Human Rights – Lunch and Learn

I have just attended a free workshop hosted by the Human Rights Clinic. It was wonderful!!! I highly recommend people sign up. Below are my notes that I took during the workshop. I hope people find it helpful.

https://bchrc.net/

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It is our responsibility to prove discrimination at a hearing. The HRT does not investigate.

Decisions are final and binding but not enforceable. We can take the decision to the BC Supreme Court to enforce it.

Discrimination is negatitve treatment or impact that’s connected to a person’s protected characteristic.

Eg. Stereotyping, unfair assumptions, bullying and harassment, singling out, profiling, exclusion, disadvantage

Discrimination can be

  • Overt or subtle, intentional or unintentional (Code S.2), concerned with impact, concerned with equity and fairness) rather than sameness
  • Not all different treatment = discrimination
  • Sometimes treating people the same = discrimination

You don’t need to prove they intended to discriminate

** Treating people, the same can result in discrimination

(Put up the equality picture of people standing on boxes)

Section 3 lists the purpose of the Human Rights Code

2/3 of complaints are related to employment

The focus of the workshop is on employment

HRT protects us from retaliation for making a human rights complaint.

Discrimination can happen outside of employment hours. As long as it is connected to the workplace. For example, drinks at a bar with co-workers after hours, or a weekend conference.

Employer must resolve all discrimination complaints. They must respond with action all claims of discrimination. They are liable for the discrimination.

Individuals can also be held accountable. High degree of personal responsibility. Eg. Sexual harassment.

Complainant must prove they have the characteristic

Need only to be A FACTOR in the negative treatment

Need not be the only or most important factor. Must be connected.

Most are undefined in the Code. Must be interpreted in line with the purpose of the Code.

The complainant goes first.

They have to prove

  1. They have a protected characteristic
  2. They have experienced some kind of negative impact in a protected area
  3. There needs to be a connection between the characteristic and negative treatment of impact

Respondents Case

They need to prove:

  1. Treatment was justified
  2. There is a reasonable explanation
  3. Bona fide occupational requirement
  4. Cannot be accommodated without undue hardship

Facts will be enough to file a complaint, do not guarantee the claim would be successful

A respondent may have a non-discriminatory explanation for their conduct (meaning there ‘s no connection between their conduct and a protected characteristic)

Or they may have a justified reason for their conduct

Evidence and Proof

Standard of proof = balance of probabilities. Prove it’s more likely than not. It’s not proof “beyond a reasonable doubt”

Must look at circumstantial evidence

The facts support a reasonable inference

You can win even without a smoking gun

Circumstances that may justify drawing an inference of discrimination – timing of events, statistics, experience of others

Must convince the Tribunal that the inference of discrimination is more than likely than the respondent’s explanation

The complainant has the burden to prove their case

Even if you don’t have documents or witnesses, you can still win. It’s harder, but they can still be successful. They will assess the credibility of the witnesses. Who they believe. What is the most likely version of events.  It can be difficult, but very much possible.

Physical Disability – perceived of permanence or persistence, be involuntary, affects a person’s abilities

Mental Disability – involuntary, permanence or persistence, mental illness, learning disability, addictions, affect a person’s abilities

Many people are unrepresented without lawyers

Adverse Effects Discrimination (not direct) but the impact

In the context where everyone is being treated the same – If your policy, rule, standard, requirement or practice creates a negative impact on a person due to their disability you must be prepared to justify that policy, rule, standard, requirement, or practice as bona fide and reasonable.

Duty to Accommodate

Employer must show that it could not have done anything else reasonable or practical to avoid the negative impact on the individual

Employer must take all reasonable steps to accommodate

Goal is to ensure that an employee who is able to work can do so

Employer must give a serious consideration to how employee can be accommodated

Requires an individualized case-by-case approach

Must be approached with common sense and an open mind

Flexibility is key

Accommodations are as individual as the people seeking them. Context is important.

Examples of accommodations: Different or lighter duties, toleration of absences, adjustment of schedule, change in environment, staff transfers, unpaid leave, time off to attend treatment or counselling.

Reasonable accommodation doesn’t mean perfect accommodation

Accommodation related to NEEDS and not WANTS

A shared obligation – employee must be involved

Employee must provide necessary information, participate in meetings and discussion, cooperate and facilitate the accommodation process

If a complainant has rejected a reasonable proposal, the respondent has met its duty to accommodate and the complaint will be dismissed.

Undue Hardship

Might involve expense, inconvenient, and or disruption as long as it does not unduly interfere with its business.

The burden is on the employer to show that it has offered a reasonable accommodation, and any further accommodation would be an undue hardship.

Factors: cost, economic conditions, size of employer’s operation, interference with rights of other workers, safety/risk

(Crismer, SCC 199) – Undue hardship

Duty to Inquire

Employer may have a duty to inquire as to the existence of a disability, if the are aware of ought to be aware must inquire before making an adverse decision based on performance.

HRC has webinars posted on their website to watch. In their audio and video section.

Letter to SFU

January 13th, 2022

Hello President Dr. Johnson and Vice-President Dr. Dauvergne,

I am communicating to you regarding the decision that SFU confirmed to return from online learning to in-person learning January 24th.

I understand that you have many stakeholders to take into consideration, and I am pleading with you to take a lead in our society and consider the marginalized often discriminated against community groups. The people most affected by this decision to return to in-person learning is going to be anyone with children, grandparents, disabilities, and anyone with medical conditions and immune concerns. That includes your students and faculty. Anyone who, for financial or culture reasons, comes from a multi-generational or shared home situation, single parents, disabled students or anyone caring for a loved one experiencing medical care is not going to want to be in a 400 student lecture hall, elbow to elbow, vaccination status unknown, wearing lose hanging off cloth masks, during the most contagious time of our pandemic. A return to in-person learning is catering to those who are in positions of power and privilege.

I am in my 40’s and this is my second degree. I have two children at home. I am not the only student/faculty who is attending your school who is a parent who is extremely concerned about the position you are forcing us into. I refuse to attend lectures. My grades will suffer. I am not comfortable attending tutorials, and you are forcing me into a situation I don’t want to be in. How is this decision meant to foster healthy mental health? I don’t ever remember receiving a survey, asking me my preference or asking my concerns for a return to in-person learning.

I am asking for an extension of the already online classes to continue to Feb 7th, and for the decision to be reviewed again at that time. You already have a functioning online education system. At the bare minimum, there should be a hybrid approach for those  who are in high risk positions and the option to stay online. At least it will decrease the numbers in the lectures and tutorials. By enforcing the in-person approach and not allowing the already community groups prone to discrimination to access their education online, I question the motives of this university. This feels like a human rights issue to me.

Take care,

Kim

The Dance of Advocacy and Forgiveness

Inclusion feels to me like showing up to a party I was never invited to, sitting down at the table with everyone else, and asking what’s for supper.

Living life and fulling diving in, is activism in action. I don’t need to talk about equality, I live my life in the game and deal with all the bumps along the road so I can keep playing the game.

I am aware of the surprise from everyone to see “someone like me”, in the same life situation as them. To be a parent, to be a co-worker, to be a student. For them to see me at the same table as them.

For me, the secret to living a fully inclusive life, is forgiveness.

It’s not having specialty advocacy skills, although I do feel I have acquired a philosophy to my approach. It’s forgiveness, and here is why.

I am showing up to a party I was never invited to. Sitting down at the table and fulling want to join in the meal. If I show up angry, resentful, and ready to pick everyone apart over everything I think they are doing wrong, they will kick to me to the curb so fast. I want them over time, to become comfortable with me, recognize how much we have in common as humans, and genuinely enjoying spending time with me so I get invited back. It is a process that evolves with time.

I model my message.

I don’t tell people that I am confident, that I belong, that I am capable. I show it.

I ignore their ignorance, and overt and sometimes covert ableism, and just keep plowing through. I’ll give you an example. There was a parent of a disabled child who met me for the first time. Her and I have seen each other around, but never in the social setting for us to really chat. Opportunity presented itself and we were in a small group of other parents. I started talking fluently and then started stuttering on a word. She immediately copied me and laughed. This happens A LOT with people. I can’t quite explain it. I think they are confused…and I wonder if they even realize what they are doing it, before they do it. Anyways, I just ignored her and kept on talking. Making eye contact. Being social. As if nothing ever happened. I could see the look on her face as she realized….oh shit…she wasn’t joking, or this wasn’t just a speaking opps, she stutters. I forgive her like everyone else who reacts in the same way. Working professionals in the field of disability have reacted in the same ways. I ignore them, keep on talking, keep on joking, keep on smiling, and they realize very quickly the mistake they made. I don’t need to point it out and go on a rant. I want to pull them closer to me, not push them away.

My philosophy of advocacy includes modeling, and indirectly over time, providing information about stuttering and the challenges I face.  In the movie Pretty Woman when the main character Vivan, says “I say who, I say when, I say how much.” That’s how I feel about advocacy. I decided when I let things go, and when I gently speak up. I say who, I say when, I say how much.

I have met some very angry people in the disability community. And rightly so. I have met people who stutter who blame every thing that they don’t like about their life on their stuttering and that society will not “allow” them to…..get the job they want, find the relationship they want.  Are they justified in their anger? Absolutely! But I can’t stand being around those people for 5 min. Their anger is hard to handle.  Their anger becomes intolerable to be around.

Ableism is everywhere. It’s the air we breathe. We are ALL socialized to be believed negative messages about disabled individuals. There is no escape.  Ableism is not personal. That was a very important message for me to realize. I have experienced A LOT of ableism. The affects, almost cost me my life. But, it was never personal. Everyone gets the ableism treatment. So, these are the cards I have been delt. What do I want to do with it?

I choose to forgive people. To not hold it against them. To model, to live my life by diving in, and moving on. It works very well for me. I am happy. I enjoy interacting with the world around me. I feel ableism every day. Sometimes it’s heavy, sometimes not. It’s a force I know I will always need to face. It’s not personal. I enjoy people. I enjoy our vulnerabilities and our imperfection. I enjoy moving through life and meeting people with a variety of perspectives, lived experiences and we all have our survival strategies.

If I were ever to get a tattoo, it would say “come as you are” on the inside of my right arm, the arm I use to shake hands with.

Come as you are. I’ll take you.

Let’s Talk Language

I am not going to say too much here as I think the tweet from the Founder and Executive Director Tracy Humphreys, says it all.

BCEdAccess is a non-profit organization. “We champion and support children and youth who have disabilities and who are complex learners to reach their full potential in BC education, and in all aspects of their lives.”

At a press conference on December 29th, 2021, the Minister of Education, Jennifer Whiteside announced a phased delayed school start, in January of 2022 due to the spread of the Omicron variant; euphemism language to describe disabled children was used.

Here is BCEdAccess’s response.

Twitter Thread

https://threadreaderapp.com/thread/1476395178290139141.html?s=09&fbclid=IwAR2d0wsYoUQhWcaY4qBRY1NjzoYl_FMEgOt230da5t1nmgC6xGOPJTmwado

When I think of language, it shines a light on the darkness that people don’t want to reveal. I remember my own internalized ableism and what I was too ashamed to say out loud or discuss with others.

If someone cannot even describe a disabled person with the rights based language and say the word “disability”, that just shows you how far we need to go in the advocacy fight against socialized ableism.

Let’s just think about all of the horrors that society is uncomfortable talking about. Apparently, disability is part of that group.

We all grew up and are living in a very deeply entrenched ableist society. It’s time we use these opportunities to unpack and unlearn ableism together.

Thank you Tracy and BCEdAccess, for being such a strong voice.

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Update!!

Education Case Law

My first law class is now complete.

Here is a poem I had to create about case law for one of my assignments. Cool law professor for making a creative exercise as part of the assignment!!

Case Law

Schools are places of learning
They mold, inspire and teach
But much to my surprise
Educational law is out of reach

As parents you have ideas
How your child’s education will go
Case law doesn’t float through your head
Until you have school conflict woes

As I sat consulting with a lawyer
He told me my case wouldn’t stick
There is no case law to support it
I thought he was just being a dick

I searched through all the case law
And much to my surprise
He was right about my case
I was hoping it was a bunch of lies.

Without educational case law
The people in charge are free
To do whatever the fuck they want
Consequences, they never see


Oh, education case law
It was not meant to be
I guess I have nothing left to do
But get drunk on spiked herbal tea.

Shame and Disability

For someone with a disability, it’s hard to put into words the level of shame that is connected to being disabled to someone who has no connection at all. In fact, I haven’t found the words yet.  Shame is too woven into my brain chemistry that I can’t objectify it yet with language.

When you are a kid and you are disabled, your whole goal in life is to blend in. Many people whose identities are connected to marginalized communities will talk about how as a kid, “they just wanted to be like everyone else.”

The intense effort in hiding that disabled children define their day by, confuses non-disabled well-meaning adults.  “Why don’t you just ask for help?” Beyond the obvious, that victim blaming disabled children for their lack of education supports is ridiculous, IT HAPPENS!

Even when children are offered supports in school, they are sometimes rejected, as kids don’t want to stick out. The desire for social acceptance is too strong. Survival is the priority, and that survival is the social atmosphere of school. It’s a tough environment.

Children are naturally impulsive, honest, and impatient. They ask us questions that make us chuckle, or turn red in public, or test our own patience level. We find cuteness and innocence in the childlike features. These features are also the very reason why disability needs to be talked about in schools and why adult guidance is essential. Left unchecked, and it can create a hostile environment for a disabled child. Sometimes to combat the bullying and oppression, education presentations are done in the class. By the time these are done, in grade six or seven, it’s almost too late. What ends up happening is the opposite occurs. The bullying increases. The bullies now have new language to use. Many families have experienced this, and the presentations were their last resort, and now school transfers are what is next on the agenda.

Kids who are forced to leave programs because of their disability and being systemically weeded out or being bullied by other kids, don’t forget it.  Overt or covert acts of ableism stick to us and don’t fall off. They get absorbed and compound.

Children who need help, are rarely going to ask for it.  The adults are going to need to pick up on the evidence laid out in front of them.  Teachers need disability training. They need disability literacy skills to navigate disabled students through the education system.  Without formal diversity and disability training, true inclusion is just a run-away train, and what is left in the dust…is shame.

Rally Speech

When my child was struggling in school, it was blamed on his behaviour.  Him not writing anything down was said that he was refusing to do his work, due to personality. He was punished by being sent out into the hall for 45 min to try again, or stand outside in the hall, or to be yelled at for not following the instructions.

When assessments are not provided and diagnosis are delayed, children suffer. It’s traumatizing for the child and family. Meltdowns after school were heartbreaking while we waited and waited for an assessment. Kids cannot wait.

My child slipped through the cracks in the system, and it was me, who had to pull him out.

My child said to me one day that he thought school was abuse. When I told this to the professional, we were working with, he said, “for a kid like my son, he’s not that far off.”

I had to leave my employment because my child wasn’t getting the support he needed, and dealing and supporting my son, while he dealt with “the abuse” took a huge toll on our family.

A diagnosis of ADHD and learning disability for written expression should not be a traumatizing process. The government doesn’t want to spend $2,000-$3,000 on an assessment, but lost me as an employee paying a lot more taxes than the cost of assessment. Even from a financial point of view, it doesn’t make any sense. It’s a pay now or pay heavily later. Kids cannot wait.

Without a diagnosis, you don’t understand the WHY – and that is really dangerous.  Once we got a diagnosis, everything made sense. We could learn and provide supports that actually work. It is because of these two assessments that I was able to advocate for him and he is getting the targeted support he needs to access his education.

When people don’t understand why children are behaving the way they are, they get unnecessarily blamed, and so do their parents. All relationships become strained. All these theories start to be formulated. It becomes a blame game.

As a person who stutters I can also personally speak to this, as stuttering gets blamed on every little ridiculous thing we do or do not do. We don’t breathe right; we don’t chew our food right. As a child I never understood why I was different and therefore I had to guess, and as kids we guess wrong. We always think there is something wrong with us, that it’s our fault, that we aren’t good enough, and we are to blame for causing the pain in the people we see around us. We never even think for a second it is because of our genetics, or has something to do with what is lacking in our environment, or connected to the adults in our lives. Never.  Kids take all of the frowning faces, the looks of dismay, the energy of frustration and disappointment and they soak all of that in without question. It becomes a part of them, a part of their identity and their self-concept.

Assessments for children in schools are crucial. Kids cannot wait. Having trained teachers who are able to identify learning disabilities in those early years and for kids to be assessed is a human right. School should not be places of abuse for kids with learning disabilities. When schools are not properly assessing children, they are disabling them. They are creating the barriers and enforcing those barriers. Our kids have done nothing wrong and yet our children take the failures of the system, as their own.

Disability is a social construct, created and maintained by people. Living with a disability isn’t NEARLY as challenging as dealing with the ableism.

The Ministry of Education with their chronic underfunding, sets up this system to fail. It’s sets up the teachers, the EA’s and the children to fail. Discrimination all over this province in the education system, is rampant and shameful. One may think, contact the Ministry of Education. They may not be aware of the situation. OH! They know. In fact, they are ignoring me, and they ignore many other parents voicing their concerns about systemic issues. So, Ministry of Education, if you don’t respond to our concerns, our emails, our phone calls, we will take to the streets and rally. Our children have a voice and they will be heard. The abuse of power, lack of transparency and zero accountability need to come to an end.

Ministry of Education and to the province of BC, we will never stop advocating for our children.

Love Ableism, xoxo

Implicit ablest norms are a part of our culture and society, and they sometimes blossom out of loving intentions and kindness.

When I was growing up, I received the messages daily that I was to be protected. That I wasn’t to take any risks in life. That the expectations were lowered for me. What people thought I could handle and achieve was VERY much reduced.

As an 18-year-old I was hired by a family for contract hours for their disabled daughter.  She had a developmental disability and was non-speaking. She communicated in some sign language and we were a great fit. I don’t remember exactly what her disability was, but I remember she physically moved very slowly and had some mobility issues with her hands. Her mother did almost everything for her. If she was thirsty her mother would go into the fridge, get the juice jug, get the cup out of the cupboard and give her the drink. She was 16 years old and loved cooking shows. I remember thinking to myself, people have no idea what I have inside of me, I bet she feels the same. One day instead of me making us lunch, I asked her if she wanted to do it. You should have seen her eyes and how her face lit up. She was shaking. She nodded eagerly. I said ok…I’ll be outside on the deck, let me know if you need any help. (To be honest, I had no idea what she was going to put together. I would have been impressed with a P & J sandwich. It was a risk and I admit that I was nervous.) I occasionally would call to her through the open kitchen window, if she was ok, and her face was BEAMING, and she would give me the thumbs up. When she was done, she came out, opened the door and led me into the kitchen. She was shaking. I walked into the kitchen and on the table, I saw she had set up place mats, folded napkins with a spoon, knife and fork, and we each had a glass of milk ready for us on the table. On the plate she had cooked and served Kraft Dinner.  She was intensely shaking.  She was so excited and smiling so big, it was like…I thought her soul was going to shoot of her body. She kept writing to me, “Tell Mom, tell Mom”. All day, all she said was pointing to her message, “Tell Mom”. When her mother got home, I told her what she accomplished and she was shocked. I could see her processing everything…operating a stove unattended, spooning out the KD, carrying plates with food on it, etc. Her mom tried to cover up her anger. I could tell what had happened thrilled her and scared her at the same time.

 Her mother, out of love to protect and help her daughter was doing everything for her, when clearly, she was capable of so much more.

 People with disabilities have a right to fail. We have a right to get hurt. We have a right to suffer the typical aspects of life, just like everyone else. It’s almost like there is a belief that life is hard enough for you, I need to remove the typical life experiences from you, as you won’t be able to handle it. Life can be pretty shitty sometimes and as a disabled person, I have the right to experience all the suffering that anyone else experiences and learn and grow from it, and benefit from it just like anyone else. Behind the over protection, the lowered expectations, the decreased risks in life are ablest beliefs about disabled people.

 These are the beliefs that really disable us. It’s the air we breathe and we don’t even know it and as children you can’t put your finger on it or have words to understand it. You just feel that you don’t belong. You aren’t strong like everyone else.  We get the messages that we are weak, we can’t handle life, we need to be shielded from it. We are babied, overly shut out of the world that is harsh and not meant for us. Some people are bold and risk takers, some not so much. But yet disabled people are assumed that we are ALL not risk takers. We ALL want to be shielded. Our individuality is stripped and we are all given the same identity. It’s out of love, it’s well intentioned and it’s harmful and hurtful. We end up growing up in a fun house full of wonky mirrors that reflect back to us an altered version of our own self-identity.

Out of love and care for disabled people, what do we do FOR them or to protect them? What is the underlying belief system behind that? Ableism is so socially constructed in our society it is the implicit norms that we don’t see. Some we can clearly see. The lack of brail on the elevator buttons, no ramp or accessible parking spaces. But the invisible belief system is the invisible string theory of ableism built out of love, that connects us all, and something that needs intentional reflection in order to dismantle.  When society wraps all disabled people in bubble wrap and uses their disability as an excuse to not include them in life, it is a form of ableism, carved from fear and love.

When Ruth Bader Ginsburg talks about the sexism she experienced personally and those by other women breaking into the field, she talks about how men saw it was a way of keeping women out of the law profession as a way protecting women. She quoted Myra Bradwell who was denied admission to the bar in 1869, “According to our…English brothers it would be cruel to allow a woman to “embark upon the rough and troubled sea of actual legal practice. (Ginsburg, 2016, pg 71)

A book I read and loved was the book “Haben: The Deaf-Blind Woman who Conquered Harvard Law”. In her story telling she talks about how she was expected to do family chores just like every else. She talks about how she almost walked out in front of a moving train. She had the skills and ability to navigate around the streets after learning these skills from the school she was attending.

“There were so many signs….the vibrations through the ground…Blindness wasn’t the problem. Sighted people get distracted too. Many sighted people have been killed by trains. It’s about paying attention, not blindness. Does that make sense? …….Many people will blame my blindness, but those with disability literacy will recognize that carelessness created the danger.” (Girma, 2019, pg 118)

 Out of all of the people who close doors for disabled children, and shut them out, do we also want to be responsible for closing those doors…even if it’s out of love?

Ginsburg, Ruth Bader. 2018. My Own Words. New York, NY: Simon & Schuster.

Girma, Haben. 2019. Haben: the Deafblind woman who Conquered Harvard Law. New York, NY: Twelve.

Missing Counselling Notes

There is a very concerning trend that is happening around this province in our school districts, and that is related to disappearing counselling notes and other sensitive student information.

We have case law from the Supreme Court of BC with expectations and instructions for the school boards on what they should be doing regarding counselling notes, but schools districts do not have policy as they should around this.

https://www.oipc.bc.ca/orders/1226

79 (1) Subject to the orders of the minister, a board must

(a) establish written procedures regarding the
storage, retrieval and appropriate use of student records, and

(b) ensure confidentiality of the information
contained in the student records and ensure
privacy for students and their families.

If you are a parent who has had issues regarding this, or are concerned about this, I offer you a standard letter to send to your school board’s trustees and please CC: the Secretary-Treasurer and consider including the Ministry of Education in your email.  Feel free to write your own with your own individual issues, however, for those who just don’t have the spoons at the moment but are still very concerned, I offer you a letter below. Please attach the case in the link above to your email. The email addresses you will need you can find on your school districts website.

The Ministry of Education needs to have their legislation match current laws. Please email the Ministry of Education or your MLA’s to express your feelings on this matter.

Dear Trustees,

It has come to our attention a concerning trend in missing counselling notes. Confidential student information has gone missing in many school districts and this is an administrative crack in the system that is a disadvantage to students and their parents for many reasons.

We would like to bring to your attention case law that has already been established by the Supreme Court of Canada that states counselling notes are protected under the School Act as property of the school district and that they should be kept locked and treated as school records. In this decision it also states that school boards should develop policy around the storage of counselling notes.

We are requesting that you review your own school policy around school records and confirm if counselling notes have been added to this policy and if not, to implement new policy connected to the legal standards established by the Supreme Court. Please see the attached case law for your reference.

Kind Regards,

Parents SD##

The Scary Parent

To get us into the spooky spirit this week I present…

A true scary school tale in advocacy called The Scary Parent.

(I highly recommend you read this blog in the dark with a flashlight…or better yet, sneak into your kids fort and read it in there.)

I love spy movies.

Information is so valuable. People risk their lives for it.  The power people have because of information cannot be underestimated.  Information is knowledge and knowledge is POWER.

So, parents…what’s our power?

We know A LOT of information. (Insert evil laugh track)

We know A LOT.

There are Facebook groups out there where parents share stories, tips, resources and yes…education advocacy information.

This is terrifying news to school districts.

In these Facebook groups, policies are shared, laws and cases get posted, advocacy tips are offered and email examples are suggested. It’s pure group synergy.

There is only one rule about the Facebook group.

We don’t talk about the Facebook group.

Kidding…WE TALK ABOUT IT A LOT. (Rewind evil laugh track and press play again)

Now, here is the scary part. Not for the parents….the districts. We are invisible. They will never know if the parent walking into their office is a secret member, or not. If they have access to over 4,000 passionate parents. We travel incognito.  We are right in front of their eyes, and they don’t…even…know…it! (Feel free to make scary faces right now using your flashlight to heighten the scary blog affect.)

Here is the best part…

We are growing. Oh no!!! They say!

The scariest parent to the district, is an educated one. I am talking about being educated in how to navigate THE SYSTEM.

THE SYSTEM is a beast. It only responds to policy, law and complaints filed with external organizations.  

So, parents….

Go ahead.

Be that scary motherfucker you always wanted to be. Make THAT Facebook post. You go ahead and you fill out that intake form like nobodies’ business.

And then….

press…..

SEND.