics should it cover?

Melissa Alexander: Yes, I believe we should have a Human Growth and Development class to teach emotional, psychological, physical, and social development.  The curriculum must be AGE APPROPRIATE and should be communicated to parents. This will provide a strong comprehensive education along with responsible decision making.  

Dawn Brooks:  I do believe there is a place for this in public education, but only to the extent that it is age appropriate and it relates to the health, mental and physical, of the students. Teaching about the consequences of STD's and unplanned pregnancies is appropriate. Our goal should not be to replace the role of parents, but be an added resource. All policies should be clear and well communicated to parents.

Rick Sternhagen:  Human Growth and Development fits into a well-rounded science curriculum. The lessons should educate around the process of human reproduction. Content should avoid inappropriate sexual information or any conversation that includes definitions or identification of sexual preferences. Parents would have the right for their child to opt out of the program.  

4. Do you think our District should inform and seek permission from parents to use names and/or pronouns contrary to a student's biological sex?

Melissa Alexander: Yes, I do think parents should be informed if their child is using a pronoun that is different from their biological sex.  Too many times a child does not understand what using pronouns actually mean and the consequences of them.  They may be influenced by others and are too young to truly understand the full impact of pronouns.  This topic should not be taught in schools.

Dawn Brooks:  I do not believe a school age child is mature enough to make this request, nor should other students be required to address another student by any other pronoun or name other than their biological sex. I do think it is appropriate for the district to have a conversation with the parents if the request is made by the child, explaining that this will not be done at school.

Rick Sternhagen:  Parents should be aware of all situations that influence their children while attending school. Transparency is critical to success. 

5. Do you support a paid position for a Director of Diversity, Equity and Inclusion in our school district?  Please explain your reasoning.

Melissa Alexander: No, I do not believe we should have a Director of Diversity, Equity and Inclusion.  I believe teachers and student counselors should be taught  to handle situations on these topics along with getting the student's parents involved.  There is no place for racism, discrimination or bullying of any sort in our schools and that should be emphasized and followed up by everyone  everyday! 

Dawn Brooks:  No, ALL faculty should be promoting equity and encourage and demand that all students to respect one another. Bullying, racism and discrimination have no place in our society, let alone our schools. If a situation arises, all parties involved must be notified and action taken to address the situation immediately. The best person to handle this is the classroom teacher, not an administrative person that is not hands on with the students. If the situation escalates, the building administrator and school board should have policy in place to deter this type of behavior. 

Rick Sternhagen:  I would approach all allocation of resources with one filter. How does the expenditure and time contribute towards the success of the students and support excellent education? Without all the details, it appears the position would address perceived issues that should not be tolerated as a part of PWSSD. With that, a Director would not be needed. Acceptance of Diversity, Equity of opportunity and Inclusion should be part of the moral fabric of the District.

*No response from: Kierstin Cira, Sara McCutcheon and Justin Myers

Grafton School Board Candidate Answers

Forward Ozaukee asked each candidate for the School Board to answer five questions. Here are the answers of those whom replied. April 4 is the election for the school board. YOU MAY VOTE FOR 3 CANDIDATES. The candidate information and answers have been listed in alphabetical order.  Joe Bichler provided his own biographical information and declined to answer any of our questions.

Joe Bichler
Personal information:
Family:  Spouse, Katherine Bichler   Children:  Torah (8), Josslyn (5), Briggs (3)
Number of years residing in the district:  Two years
Education: Bachelor of Science, Major:  Business Management
Profession:  Healthcare, Strategic Sourcing Director

Robert Mallon
Age: 39
Address: 1947 Valley Ct. Grafton
Previous Public Office: None
Community Involvement: Active volunteering through my Church, and at KES through PTG and available volunteer needs.
Contact Information: Robertamallon@gmail.com

Steve Nauta
Age - 50
Address 1650 South Pine St. Grafton, WI  53024
Previous Public Office - Grafton School board 2017-Present
Community Involvement - Grafton Lions board member, Grafton Leo's Advisor for Grafton High School, Grafton Park and Recreation Board Member, Active member at St. Paul Lutheran Church, Grafton
Contact Information - (414) 791-7748 and Nauts79@gmail.com

Carrie Walls
Age: 46
Previous Public Office: Grafton School Board 9 years
Community Involvement: Leader in Boy Scout troop sponsored by American Legion, Board member of local church youth group, member Ozaukee women’s hockey league
Contact: cmwalls@live.com, (414)218-7701

1. Looking back, do you think our District handled COVID appropriately?  Please explain your reasoning.

Robert Mallon:  I am very happy with how the Grafton School District and the school board led through Covid. Given that there was no template or past decision making that could guide the district through the challenges they faced, their performance during the pandemic was exemplary. The district, as a whole, worked toward the development of a balanced policy and continually focused on the goal of returning to in-person learning as soon as safely possible.

Steve Nauta:  Yes.  Starting in March of 2020, Grafton was prepared to immediately transition to virtual learning for our students as we had previously committed to be a 1:1 district with chromebooks.  For the start of the 2020-21 school year, it was decided early that Grafton would have an in person 5 day a week option for our students.  Lastly, Grafton also made available on-site COVID testing to make it easy for students, staff, and family to be tested.

Carrie Walls:  Looking back on a situation like COVID, there are always things you wish you could change or do better. That being said, I am proud that Grafton was able to stay open during COVID, providing in-person learning to our students. This helped prevent learning loss and helped students continue to move forward and learn. I think the district generally tried to balance the needs of all students and provided options for families to make the right choice for their children. 

2. Statistics show educational achievement is on the decline in our country.  What do you think should be done to reverse this trend?

Robert Mallon:  I feel more advocacy for strong public schools needs to be addressed through clear involvement from the schools, parents, teachers, and the community. Sensible legislature that supports the equal voice of the parents, school administration, and community, that can drive positive change in academic performance, will be needed. Reemphasize how education and academic performance of the school district helps to reinforce community values. Finally, I believe that by providing educators with the tools, facilities, and professional development needed, within current and future budgets, we will see a positive outcome in academic achievement and outcomes.

Steve Nauta:  Grafton is providing teachers improved tools and data to better assist students and their needs, reviewing curriculum offerings at all levels, and incorporating new ways to engage and involve students to prepare them for success.  In addition, the district is committed to retaining and hiring the best staff available for our district.  Their is more work to be done but Grafton is proud of the growth that it has experienced.  This includes our Significantly Exceeds Expectations on the Wisconsin DPI school report card (83.4), being rated #12 in Wisconsin among all K-12 districts, and 97.7% of 2022 students taking one post-secondary experience at Grafton High School.

Carrie Walls:  Grafton schools are very focused on improving achievement. From the newly introduced English Language Arts curriculum in the elementary schools, to new classes and apprenticeships in the high school, Grafton is constantly striving to provide better instruction and opportunities. Data helps drive decisions and allows an objective way to monitor what is or is not working in helping students achieve.

3. Human Growth and Development curriculums are not required in Wisconsin.  Do you think our District should continue to have one and if so, what topics should it cover?

Robert Mallon: As a whole area of study, I believe that the curriculum needs to be re-assessed and structured in a fact-based biological, science supported approach. It should be upheld and administered with involvement from parents as well as teachers. In all areas of the curriculum, it should be administered to age-appropriate grade levels and in a manner that coincides with values and participation of parents and our community standards.

Steve Nauta:  I support the board approved curriculum which begins in 4th grade and continues into high school.  There is also an opt out option for families, if requested.  

Carrie Walls:  Human Growth and Development provides factual information for students in Grafton starting in the 4th grade. It covers subjects such as respecting yourself and others, how bodies change as a person grows, and basic anatomy. Parents always are given an opportunity to view lessons ahead of time and excuse their child from any or all portions. 

4. Do you think our District should inform and seek permission from parents to use names and/or pronouns contrary to a student’s biological sex?

Robert Mallon:  Yes, I feel that parents should be at the forefront of decision making in this matter. I feel that the district should strive to remain as neutral and respectful as possible toward the student body, while focusing on the task of educating of our children.

Steve Nauta:  I support our current process in which a student is referred to as what has been entered into Skyward.  The process to have this changed includes parent involvement.

Carrie Walls:  Grafton schools must follow the laws put forth by the state of Wisconsin and the federal government. Grafton employs a contractor (Neola) to help us keep our policies in step with current law. It is important for schools to work closely with individual families to ensure children are succeeding and having their socio-emotional needs met while at school

5. Do you support a paid position for a Director of Diversity, Equity and Inclusion in our school district?  Please explain your reasoning.

Robert Mallon:  Currently, I do not believe this to be a necessary position for our district. I feel that as part of a commitment from our board, administrative staff and teachers, the principles of diversity and inclusion are well demonstrated and are already at the forefront of every current initiative and policy. If and when the community believes this to be a valuable addition to our FTE roles within the district, it should be brought into consideration. As our community grows and changes, and as budget will dictate, it may be an area of growing focus.

Steve Nauta:  Due to the current challenges in school funding, I would not recommend this additional administration add to the school budget.   

Carrie Walls:  I do not support a paid position for Director of Diversity, Equity, and Inclusion. Grafton is a small school district with a small administration, including a Director of Pupil Services. This allows the most money possible to be used directly for the benefit of students.

Northern Ozaukee School District

Forward Ozaukee asked each candidate for the School Board to answer five questions. Here are the answers of those whom replied. April 4 is the election for the school board.

None of the candidates responded.

Brent Neis (Town of Saukville) - bneis@nosd.edu
Kevin Klas (Town of Fredonia) - kklas@nosd.edu
Jennifer Clark (Village of Fredonia) - jclark@nosd.edu

1. Looking back, do you think our District handled COVID appropriately?  Please explain your reasoning.

2. Statistics show educational achievement is on the decline in our country.  What do you think should be done to reverse this trend? 

3. Human Growth and Development curriculums are not required in Wisconsin.  Do you think our District should continue to have one and if so, what topics should it cover?

4. Do you think our District should inform and seek permission from parents to use names and/or pronouns contrary to a student's biological sex?

5. Do you support a paid position for a Director of Diversity, Equity and Inclusion in our school district?  Please explain your reasoning.

Mequon-Thiensville School Board Candidates

Forward Ozaukee asked each candidate for the School Board to answer five questions. YOU MAY VOTE FOR 2 CANDIDATES. Candidate biographies and answers are listed alphabetically. Wendy Francour submitted biographical information but declined to answer any of our questions.

Sergey V. Babakhanov

Address: 7080 W. Creekside Court, Mequon, WI 53092
Previous Public Office: N/A
Community Involvement: N/A
Contact Information: 414-745-8250

Kate Barikmo

Age- 26 years old
Address- 311 E Freistadt Rd, Thiensville, WI 53092
Previous Public Office- None
Community Involvement- Emergency Medical Technician
Contact Information- katebarikmo@gmail.com, 262-674-4197

Wendy Francour

Age:  67
Address:  2615 W. Ranch Rd., Mequon, WI. 53092
Previous Public Office:  9 years of service on the Mequon-Thiensville School District Board of Education as Vice-President, Clerk and Treasurer 
Community Involvement:  32 year Mequon resident, mom of a K-12 Mequon-Thiensville School  District (MTSD) graduate, decades of volunteerism in MTSD: PTO Co-President, chair of multiple committees and events, served on several community-wide task forces, member of Principal and Superintendent Advisory Boards, co-chair of a fundraiser that raised $97,000 to support MTSD programs when state funding threatened cuts, volunteer for Mequon-Thiensville Education Foundation fundraisers for 25 years. 
Contact Information:  262-242-4647, wfrancour@yahoo.com

Megan K Heinzelman

Age: 45
Address: 7821 W Highlander Drive, Mequon 53097
Previous Public Office: None.
Community Involvement:

• I support local organizations with fundraising efforts.

• Given my education, I can help local families with pro bono legal services, including preparing income tax returns.

• Support local families that need basic and essential items through our existing charitable organizations.

• Support local youth sports and extracurricular activities.

• Served as tax counsel on the Mequon Spur 16 development project to bring rental real estate and family friendly restaurants.

Contact Information: www.heinzelmanformtsd.com; 414-467-5306; megan@heinzelmanformtsd.com

1. Looking back, do you think our District handled COVID appropriately?  Please explain your reasoning.

Sergey Babakhanov:  Our district didn’t handle COVID appropriately!
Emergency and Preparedness procedures were not appropriate for this type of event. Schools didn’t have enough of technical and technological resources to establish proper virtual learning. 

Kate Barikmo:  MTSD leaders followed guidelines from health experts during the pandemic. That was the appropriate response to limit the effects of Covid in our community. Masking, social distancing, vaccinations, contact tracing, and increased sanitary measures all help to reduce the spread of disease, including COVID. I'm a teacher and EMT so I am acutely aware of the effects of COVID-19 as well as the struggles of educating young people during a pandemic. 

Megan Heinzelman:  The virus surfaced in March 2020 with very little medical guidance on it. M-T was virtual only learning until the end of the academic year, June 2020.  M-T remained virtual only for a bit in September 2020, and then commenced in-person learning with masks. In hindsight, I think the District was trying to do the best it could with the information available, but I would never support a mask mandate. Masks should always be optional for students.  Our children’s academic, mental and emotional health following the pandemic should be paramount and monitored closely by the District.  

2. Statistics show educational achievement is on the decline in our country.  What do you think should be done to reverse this trend?

Sergey Babakhanov:  The Board must re-evaluate current curriculum and collaborate with the Superintendent what is causing the decline. Review the years where our district has had a high academic achievement and apply the same standards and principles to reverse the decline. 

Kate Barikmo:  First, I think it's important that we define what "educational achievement" means. So many people throw words like this and "academic rigor" without having concrete examples or even an idea of what that looks like. Reversing this trend is simple. Fund our schools properly. We have the dedicated staff we need but our schools simply do not have the money to accomplish everything. We need to be able to hire and retain high quality staff. I'm sure there are other things we can do but none of those matter until our schools are out of survival mode. 

Megan Heinzelman:  In many areas, M-T students excel in their studies. With that, however, clear statistical data shows a decline in certain achievements. We must look at the root of this decline and take appropriate action steps to remedy the declines.  I strongly believe in roundtable discussions to tackle issues, and I will dedicate time for these discussions as a board member. These action steps will not happen overnight, but it is time to tackle them now. 

3. Human Growth and Development curriculums are not required in Wisconsin.  Do you think our District should have one and if so, what topics should it cover?

Sergey Babakhanov:  If this curriculum is not required - no need to have it. However, if a district adopted this curriculum, it must be approved by the parent or legal guardian to avoid any religious or cultural biases. 

Kate Barikmo:  Yes. Our students deserve to get basic information about how their body works and how to take care of themselves. Having comprehensive Human Growth and Development curriculums lowers rates of STIs, pregnancies, and domestic abuse. 

Megan Heinzelman:  Public schools should have a very limited role in sexual education. I have witnessed children under age 18 prosecuted for sex acts because kids do not understand that this conduct is unlawful regardless of “consensual contact.” Kids do end up in handcuffs and in our juvenile court system. This is very serious, and the law should be taught when age appropriate. Parents or guardians need to have these sensitive discussions with their children.

4. Do you think our District should inform and seek permission from parents to use names and/or pronouns contrary to a student's biological sex?

Sergey Babakhanov:  The district should address each child by their biological birth gender. This is addressed in the Section 2000 Program; Title - Equity in Education; Code 2018
The Board recognizes that as a public school system the District has responsibility for the future success of each student, regardless of background, home situation, or family resources. The District must embrace a culture of equity and inclusion, and actively work to serve each student according to HIS or HER needs. The Board believes that each student must be valued, will learn, and will experience success and with that, education must address every facet of a child’s being. 

Kate Barikmo:  No. We should honor our students as whole individuals who are allowed to explore their own identity. 

Megan Heinzelman:  Yes.

5. Do you support a paid position for a Director of Diversity, Equity and Inclusion in our school district?  Please explain your reasoning.

Sergey Babakhanov:  Mequon-Thiensville School District should not have such a position. All children and staff are Mequon-Thiensville School District should not have such a position. All children and staff are treated equally in our diverse and inclusive district. This can be found at https://go.boarddocs.com/wi/mtsd/Board.nsf/Public# under “Policies,” “2000 Program,” “2260 Nondiscrimination policy.”  The Board believes that each student must be valued, will learn, and will experience success and with that, education must address every facet of a child’s being. 

Kate Barikmo:  In theory, yes- that's an important position, especially as Mequon-Thiensville becomes more diverse. In practice, I'm not sure what our financial situation allows for in the coming years. 

Megan Heinzelman:  No.  Our District is focused on its budget, and it is tight.  I believe resources need to fund competitive salaries to retain our current staff and any additional staffing needs in our schools. 

Groups Pushing Gender Ideologies in Schools

GLSEN is an organization known for promoting LGBTQ issues to young children. The organization’s website states “while many LGBTQ+-inclusive school supports begin in middle or high school, it is critical for elementary schools to establish a foundation of respect and understanding for all people.” GLSEN has even appeared to show support for using “hormone replacement therapy” with children.

Planned Parenthood is an organization that offers “gender affirming hormone therapy” to people, including minors, wanting to transition to another gender. Children who are 16 and 17 years old can potentially receive “estrogen” and “testosterone” hormone therapy, according to Planned Parenthood’s website. Children diagnosed with Autism Spectrum Disorder are a vulnerable population that often seek to transition to another gender as they tend to view the world differently than the general population. Organizations that offer “hormone therapy” to minors inherently prey on these vulnerable groups.

Learning for Justice is an organization known for offering resources to help educators teach their students about “social justice” and equity. One resource that Learning for Justice specifically offers is called the “Social Justice Standards.” The document for these standards includes goals to achieve for students. One goal is that “students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups.”

Gender Spectrum is an organization that offers resources specifically targeting “youth” and even teachers. Gender Spectrum offers resources to educators that explain how the discussion of gender can be integrated into subjects like history, science, mathematics, and even physical education. In targeting the youth, Gender Spectrum offers online chatrooms for children as young as 10 years old who identify as “trans” or “non-binary.”

The Human Rights Campaign is America’s largest LGBTQ political lobbying organization and is known for pushing LGBTQ issues nationwide, including in schools. The HRC pressures major corporations, law firms, hospitals, and government officials at all levels to march in lockstep with its agenda, which includes gender-affirming care for young children. The organization promotes using lawsuits to block laws that would protect children from being taught gender ideology while at school.

Advocates for Youth is an organization that promotes a “K-12 Sexuality Education Curriculum.” The organization provides schools with lesson plans that include teaching kindergarteners about “different kinds of families” and first graders about “gender roles.” The organization also tailors lesson plans for the classrooms of specific states, including New Jersey, Illinois, and Florida.

The GSA Network is an organization that uses children to push LGBTQ political issues in schools throughout the country. The organization promotes and sponsors “GSA clubs” for students in schools that are used as “vehicles for deep social change related to racial, gender, and educational justice.” GSA Network outright states that it “trains queer, trans and allied youth leaders to advocate, organize, and mobilize an intersectional movement.”

SIECUS: Sex Ed for Social Change is an organization that, according to the website, has been advocating for “advances in sex education through advocacy, policy and coalition building” since 1964. They envision “an equitable nation where all people receive sex education, are affirmed in their identities, and have power to make decisions about their own health, pleasure, and wholeness.” They are explicit about their goal of “providing rights-based sexuality information and education at the federal, state, and local levels.” In other words, the K-12 system.

From DefendingEd.org

HUDSON, WI: Parents Say Books are Indoctrination, Not Age Appropriate!

Suzanne Gallagher Parent' Rights In Education, National
HUDSON, WISCONSIN, FEBRUARY 8, 2023: 

If you read the January 29 Article, PARENTS SAY "NO" TO K-12 CLASSROOM SENSITIVE/PERSONAL GROUP DISCUSSIONS! you may remember there are nine (9) books selected for students in the 9th grade to read, including The Absolutely True Diary of a Part-Time Indian, Aristotle and Dante Discover the Secrets of the Universe, The Hate U Give, The Glass Castle, Gym Candy, All American Boys, Shout, and Speak.

What are Parents Saying?
The books listed are sensitive and controversial, introducing students to subjects and risky behaviors, which in many cases students may not have known about until reading one of these books, participating in the group discussion, or reading the research-based, news-style articles produced by fellow 9th graders.
A local mom states, "How do these books help our children with self-discovery? It fills their minds with abhorrent, obscene, inappropriate ideas. I don't want my child discussing these issues in a classroom. I want to lead these discussions."

What is the objective here?
"None of these topics were necessary for us to get a good education, why are they necessary for our children? Who is deciding what is a 'teen' issue, and what's not?" stated Hudson High School, parent.
We thought our readers would like to know more about those books….

The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie
From the use of the term “retard” on page 4, to “faggot” on page 197, this book is filled with derogatory terms that go against community standards.

Mentions that the main character loves to masturbate and has magazines with nude photos. When he hugs an adult counselor, he gets an erection. Bawdy talk with friend about erections and masturbation, Banned for sexual reference, profanity, violence, sexual misconduct, underage drinking "p—y,” "retard", “f- k", "b---h,” “n--g--

pp. 24-25 "Most guys, no matter what age, get excited about curves and circles, but not me. Don’t get me wrong. I like girls and their curves. And I really like women and their curvier curves. I spend hours in the bathroom with a magazine that has one thousand pictures of naked movie stars: Yep, that’s right, I admit that I masturbate. I’m proud of it. I’m good at it. I’m ambidextrous. If there were a Professional Masturbators League, I’d get drafted number one and make millions of dollars. And maybe you’re thinking, “Well you really shouldn’t be talking about masturbation in public.” Well, tough, I’m going to talk about it because EVERYBODY does it. And EVERYBODY likes it. And if God hadn’t wanted us to masturbate, then God wouldn’t have given us thumbs. So I thank God for my thumbs. But, the thing is, no matter how much time my thumbs and I spend with the curve of imaginary women, I am much more in love with the right angles of buildings.”

Aristotle and Dante Discover the Secrets of the Universe

About the Author: After 15 years of marriage to his wife he came out as Gay at the age of 54. Author wrote the book in support of boys and girls who want to come “out".  Stonewall Book Award in 2013 -  annually recognize "exceptional merit relating to the gay/lesbian/bisexual/transgender experience" in English-language books published in the U.S. 

Lambda Literary Award winner for LGBT Children's/Young Adult (2013) - Lambda Literary Awards, also known as the "Lammys", are awarded yearly by Lambda Literary to recognize the crucial role LGBTQ writers play in shaping the world. The Lammys celebrate the very best in LGBTQ literature. ALA Rainbow List (2013) - The ALA Rainbow List is an annual list of "books with significant gay, lesbian, bisexual, or transgender content, and which are aimed at youth, birth through age 18." 

The Amazon Summary says: “Aristotle is an angry teen with a brother in prison. Dante is a know-it-all who has an unusual way of looking at the world. When the two meet at the swimming pool, they seem to have nothing in common. But as the loners start spending time together, they discover that they share a special friendship—the kind that changes lives and lasts a lifetime. And it is through this friendship that Ari and Dante will learn the most important truths about themselves and the kind of people they want to be.”
A reader’s review state this: “I wanted to review this book for quite some time now, way before it won LAMBDA for children/young adults. I was just really worried that I won't be able to do it justice and I still worry about that even as I type my review. The only prerequisite for reading this book is that you have to like YA stories. It does not have sex scenes, but I would not call it kids' book, even though publisher's reading level is listed as Grade seven and up. I would say it is YA coming of age with a love story thrown in. Yes, even with Ari being so clueless for so long, I think love between these two boys is present on every page of the book.”

The Hate U Give, by Angie Thomas
The Hate U Give was written, as Thomas says, "to bring light to the controversial issue of police brutality and the Black Lives Matter movement.
Features profanity and anti-police message. Multiple uses of “f—k’n," “bitch," "ho," '_ss, " "damn," "badass,' "hell," "butt," "piss."
"I look at books as being a form of activism. Sometimes they’ll show us a side of the world that we might not have known about...It is important for the white community to listen to the grievances of the Black Lives Matter movement.” Angie Thomas

The Glass Castle, by Jeannette Walls
Frequent profanity, alcoholism, and sexually explicit. It was awarded the Christopher Award which was established by The Christophers, a Christian organization. No age recommendation. Local parent argues this is a book for adults.
The Amazon book summary states: “The Glass Castle is a remarkable memoir of resilience and redemption, and a revelatory look into a family at once deeply dysfunctional and uniquely vibrant. When sober, Jeannette’s brilliant and charismatic father captured his children’s imagination, teaching them physics, geology, and how to embrace life fearlessly. But when he drank, he was dishonest and destructive. Her mother was a free spirit who abhorred the idea of domesticity and didn’t want the responsibility of raising a family.
The Walls children learned to take care of themselves. They fed, clothed, and protected one another, and eventually found their way to New York. Their parents followed them, choosing to be homeless even as their children prospered.
The Glass Castle is truly astonishing—a memoir permeated by the intense love of a peculiar but loyal family.
The memoir was also made into a major motion picture from Lionsgate in 2017 starring Brie Larson, Woody Harrelson, and Naomi Watts.”

Gym Candy, by Carl Deuker 
Drug/Steroid use. There is heavy, addictive steroid use in this novel. Pills and injectables are used.  “This novel explores the dark corners of the heart of a young football player as he struggles for success under the always glaring—and often unforgiving—stadium lights.” Nothing stands out about the author and no awards given for this book.

All American Boys, by Jason Reynolds
This book uses profanity, and features drug use, alcoholism, and promotes anti-police views and more. Strong language includes "Jesus," "a--hole," and several uses of "f--k,'
"If you are neutral in the situations of injustice, you have chosen the side of the Oppressor." quoting Critical Race Theory
Features divisive language including, Systemic Racism, CRT, police brutality, social justice activism. 

Speak, by Laurie Halse Anderson
A girl is raped then traumatized by it. She cuts herself to make the pain go away.

Book quote: "I was on the ground and he was on top of me. My lips mumble something about leaving, about a friend who needs me, about my parents worrying. I can hear myself--I'm mumbling like a deranged drunk. His lips lock on mine and I can't say a thing. I twist my head away. He is so heavy. There is a boulder on me. I open my mouth to breathe, to scream, and his hand covers it. In my head, my voice is as clear as a bell: "NO I DON'T WANT TO!" But I can't spit it out. I'm trying to remember how we got on the ground and where the moon went and wham! shirt up, shorts down, and the ground smells wet and dark and NO!--I'm not really here, I'm definitely back at Rachel's...and he smells like beer, and mean, and he hurts me, hurts me, hurts me, and gets up.” 

Parents’ Rights in Education encourages you to stand up for parental rights and age-appropriate books! The Hudson, WI School Board meets on Monday, February 13 at 6:00pm. Find more information HERE.

In Wisconsin, alternatives to traditional public school see post-pandemic boom

Olivia Herken Jan 19, 2023 Wisconsin State Journal

Enrollment in Wisconsin’s traditional public schools has continued to decline since the start of the pandemic.

There isn’t a single answer as to where students are going and why. A nationwide declining birth rate and changing trends in where families live are big contributors.

But there’s clearly a growing appetite in Wisconsin for more alternative schooling, including charter schools and home-schooling.

Ten new independent charter schools have opened across the state since 2019, with 35 options now available. Other options that break the traditional mold have also sprouted, from a new forest school in La Farge to an expanding campus at Madison’s private Hickory Hill Academy.

“From what I’ve seen, the pandemic has had an impact where parents kind of got a firsthand look into their children’s experience in the classroom and probably got a better sense for what they’re learning and really digging into that,” said Marisa Palmer, a lecturer in UW-Madison’s School of Business and a mom who just launched an Acton Academy microschool in Madison.

The pandemic “jolted” parents out of normalcy, said Johanna Schmidt, director of enrollment and marketing at Wingra School, a longtime progressive private school in Madison. Schmidt also is a mom of two Wingra students.

“Everyone was just going ahead and doing their things, your kids went to public school, and then all of a sudden they’re at home,” she said. “And they’re at home doing virtual learning and perhaps you’re hearing more or seeing more or more involved, just because you have to be as a parent because you’re sitting right there with them.”

Inside the numbers

Enrollment in Wisconsin public schools dropped again this year, in keeping with a pandemic-era historic decline from which public schools have yet to recover.

More families have been opting for alternative schooling for years, but interest has recently increased.

From fall 2021 to fall 2022, headcounts in public schools declined 0.85%, while the headcount in independent charter schools increased 4.5%, according to the Wisconsin Department of Public Instruction. Enrollment in the state’s four private school parental choice programs, which allow students to attend a private school using state aid, rose by 6.7%.

The second headcount for this school year was done on Friday, but the numbers have yet to be released.

The number of students who are being home-schooled has also increased. In 2020-21, 31,878 students were being home-schooled, or just over 3% of the state’s students. That was a 47% increase from the previous year. Those numbers dropped slightly to 29,402 students in 2021-22, but still remained much higher than before the pandemic.

Similarly, there were 13,395 students enrolled in virtual charter schools in 2021-22 and 16,020 in 2020-21, compared to the 8,696 in 2019-20.

Applications at Wingra have doubled from last year, Schmidt said. The school expects to have about 20% more students next year than it had last year. This increase would likely bring Wingra to its pre-pandemic enrollment levels or even surpass them, she said.

It’s common for students to come to Wingra after trying public schools, but there’s been an uptick in applications for its kindergarten and first-grade programs.

“I think it tells me that people are looking at these options earlier on,” said Ebony Rose, head of Wingra School. “I also think it means that parents might not want to even experiment with public schools or other schools.”

What parents want

Schmidt said parents are interested in Wingra’s focus on the outdoors, the mixed-age classrooms and the lower student-to-teacher ratio.

This was true for Schmidt herself, who moved her family to Madison almost two years ago from Austin, Texas, where her oldest child was briefly in public school before switching to a charter. She noted that most kindergartens her family looked at only had about 15 minutes of outside time for recess.

“And that didn’t feel like enough time,” she said.

Students at Wingra School spend between an hour and 90 minutes outside every day. “Rain, sleet or snow, our students are outside every day,” Rose said.

Palmer decided to launch a branch of Acton Academy because she wasn’t happy with what she discovered about early education through research and in her own experience as a mom. When her son jumped from play-based preschool to traditional kindergarten, he was given homework.

The Acton microschool follows principles similar to that of Montessori schools, which strive to be hands-on, child-centered and driven by students’ interests rather than formal lesson plans. The school has mixed-age classes, children learn at their own pace, and there is a heavy focus on science and projects.

Classes at Madison’s Acton Academy just started about two weeks ago, and four children are enrolled so far with “lots of interest” for enrollment in the fall, Palmer said. The school hopes to grow to 75-100 elementary students and then hopefully expand to a small middle and high school.

‘A lot of inertia’

Palmer hears from a lot of parents interested in Acton and other alternative schools that their child is bored. She said parents don’t want their children to have to learn in lockstep with the rest of their class, and they don’t want them to have to sit still at a desk all day.

But it’s also about adapting to a changing world, Palmer said.

Jobs today are much different than the careers for which traditional schooling is preparing children, she said. Acton appeals to parents who are in technology, entrepreneurship, medicine and science.

“The way I think about Acton is, when you think about public schools, there’s a long legacy of curriculum and the system, and it has a lot of inertia, and I think it works well for a lot of learners,” Palmer said. “But Acton and some of these microschools is what a school would be today if you designed it from scratch. If you just had a clean slate today, how would you design school?”

Schmidt believes the pandemic helped parents see other schooling options.

“The pandemic changed a lot of what people consider to be normal,” she said. “And as their kids are going back to school or as they’re having maybe been back in school for a year and a half, they’re perhaps a little more willing to consider alternatives to what they perceived to be just what everybody did.”

To be ‘seen’

As staffing continues to be an issue for most schools, parents may be drawn to smaller, alternative schools that offer a better student-to-teacher ratio.

“We have had parents tell us that their child was invisible in public schools,” Rose said. “And at Wingra, those students are seen, and that means a lot to parents to have their students not feel alienated or estranged from not only the academic part of school, but also the social-emotional part of school.”

But that doesn’t mean they want to compete with public schools, Rose emphasized, especially because Wingra doesn’t have a high school and most of its students go to public high school later on.

He said, instead, Wingra just wants to be an additional option for students.

“Our justice, equity, diversity and inclusion focus also includes supporting public schools,” Rose said. “We don’t believe that we should have an adversarial relationship with public high schools. That’s like a zero-sum game.

“Our philosophy is that there are students for each of the school options in Dane County,” Rose said. “We have our niche, and we don’t have to expand our niche or drive into other people’s lanes, because the students and the families that we want here exist.”

Check out pictures from the original article HERE.

School Board approves using Second Step materials for Remainder of the School Year

By Christina Luick NewsGraphic January 3, 2023 cluick@conleynet.com 262-224-4166

CEDARBURG — The Cedarburg School Board of Education approved the Elementary Lifelong Learning Skills course utilizing Second Step resources for the remainder of the 2022-23 school year.

The Cedarburg School District in late September paused the use of the Second Step resources, which was first implemented into the school curriculum for children in kindergarten through fifth grade in 2018. The district said the curriculum was not formally approved by the School Board.

It is a part of the overall social and emotional learning (SEL) that is taught in the Cedarburg Schools.

These 30-minute lessons are taught once a week by classroom teachers for approximately 21 weeks. Parents can opt their children out of these lessons.

The Cedarburg School District’s Curriculum Committee forwarded the issue to the School Board with no recommendation.

Clark said at the curriculum committee in December that the goal of using Second Step materials was to ensure consistency throughout the grades and the schools. Between conversations with Clark and school staff, the amount of lessons originally planned for each grade were reduced by half to approximately 11 lessons.

Clark also said the goal for this spring will be to begin developing their own Cedarburg program where they can identify lesson topics they feel are needed at each grade level and identify and develop specific resources to teach those topics.

Several individuals spoke in favor of the Second Step resources, including Erica Pauly, who is a mother of four elementary students. Pauly said she uses the common language used with Second Step to be consistent with what her children are using in school.

“These are skills that need to be universally taught and reinforced,” she said. “Using common language that they already know and strategies that have been taught prior to an emotionally elevated situation is going to help them solve a problem or a disagreement in an appropriate way.” Board member Kate Noetzel said she appreciates all the work Clark and school staff have done in regards to this but added that she still has an issue with Second Step.

“But with that said, I feel like this is a really fair route to go to get us to this summer where we can look at implementing our own curriculum,” she said.

Board member Laura Stroebel said she is in favor of incorporating social and emotional learning into the classroom rather than setting aside “precious classroom time teaching this.”

The following board members voted to approve the Second Step materials: Board President Rick Leach, Vice President David Krier, Kate Noetzel, Kevin Kennedy and Hani Malek. Board members Laura Stroebel and Elizabeth Charland voted against it.

“These are skills that need to be universally taught and reinforced.”

– Erica Pauly Cedarburg School District parent

Explore and Compare Schools!

Schoolahoop, a tool that allows families to explore and compare schools in their community, is now available to Wisconsin parents through the Badger Institute website. Using a school matching quiz, Schoolahoop allows parents to enter their priorities — including class size, test scores, cost, commute times and more — and shows them the local school options that best fit their needs.

Schoolahoop also offers Scholarship Discovery, a tool that allows eligible families to identify scholarship programs that can help finance private education options for their children. Eligible families can receive over $13,000 toward private education through one of four scholarship programs.

Start searching HERE.

Teach KIDS to Say "No" to Data-Mining at School

Civil rights are being violated in our nation's classrooms daily because students don't realize that's what's happening.

The Reason We Learn
Jan 3

The following references a survey given to High School students, but the advice is the same for parents of children in all K12 classrooms. Yes, that means you may have to teach your five year-old to say “No” to an adult in authority over them, but which would you prefer: having an awkward conversation with your pre-rational child about protecting personal boundaries from adults who aren’t amongst their “trusted people,” or leaving them ignorant of the fact that these adults are not amongst their “trusted people,” and it’s OK to say “no” to them?

The Conversation You Don’t Want to Have Too-Late

Parents: PLEASE teach your children they should never, under any circumstances, answer these surveys. If they are told they must, their civil rights are being violated. They have more rights in the classroom than YOU have, and compelled speech is *against the law.*

The tweet above references this survey at the New Hampshire Department of Health and Human Services, but it’s the same survey used at schools all over this country; yours is likely one of them.

If your child says no, and is threatened, or pressured in any way by any school employee or "official" (IOW, any adult within the school building) to comply, have your child get that person's name and title immediately. Then have them call you immediately. When you get that call, drop what you are doing, and call a lawyer. In fact, right now, before you do anything else today, find the lawyer you'd be able to call in such a scenario. It won't be easy to find them on the spot, it may take a day or two (even a week).

Yes, it's sad I have to tell you all this. No, you shouldn't have to do any of this.

Yes, I wish every single one of you would have kept your kids home PERMANENTLY after this holiday break, but I live in the real world, and know you aren't gonna do that.

No, I’m not going to worry about what people will say about me because I’m trying to help you protect your kids from data-mining at school.

However, I do care what my fellow parents think because I don’t want you write me off as a kook too quickly. I realize what I’m saying is hard to take. It probably sounds paranoid, hyperbolic, and conspiratorial, so do your own homework. Get the answers to every one of these questions, and then consider what I’m saying:

• Why does the government want this data?

• What do they plan to do with it?

• How much do you trust the government not to share the data with people whose aim is to manipulate or exploit your children for financial or political gain?

• How does the collection of this data help your child, and how do you know?

• What concrete evidence do you have that any of the claims made by those collecting the data are true?

• Would you be comfortable answering these questions, multiple times per year, if the state were asking? How about your employer?

• What if you were told you had to, and could not say no?

• What if it were your parents telling you to comply to avoid punishment by the state?

• What if you want the state to give you a copy of ALL data collected on your child, along with information about how it has been, is being, and will be used?

• What if you or your child, once they’re grown, want their childhood data PURGED from the state’s records?

I’ve answered these questions for myself, so has Lisa Logan, and I highly recommend you read everything she’s written at Education if you haven’t already, but if we are still not credible enough to overcome the cognitive dissonance of hearing how much the state “cares” about your child’s mental health and “well-being,” keep digging! All I’m saying is, default to “NO” while you do. There is no GOOD reason, ever, to answer deeply personal questions for the state without first understanding how they plan to use it, now, and in perpetuity.

Most important of all, never give someone, anyone, information about your child if you can’t ask the collector to PURGE that data after-the-fact if you discover it’s being used inappropriately.

No One Said Parenting Would Be Easy

As awkward as it's going to be, as much as you do NOT want to face your kid and admit they can't trust their school, denial could cost you and your child DEARLY. Will there be blowback? Not gonna lie to you: yes, there will be blowback. No matter what you do, there will be blowback.

1. If you tell your kid to comply, you're teaching them to comply with the state out of fear.

2. If you tell them to lie when they answer, that data will follow them around the rest of their lives, and it won't even be true. None of us has has any idea how it may be used in the future, so don't try to "game" the system.

3. If you tell your kid to say no, and tell the teacher and school you've opted them out of all surveys, even if it’s true, they will still pressure you and your child to comply, and may even ignore your opt-out entirely and have the *teacher* fill it out for your kid to get around the opt-out.

The only way they’re denied your child’s data is if you leave the system, but even then, you have to be on guard about what you do next. Some so-called “homeschool” or “e-learning” platforms not only collect similar data, they share it with the gov’t, so you must read the fine-print. Data is worth more than gold right now, and your child’s data is the most valuable kind because it’s being used for research and marketing purposes right now, by state and private actors, often working together.

That said, if you leave, at minimum, the state won’t have legal possession of your child all day, for nine months of the year, and you will have a much *easier* time keeping the data-vampires away.

The blowback of saying no, and threatening to sue is worth risking when compared to the risk of compliance. Teaching a child to be compliant out of fear of the state is NOT something you want to do. The blowback on you personally will not be pretty someday. Either they'll become what the state wants (a predictable, compliant little cog), or they won't, and they'll despise you for selling them out to a system that seeks to control their lives.

There is gray area in the middle, where your child complies, but understands doesn't blame you, but do you want to count on your child landing there? Don’t forget, these surveys aren’t one-offs. They will be done again and again because they serve a dual purpose: first, they collect the data, and second, they get your children accustomed to having their personal boundaries violated, and their trust-bonds with you questioned.

My advice, clearly, is don’t leave any of this up to chance. The odds are not in their favor, or yours.

Resources to learn more about SEL and the agenda behind data-collection:
SEL Video Playlist at The Reason We Learn
”WTF is SEL” Episode - New Discourses Podcast
SEL Forum at The Reason We Learn
Courage is a Habit (includes opt-out forms, please read all disclaimers *carefully*)
Jennifer McWilliams Consulting

Curriculum Committee to review Second Step materials again on Thursday

CEDARBURG SCHOOL DISTRICT Curriculum Committee to review Second Step materials again on Thursday From the 11/29/2022 paper

By Christina Luick cluick@conleynet.com 262-224-4166

CEDARBURG — The Cedarburg School District’s Curriculum Committee will meet on Thursday to take up once again the Second Step materials.

The school district in late September paused the use of the resources from the social and emotional learning program, which was first implemented into the school curriculum for children in kindergarten through fifth grade in 2018, after announcing that it was apparently not formally approved by the School Board. It is a part of the overall social and emotional learning (SEL) that is taught in the Cedarburg Schools.

The Cedarburg School Board in early November approved using Second Step resources for its Bullying Prevention curriculum for this school year. After this year, the resources will need approval from the Curriculum Committee and the School Board for the 2023-24 school year. In its approval, the board added that no changes can be made to the existing curriculum that is being taught this year.

The committee wanted to discuss the rest of the Second Step materials at another meeting.

The organization behind Second Step is Committee for Children, a 501(c)(3) nonprofit.

The Wisconsin Department of Public Instruction defines SEL as the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions.

Some committee and board members have expressed concern over using resources from Second Step, with some questioning if it brings in “politics” and if this type of learning should just be left to parents.

“Some of the stuff I think is great for the school but some of the pieces I’m struggling with where I think it should be more coming from families,” said Board member Laura Stroebel when the committee first talked about Second Step in October.

The Curriculum Committee will meet at 6:30 p.m. Thursday in the Cedarburg High School IMC at W68N611 Evergreen Blvd.

Social Media-Emotional Etiquette

Social Media - Emotional Etiquette
An Op-Ed by Scott Sidney

Social media platforms like Facebook give ordinary people opportunities to express their feelings and make arguments public which may not fit within editorial constraints of more traditional publications. These social platforms also endow users with a certain celebrity.

One goal for social media platforms was to encourage civil discourse. Indeed there’s a constant harangue common across all these platforms for users to be polite and respectful.

Within a few days of my making comments to the Cedarburg School District Board and of having a letter to the editor published, I was called a “moron,” “uneducated and uniformed,” and “misinformed” on the Facebook page, “Cedarburg Talks.” One woman said I was mean to her son in an earlier letter to the editor that the News Graphic published. We can only conclude their statements are considered by them valid argument, civil discourse, on point, and respectful.

The comments I made to the school board cited previously failed educational programs suggesting Second Step and Social Emotional Learning as another candidate for failure. My argument in a letter to the editor made a case for defining the problem to be solved, to use due diligence determining the necessity of the program or in considering alternatives.

My position seemed perfectly reasonable which included quotes from respectable sources. One contributor to “Cedarburg Talks” essentially asked whether I cherry-picked my quotes. Yes. I did cherry-pick quotes. It’s an argument, a debate. It’s not presenting a doctoral dissertation.

It’s not requisite for me to make someone else’s point. The use of selective arguments doesn’t invalidate their legitimacy. They lay a case for others to attack not in an ad hominem fashion but with valid, selected arguments of their own.

I discontinued reading the week’s-long discussion that ensued since it isn’t incumbent on me to subject myself to disparaging personal insults. It may be that my detractors presented legitimate arguments of their own which brings me to another point I didn’t raise directly. Should a program be implemented over which many parents object?

We don’t doubt there is unanimity in achieving academic excellence. If Second Step Social Emotional Learning produces academic excellence there is contradictory evidence and little by way of definitive longitudinal controlled studies to show otherwise despite being in use since about 2011. And the District’s most recent scorecard shows excellence in the absence of Social Emotional Learning. It just isn’t an essential element in education. What it is, undeniably, is social emotional engineering; a loose implementation of behavior modification.

It is not proper to impose psychological remodeling on others’ children. Teach Social Emotional Learning to your own children. Leave other parents alone. They’re perfectly capable of instilling proper social cultural mores without resorting to one-size-fits-all proselytizing.

*The Cedarburg School District Board has said the district will continue with the current Second Step curriculum that they have been using for now.

Use of Second Step materials still up in the air

CEDARBURG SCHOOL DISTRICT

By Christina Luick cluick@conleynet.com 262-224-4166

CEDARBURG — No decision was made for now regarding resources from the social and emotional learning program Second Step that was being used in the Cedarburg School District.

The school district paused the use of Second Step resources in the elementary schools because it was apparently not formally approved by the School Board.

The Curriculum Committee met earlier this month to discuss if the district should continue to use Second Step resources as part of its “Social and Academic Success” and “Bullying Prevention.”

The committee forwarded materials for Second Step’s Bullying Prevention to the School Board with no recommendation because committee members said they did not receive those materials. The rest of the Second Step materials will be discussed again at a future Curriculum Committee meeting.

Resources from Second Step, which has been used with children in kindergarten through fifth grade, was purchased and implemented into the school curriculum in 2018, said Superintendent Jeridon Clark. It is a part of the overall social and emotional learning (SEL) that is taught in the Cedarburg Schools.

“All Cedarburg K-5 students receive instruction on the skills necessary for social and academic success,” according to the background information provided by Superintendent Jeridon Clark.

These 30-minute lessons are taught by classroom teachers once a week for approximately 21 weeks. For the district anti-bullying program, CSD elementary school psychologists provide four 30-minute lessons focused on Bullying Prevention to students in grades 1, 3, 4 and 5.

“During both the skills for social and academic success and the Bully Prevention lessons, CSD staff use the Second Step resources as a component of the instruction,” the background information states.

Wisconsin statutes require school districts to “develop a model education and awareness program on bullying.”

It was Clark’s recommendation that the Curriculum Committee approve the Second Step resources.

But committee members expressed some concerns about the resources.

Committee member David Krier recommended that they have a discussion about if they even need a curriculum like this and if they did, discuss what they would want to achieve with it and see what types of options they have.

Committee member Elizabeth Charland and alternate committee member Laura Stroebel wondered if this type of learning should be left to parents.

“Some of the stuff I think is great for the school but some of the pieces I’m struggling with where I think it should be more coming from families,” Stroebel said.

Alternate committee member Hani Malek said he doesn’t see using the Second Step resources as replacing parents but as a supplement to it.

School psychologist Betsy Pelischek of Westlawn Elementary School said she and other school psychologists spent over a year researching for a curriculum before the district started using Second Step.

“I feel like it's designed to be developmentally appropriate based on research for what kids need at their specific grade levels,” she said.

The School Board will be having a meeting Wednesday at 6:30 p.m. following a budget hearing at 6 p.m. The next Curriculum Committee will be Thursday, Dec. 1.

Copyright © 2022 Conley Publishing Group. All Rights Reserved. 10/25/2022

Powered by TECNAVIA

Tuesday, 10/25/2022 Page .A05
Copyright © 2022 Conley Publishing Group. All Rights Reserved. 10/25/2022

School choice helps family rebound after tragedy

From “Badger Institute”

At the start of the pandemic in 2020, Wishkub Kinepoway faced two family crises with some crying, some praying and a lot of determination. A member of the Bad River Band of Lake Superior Chippewa Indians and a Shawano County transplant, Kinepoway knew she needed to make a change for her children. She also knew that change wouldn’t come without school choice.

Her children, Enae-maehkiw-hsaeh, a 16-year-old junior at Martin Luther High School in Greendale, Anniimiik-Ikwe, a 13-year-old eighth grader, and Muqsahkwatuhkiw, a 10-year-old fifth grader, both at St. Marcus Lutheran School on N. Palmer St. in Milwaukee, are thriving.

The full-time early childhood teacher at Gam Ami School at the Jewish Community Center in Whitefish Bay is no professional advocate, but says she welcomes telling her story and the story of school choice so that other parents can benefit from her experience. She spoke with Mark Lisheron, managing editor of Diggings, the Badger Institute’s magazine.

In March of 2020, I was just noticing some very strong academic struggles in my son. He was in 8th grade and, academically, he was just struggling. And so, then I reached out to the pediatrician, and she suggested like it was probably a learning disability of some sort that should have been caught.

And so, then I was like, well, he’s had repeated turnover. Every year, he’s had a different teacher with no continuity in his learning. 

We are originally from Shawano County. If you know Wisconsin – that’s Northern Wisconsin. A small county town, one school. You didn’t have a choice. 

When I made the decision to move to Milwaukee, I didn’t know you had to apply to schools. That was a new process for me, knowing that there was an application, waiting lists, testing at some. It was an emotional roller coaster, to say the least. I didn’t know where to start. I didn’t know if this move was going to work for my family because it was just unfamiliar.

So, we found that first school, Woodland School on State Street, and we were there for five years until the pandemic hit. Like the second week of March 2020, everything, everybody was on a stay-at-home order. 

And then April 3rd, I got a phone call that their dad committed suicide. I don’t know what my children to this day even still feel.

That’s when I made the decision. It’s almost like a fire was underneath me. Like, where was our next option going to be because there was no, “I’m going to keep riding this roller coaster with my daughters,” so it’s like you hate that your first child has to go through everything with you, but that’s just how it went. 

And so, it was like, “Let’s fix this because we’re not going to have the next one in the same boat, and then the next one in the same boat.”

I wanted diversity. I wanted my children to see, like, different nationalities. I wanted them to feel included. And I also wanted, like – I’m an educator, so I have an education background with early childhood, and I just wanted intentional learning experiences for my children. 

I was actually unfamiliar with what a choice school was. I really didn’t have a connection. I didn’t have a source. I didn’t have anybody to say, “Do step one, two and three.”  It was an emotional roller coaster. I wanted the best for my kids, but how do I get there?

I really truly – I went down on my hands and knees praying, like I need something different for my children. And I spent days crying, trying to figure X, Y, and Z out. I kind of like did everything, and then I just, kind of like, threw my hands in the air, and I just left it to the universe. Whatever happens from here, I did my part. 

And so, we did it, and we got accepted, every child got accepted, and I was like, it’s a weight that lifts off of you. Like you’ve been accepted to the choice.

I have a 10-year-old who is going into fifth grade starting tomorrow, and I have a 13-year-old who will be entering eighth grade tomorrow at St. Marcus. My son attends Martin Luther High School in Greendale.

Without Choice, I could not have afforded to send my children to St. Marcus or Martin Luther. It’s money well spent. I would agree, both as a professional, as a parent and from a personal standpoint. I couldn’t be more thankful for this opportunity.

It would just be the over-excelling academic piece that I was like, this is what they need – the challenge. And he (my son) plays sports, so for us choosing Martin Luther specifically is their academics are really high, but their sports program is really good, too.

I have seen an increase from his (my son’s) freshman report card to his ending sophomore year last year. He’s not making honor roll like his sisters, but I’ve learned to meet my child where he’s at. 

He even said, one teacher that just – he’s like, “I feel like I could just tell her I’m struggling in this class,” and he’s like, “She makes the time for me.”  And so, I feel like he’s also feeling that intentional learning experience.

When I came to parent night, St. Marcus had so many resources. Lutheran Family Services being here, I don’t have to take off of work, pull them out of school. That’s just one piece of it to take them to therapy because, like I said, I don’t know what they're going through, but I need them to be healthy, focused adults that can express themselves in a healthy manner.

Once I said it out loud that they had gotten accepted to St. Marcus, people were like, “That’s such a great school. They must have their work cut out for them because St. Marcus really challenges their students.”

I feel like it’s (the educating) dedicated, it’s purposeful. You can tell that this means more to them than reporting to a job every day. It’s part of their life. And I really felt like that with their teachers. 

I just really love that they (my daughters) see those gears turning, and they keep oiling them, almost, like they’re going to keep oiling those gears so that they can keep on going. 

Individual attention, I feel like they’re getting structured learning environments. It’s the same. I hear from the same teachers. You know I hear the same teachers are still here.

My oldest daughter made a comment last year that she loves St. Marcus. And I said, “I love St. Marcus. Why do you love St. Marcus?”

She said, “Because I can be smart, and I don’t have to pretend.” And I was like, “What do you mean?” And she said, “I can be smart, and my friends don’t make fun of me here. I fit in.”

And I will never forget it. St. Marcus feels like it’s part of my family. It’s part of my community. We belong here. It’s just given us what we needed.

(At their former school) If I’m being completely honest, I don’t think that it was a lot of intentional learning, and the turnover was just... As a parent, I want to see the same teacher. It just makes you feel comfortable. It’s already hard to leave your child with somebody for eight hours a day, and then when you don’t see the same face, so now I don’t feel secure. My child is not going to feel secure as well, even if I’m not vocalizing that.

And so, that was a hard thing for me, and I think I just stuck it out where we were because it was just a small school, and I was like, “We can make it work. We can make it work,” until I just couldn't make it work.

So, I feel like God works in mysterious ways. Everybody doesn’t have to believe it. Everybody doesn’t have to trust it. St. Marcus came to us for a reason. This is a little off track, but I’m Native American, and so we grew up near the reservation, and so that’s the background that I know. 
 
And now my children are in Lutheran schools, choice schools, phenomenal. My daughter, my oldest, has said she wants to be baptized to be closer to God before she leaves St. Marcus because it’s just left that impact on her, and my son said, his senior year, he’s like, “I’m going to ask my math teacher to be my sponsor.”

I was very nervous sending them to religious schools with that not being anything that I was familiar with. Very spiritual is how I grew up. It’s just the Creator and natural earth medicines, very homeopathic.
 
In my parenting, I wanted my children to find their own religious path, so the fact that my daughter was like, “I want to be closer to God,” like she cites her favorite scripture and they pull out their Bibles, and they’re like, “I bet you can’t find this one,” and they’re racing through their Bible.
 
It has not been easy. It has not been an easy story to tell. I feel like I’ve had a rough journey here in Milwaukee, but I didn’t let my journey determine my outcome. I kept pushing through, and it has been great for us.
 
I always say this, if we’re the same person we were five years ago, are we growing? And so, I should be able to talk about those things not for attention and for all these other things, because I don’t know who I’m helping on the other end of the spectrum. 

Most of the friends that I have made in my time here in Milwaukee have little kids, like newborns and one year old. And I would hope that they would choose St. Marcus as a school, given the opportunity to get a choice seat, because of my story.

And I think that that has brought me closer to God, so when I say that I believe that God brought St. Marcus to us, that He knew that we needed it, that’s what I mean.
 
This is an edited synopsis of a longer interview. Some quotes have been moved in order to help the narrative flow.

Link HERE.

The Yin and Yang of Liberal Crime Policy

By Chris Kimble August 11, 2022 As posted on newsundone.com from the article published in American Thinker

How is it possible, in this decades-long sea of crime, that conservatives cannot turn this into a winning issue? The progressive Democratic city of Milwaukee, Wisconsin, illustrates problems seen nationwide. Despite record high crime, Mayor Cavalier Johnson’s do-nothing platform, and the left-wing agenda of District Attorney John Chisholm, Milwaukee voters in April swept liberals back into office. Yet we still see conservatives running on the same inept campaigns they have been losing for years.

Saying one “Backs the Badge” and that crime is out of control is sensible, but misses the fact that this has not consistently won elections. Conservatives are occasionally ideological and almost never document decades of liberal crime failures. The revolving door crime wave exploded in the 1960s, putting “the criminals back on the street before the police could fill out the paperwork.” Crime ran unchecked until the 1990s when truth-in-sentencing laws closed loopholes in sentencing, probation, parole, and early release. But these were structural, not ideological victories. By not demanding apologies, not attacking progressive ideology, conservatives left the door open to renewed liberal attacks that undercut the justice system. Today’s revolving door includes district attorneys that do not prosecute; the demonization, defunding, understaffing, and constraining of the police; the deliberate decay of correction system’s infrastructure; liberal judges; narcotics open borders; sanctuary cities and lenient bail rules.

Liberal crime policy is a yin and yang of insanity and extortion. The yin of progressive insanity began in the 1960s with the utopian claim that behavioral scientists can rehabilitate criminals without the need for prisons. The resultant crime explosion was followed by more crazy ideology that the criminal is the victim of the unjust society. Later the revolutionary anarchists added the demand to tear down the imperfect justice system.

Left-wing criminologists have unceasing explanations. Their failed programs are repeatedly replaced; and so Milwaukee has its new programs. The “414Life” violence prevention program is a failure, with record shootings, stolen cars, reckless driving, and carjackings being the only results after four years and a five-fold increase in funding. “Blueprint for Peace” is another program, openly anti-law and order and anti-prison spending. This program demands even less inconvenience for criminals by a “move away from overly punitive policies” and calls the correction system the “prison industrial complex.” “Credible Messenger” is another ballyhooed program; it touts equity as a replacement for law enforcement. Their message center talks about “current approaches to justice,” as if rehabilitation is a new idea.

Claims of success for these initiatives fly in the face of what everyone can see. The public is continuously victimized and lives are shattered. The real problem is not that these programs are endlessly ineffective; it’s that they undercut law and order. They are not intended as supplements to, but as replacements for traditional criminal justice. Their foundation is insane revolutionary ideology that subverts the justice system. Criminality as the root cause of crime is not considered. Decades of liberal policy failures have resulted in a homicide rate in Milwaukee dozens of times higher than the European Union. Mayor Johnson’s platform of gun lock giveaways, police sensitivity training, “community healing,” faulting street design for reckless driving, and jawing about root causes does nothing. District Attorney Chisholm testified on March 15th that Milwaukee is in a “triage” crisis, unable to keep up with all the crime. And then in the next breath he bragged about not inconveniencing criminals, that juvenile detentions are way down on his watch. Chisholm also drops 60% of the felony and 65% of the misdemeanor cases given to him. Protecting the public is never the liberal priority.

But the flip side of this yin insanity is yang extortion. Crime is the engine of progressive power for largess, for political gain, to attack the 2nd Amendment and to grow the government. For Bernie Sanders socialists, the government can never be big enough. The government takes an ever-increasing percentage of GDP and then ever-increasingly shifts spending towards social redistribution. Progressives rode the crime wave they created to 40 years control of Congress starting in 1955. They got everything and passed every law they wanted. Their ultimate goal is to let crime get so bad that gun rights are overturned and guns are confiscated. Not coincidentally, the successful truth-in-sentencing movement did not start until the mid-1990s when Democrats lost control of Congress.

High crime is not failure for liberals; in reality this is cruel and cynical extortion that has pushed the massive expansion of federal and state governments. How cruel? Over the last sixty years, 625 million crimes have been reported. One million have been murdered and 1.2 million have died of opioid overdoses. Democratic cities across the country are similar in their dysfunctions. Milwaukee now has the fastest growing murder rate in the country. Progressives are never going to take criminals off the streets, and you will never have a safe society unless you vote the liberals out of office.

Published at American Thinker. Chris Kemble has written articles for the MacIver Institute, Canada Free Press, Natural Gas Now, Wisconsin Conservative Digest, Wisconsin Interest and the Federalist Society. He recently ran for alderman in Wauwatosa, Wisconsin.

August in Ozaukee offers tons of family fun

Kids may already be grumbling that “summer is almost over,” but there’s still a full schedule of fun things for families to do in Ozaukee County before school starts again!

-The Ozaukee County Fair (which runs through Sunday) is always a family favorite. Located on the Ozaukee County Fairgrounds and Firemen’s Park in Cedarburg, the fair offers free entry and plenty of fun, including carnival rides, live music, animal judging and more. Paid grandstand events include two nights each of truck & tractor pulls and demolition derbies.

-The northern part of Ozaukee County celebrates all things Luxembourg at the 36th annual Luxembourg Fest, Aug. 11 to Aug. 14 at Community Park in Belgium. The festival offers everything from a Cultural Forum to a Main Street Parade, plus a kids zone, treipeneating contest, artist corner, live music, food and a Mass. The event is fondly referred to as the World’s Largest Luxembourg Family Reunion, but everyone is welcome to come and get immersed in Luxembourgish culture at this unique ethnic festival. Visit www.lacs.lu for all of the details.

-Straight east from Belgium through Lake Church is the beautiful Harrington Beach State Park. This gem on Lake Michigan is always a joy for families, but offers a few notable events in August. On Aug. 13 and Aug. 27, your day of exploring, hiking and fishing can be enhanced by “Discovering Prairies,” an opportunity to hike the 1-mile Bobolink Trail and observe wildflowers and prairie plants with Master Naturalist Karen Merlau.

On Aug. 20, join John Emerson at Harrington Beach State Park from 10 a.m. to 11:30 a.m. to learn what geocaching, a modern form of treasure hunting, is all about. Be sure to bring your smartphone/ GPS unit so you can join in the fun. The event begins by meeting at Quarry Picnic Shelter. For all Harrington Beach State Park events, a park admission fee is required. Find out more info at friendsofharrington.org.

-Head south a few miles and you will find yourself in the village of Saukville. The Saukville Chamber’s Bags & Brews event on Aug. 13 is a fun bags tournament with a beer garden, live music and food from That Taco Guy! This event supports the Saukville Chamber Scholarship program. For more information, visit Saukvillechamber.org.

-Also in Saukville is the wonderful historic Pioneer Village. Off of Highway I, Pioneer Village is a collection of more than two dozen restored buildings and structures dating from the 1840s to the early 1900s. Events are held throughout the summer and into the fall.

-On Aug. 14, bring your lawn chair and enjoy Bluegrass at the Village, a day that includes five bluegrass bands performing on the historic platform of the Cedarburg Railroad Station, plus food, desserts and beverages. A live auction will be held of items provided by local area businesses.

-As we continue our journey southward, Aug. 18 kicks off the Cedarburg Chamber “Star Wars” Film Festival at the Cedarburg Performing Arts Center. Coming soon to a galaxy not so far away, the Cedarburg Chamber of Commerce and WILO USA are excited to present all nine Skywalker Saga films in order at the Cedarburg Performing Arts Center, Aug. 18 to Aug. 21!

Individual movie tickets are $10, and a Jedi Pass (one seat to all 9 films) is $75; tickets are available at Cedarburg.org (not at the CPAC box office). Seating is first come first served. CPAC opens at least 30 minutes before each showtime.

-Mequon has a lot to offer in August! The Lakeshore Chinooks are wrapping up their baseball season with home games at Kapco Park on Aug. 4, 5, and 7 and the season closing double-header on Aug. 13. For more information and to purchase tickets visit www.lakeshorechinooks.com/.

-On Saturday, Aug. 20, the Jonathan Clark House in Mequon will be hosting their Heritage Days event, which will be brought to you by the Wisconsin Museum of Quilts & Fiber Arts. The WMQFA staff volunteers will be on hand with crafting opportunities to engage you in the spirit of our early settlers.

There will be fuzzy friends to pet and feed, nostalgic games and hands-on activities, as well as a bonfire. Tasty tidbits and refreshments will be provided by community partners and sponsors.

On Aug. 21, head west to the Trinity Freistadt Historical Site from 11 a.m. to 3 p.m. for an Ice Cream Social. The Trinity-Freistadt Historical Site contains 12 buildings including a log cabin on site of the first Lutheran Church in state of Wisconsin and is open for tours.

These are just a few of the many events going on in Ozaukee County this month, and exploring the many wonderful communities, trails and waterways around the county offers great quality time with your family and with nature. For trail ideas and information about camping, parks, fishing and more, visit treasuresofoz.org and the websites of the Ozaukee Washington Land Trust, Ozaukee County Parks, Ozaukee Interurban Trail and Harrington Beach State Park. And of course there’s always plenty of info at ozaukeetourism.com!

On behalf of the Ozaukee County Tourism Council, thanks for helping make Ozaukee County a great place to live and play!

-From the “NewsGraphic” on August 4.

Grab a Paddle

Opinion piece by Scott Sidney July 25, 2022 Cedarburg, WI

“They could be made to accept the most flagrant violations of reality, because they never fully grasped the enormity of what was demanded of them, and were not sufficiently interested in public events to notice what was happening.” -George Orwell, 1984

Your Conservative philosophy is holding the line against an assault on every historical, foundational institution in our country. Your further active social participation is essential to turn the tide against a radical attempt to ‘fundamentally change America.’

Hearing again that this is the most important election of our lives seems like so much crying wolf, sky is falling, end-of-world. It can seem overwrought, even downright hyperbolic, and even hysterical. This time, though, there is a wolf. And this and many more successive elections will be the most important in our lives if we want to keep some semblance of America and our Constitution.

Our country has changed dramatically; that’s not unusual; that’s the United States. We constantly change; historically within the parameters of the Constitution. Sometimes bending it; finessing it; many times, ignoring it. Now, there are those who want to distort it beyond any utility for a Democratic Republic.

Changes we’ve experienced recently - the ones having taken place over the last 10 years but most especially since the election of Donald Trump in 2016 - these changes are the culmination of a cultural revolution begun in the 60’s rolling forward virtually unabated with an aim to abolish self-rule and with it, America.

We all swim in the culture - in real time - 24/7/365. Culture is now. But politics is downstream of culture. Voting for candidates who believe in the Conservative philosophy and who affirm the “America First” movement currently is the most effective political tool at our disposal to negate further governmental intrusions into our lives and those of future generations.

But elections alone can’t slow the spread of a nihilistic, predatory, dystopian onslaught brought on by imperious autocrats who have taken over a major political party. They’re rendering language meaningless, castigating dissenters, forcing racist political and sexually radical gender ideology on our children using them as lab rats in social experimentation. Their goals are to remove all vestiges of America’s self governance and usurp any connection to reality.

Political activism can only do so much. Cultural institutions, education, businesses, and even religion have all been co-opted. We must be outraged.
Only a determined, energetic, resolute confrontation with the leaders of organizations who abide the “woke” crusade will vanquish these enemies of our Constitutional Republic.

It is not our nature as Conservatives to rock the boat; ours is a live and let live philosophy. Time to cast off this natural instinct at restraint and engage the authoritarians.
Stand up, speak up, fight back.

Dr. Lee Hildebrand videos

Dr. Lee Hildebrand, the speaker at our June 23 event, has a YouTube channel on which he posts videos on a variety of important topics. Click HERE to be taken to his channel!