This Thursday, March 6, the Oregon State Board of Education will vote on whether to adopt Next Generation Science Standards (NGSS) that include climate science education for Oregon students. These new standards were developed by an arm of the National Academy of Sciences and 26 states including Oregon. Opposition to the new science standards is growing across the country among vocal groups that don't want kids taught the facts about climate change. Let's make sure that the Board of Education hears from parents, grandparents and other supporters of climate science education loudly and clearly before they vote this Thursday. Climate science deniers and other opponents have become increasingly active in states around the country considering adoption of the NGSS. Just last week in Wyoming, state legislators voted to prohibit their Department of Education from implementing the NGSS. In Michigan, opponents have derailed the adoption process by more than a year. This is a crucial moment that will determine whether or not Oregon students will receive a 21st century science education that includes learning about climate change. Let's make sure those who don’t “believe” in climate change and other accepted findings of science don't block the teaching of world class science standards to our kids here in Oregon! Please sign the petition calling on the Board of Education to adopt the Next Generation Science Standards that include climate science education. If we act today, our children and grandchildren will thank us tomorrow! Sincerely, Elizabeth Milner, Mom and Climate Parents member Portland, OR

As a Wise County resident, I was extremely upset that there is a petition to have this book removed from the school's library. This type of suppression of anything having to do with homosexuality does nothing but foster homophobia and bullying against LGBT students in our local schools. A parent or even group of parents should not be able to dictate what everyone's child has the opportunity to read now and in the future. They certainly don't get to decide what's "immoral". Please protect all of our students from this type of suppression because of the inability of some parents to maturely handle such matters.

Part of what makes Timber Creek a desirable school for community members is its diverse elective offerings that appeal to the individual interests of its student body. Let's make sure that OCPS knows that our community wants to keep the classes it has cut (without input from our students, parents, and administrators) such as forensics, zoology, creative writing, African American Studies, medical research, genetics, integrated science, and sculpture. Please consider e-mailing your reasons for wanting to keep these courses to Superintendent Barbara Jenkins at [email protected] and Chief Academic Officer Scott Fritz at [email protected].

On February 27, 2014, my ten year old son, Michael brought a book home from school, entitled, "Addie On The Inside" by James Howe. The book deals with the subject of homosexuality, and is offensive to the faith and belief of our family. My son Michael felt very uncomfortable having to read this book, as did I. Please sign this petition if you do not agree with fifth graders being exposed to such books., especially when the Bible is not allowed in the library. Thank you.

Stop bullying. I have been affected by bullying before, I have been depressed, I have cut because of it, I have been sent to the hospital, and I don't wanna see other kids go through what I'm going through, or worse. I want bullying to stop.

My son Joshua has been the target of bullying by the same two children at Pilot Middle School for some time now, Two weeks ago my some came home with bruises where one of these boys caught him in the bathroom and repeatedly punched him, I have been to the school many times and nonthing has changed along with no punishment. I was in a meeting with the principal when my son was in the bathroom, he used his cell phone to record one of these incidents with another child being the target, he came to the office as I was leaving and told me what had just happened, Mrs. Sawyers the principal watched and listened to video knew the children involved there was no punishment handed down to the bully. On the following Tuesday she informed us if she punished the kids involved she would have to suspend my son for recording it. Since this incident I have been made aware that there are other children being bullied by these kids but they are scared to come forward because they know nonthing will get done......PLEASE HELP GET MORE AWARENESS AT THIS SCHOOL AND SPEAK UP THAT WE ARE NOT GOING TO TOLERATE BULLYING IN ANY SCHOOL NOT JUST THIS ONE

As a former Camden resident who dreams to see the city of Camden restored, I am using all of the resources that are at my disposal to positively influence this community via the platform of education. They will say, "This land that was laid waste has become like the garden of Eden; the cities that were lying in ruins, desolate and destroyed, are now fortified and inhabited." Ezekiel 36:35

As an active parent with children in K-8 public schools, I am outraged by the damage that has been done at the hands of the Regents Chairwoman Tisch and Commissioner King, people who have virtually no experience with public education either as educators or as parents of children in the public school system. The Common Core implementation dreamed up by the Chairwoman and Commissioner has destroyed interest in learning by children who have been identified as children both gifted and with special educational needs. The Chairperson and Commissioner need to be held accountable for the damage they have caused. As parents of the children who have been harmed by their incompetence, we deserve to have our voices heard in the removal process and have an active voice in selecting their replacements.

Dallas ISD School Board members will meet to vote on a proposal to turn two closed-down schools in Oak Cliff and South Dallas (Julia C. Frazier Elementary and N. W. Harllee Elementary) into early childhood education centers. This would be a big win for Dallas ISD parents living in these neighborhoods, but as of right now, there aren’t enough votes on the school board to pass it!

According to OK.gov, on average in America, nearly 12,000 people die every year in DUI-related accidents, and 900,000 are arrested each year for DUI/DWI.  In 2012, there were 4,291 alcohol-related motor vehicle crashes in Oklahoma, which represents 6.1% of the total reported crashes.  Among these alcohol-related crashes, there were 261 fatalities, which is a 7% increase from 2011, as well as 2,892 persons injured in these crashes.  Although these are broad numbers, they are still the facts of the dangers of drunk driving.  To narrow this down and make it a little more specific and relevant to who our petition is targeting, we will provide you with a few more numbers: 56 of these fatalities were persons between the ages of 16 and 25, and 44 of those 56 fatalities were intoxicated drivers.  Derived from the total number of crashes, 1,303 were caused by intoxicated drivers within this 16-25 year age range.  In the grand scheme of things, these numbers are fairly high for this age range. The facts are all here.  Accidents, injuries, and casualties do occur because of drunk driving.  This issue is a concern for the students, the university, and the community and something should be done to alleviate this problem as soon as possible.  By starting this petition out locally, we are hoping to have the support of the student body and the community, then branch out and have the support of the state, and maybe even eventually, the support of the nation.

TRiO is important to those it impacts directly and indirectly. This petition is for everyone who realizes how much TRiO means to the success of students in Washington State.

New York State Alternate Assessment for Students with Severe Disabilities (NYSAA) has, since its inception, failed to support students with severe disabilities in approaching their individualized educational goals, and has always been an inaccurate reflection of how our schools provide meaningful, functional education for students with severe disabilities. This year, in connection with the increased pressure for schools to align with the Common Core Curriculum, NYSAA has made a number of changes to the assessment and administration process. These changes have resulted in an assessment that is even less functional, and often downright inappropriate, offensive, and even discriminatory against students who have severe disabilities. The assessment is incredibly labor-intensive, and takes as much as 80% of classtime and preparation time between the months of October and February. As a teacher of students with severe disabilities, I have witnessed first-hand the continued, and increased marginalization of this community due to this inappropriate assessment. I urge you to listen to our teachers and families, and focus the attention of our state and national leaders on this issue. The goal of this petition is to raise awareness about this issue on a local, state, and national level, and to bring a discussion to the state and national levels about how we can begin to plan systemic change. This petition does not offer a singular solution or alternative to this assessment program, but rather suggests that it is time for us to recognize the inappropriateness and ineffectiveness of this program, and to demand discussion about how it will be changed. New York State is not alone is dealing with these issues, which vary from state to state, and are the product of a trend resulting from increased focus on a nationally aligned Core Curriculum and increased pressure on states to assess teacher effectiveness. It is the view of the creator of this petition that assessment of students with severe disabilities should be aligned with Individualized Education Plan (IEP) goals, and changes should be made in the way we evaluate the IEP process, and provide quality controls to ensure quality IEPs which are currently not in place. Furthermore, teacher effectiveness should be assessed based on how well teachers create functional goals and adaptations that provide meaningful opportunities to access general curricular areas, as well as compensatory skills areas that are essential for these students. In order to make systemic change, we must first recognize a systemic problem, and then bring our consensus to the state and national levels for a real discussion.