We cannot thank our friends at Resistance Chicks enough for the work they did on this documentary! It was an honor to have played a part. Every American needs to understand what was done to our society by globalist pedophiles and perverts starting with Alfred Kinsey!! Please watch and share!! rumble.com/v6xe6li-alfred-ki…

Concord Community Schools is supporting Jessica Kado who has made vulgar and gross content for the internet. They don't care that her students could be exposed to this. Based on the YouTube comments her students have already seen it online. What is she saying and doing in the classroom? Now with the cell phone restrictions in the classrooms there is no way to verify. Parents you have an opportunity to let the school board know this behavior by teachers and the handling of this by the school administration is unacceptable. October 12. 5pm at the education center. We know that 5pm is not the most convenient time for working Moms and Dad's (probably by design) but if you can go, do it! If you can't attend here are the superintendent's and board members' contact information. You can reach the Concord Community Schools at Phone: 574-875-5161 Superintendent Dan Funston: [email protected] School Board Members Tim Yoder: [email protected] Jennifer Davis: [email protected] Mike Malooley: [email protected] Tara Towner: [email protected] Tim Koontz: [email protected] @ConcordJH @danfunston @TimYoder24 @Coach_Koontz

Little miss “Ashley” found it necessary to threaten us for comments made by others on our page. This is the way libtards play. We’ll be waiting. BTW, the Elkhart Police Department seems to have its own hands full of exposure going on according to Famously Unfamous so we’ll keep you all posted

Concerns for this woman’s influence on children don’t end in the classroom. Improv creates an environment for unscripted scenes to drift towards crude, sexually inappropriate, or humiliating content. Improv can lead to desensitizing children to inappropriate behavior. In other words, improv can be used to groom children towards behaviors they would normally object to. Adults build trust with children, and leverage it by influencing children to lower their inhibition. Then they get accustomed to doing or saying things that inherently they would know to be inappropriate. What kind of content is she using in her improv classes? It’s a fair question. Based on the video we have seen.

Concord Community Schools sent families a carefully worded email regarding the disturbing video posted by junior high English teacher Jessica Kado. Their defense is that it was “personal online content.” What they failed to tell parents: the content was a video starring Jessica saying completely disgusting things about a baby doll’s genitalia and then pretending to drink from its butt. No clear statement was given that this is completely unacceptable. In fact, they doubled down telling us she’s an accomplished actress and comedian and former graduate of Concord High School as if somehow we should accept her behavior as normal. There is no indication the teacher faces real consequences. Just damage control that protects Jessica over the students. Why is she still in the classroom? Parents deserve better than soft language and “it was off the clock.” Schools claim to protect kids first. This statement does the exact opposite. Concord families: demand actual accountability, not a PR email. @ConcordJH @danfunston @TimYoder24 @Coach_Koontz

Concord Teacher Jessica Kado doesn’t want you to see her disturbing video. Fortunately for us we grabbed a recording before she could make it private. She needs to be fired for this disgusting behavior. Concord Community schools 574-875-5161 @libsoftiktok @danfunston @Coach_Koontz @TimYoder24

Indiana’s 2026 ILEARN results are out, and we’re seeing plenty of congratulations. The scores need scrutiny, not a victory lap. Parents shouldn’t accept this. Schools are the most funded they have ever been. And this is what we get? Failing results? The statewide result is 31.5% proficient in BOTH English/language arts and math. That means 68.5% of students did not meet proficiency in both subjects. Take a look at Indiana’s “Top 12” districts: The two highest schools are at 61.7%. Despite being the best results in Indiana, at 61.7%, nearly 4 out of 10 students did not demonstrate proficiency in both ELA and math. Other counties are much worse. Below are just a few. In Johnson County, Center Grove passed the 50% mark. Clark Pleasant was at 39.4%, Greenwood Community was at 35.5% Nineveh-Hensley-Jackson at 35.3% Franklin at 32.5% and Edinburgh Community at 18.7% In Elkhart County, only Wa-Nee topped 50%. Middlebury was 45.2%, Concord 29.6%, Goshen 27.0%, and Elkhart 13.8%. In nearly all of these schools the majority of students are not proficient in ELA and Math. These scores should trigger serious questions, not celebration.

A few Elkhart County questions that just won’t go away… Oath of Office violations? Two Commissioners still sitting on the EDC Board? Executive Sessions erasing Open Door Law violations? Apparently, we still have some things to talk about. rumble.com/v7fx9uo-2026.9.24…

Please follow our friends in the UK who are fighting to protect children from the United States’ Alfred Kinsey sexual perversion. nitter.cf/walespcp?s=11

This week's look at the American School Counselors Association and why we should be skeptical. Position statement on The School Counselor and Multitiered System of Supports. “School counselors are partners in the development and implementation of multitiered system of supports (MTSS), including, but not limited to, response to interventions and responsive positive behavioral interventions and supports. School counselors align their work with MTSS through the implementation of a school counseling program designed to affect student development in the academic (achievement), career (career exploration and development) and social/emotional behavior domains.” page 66 of the positions statements. The statement goes on to say that their goal is to improve the learning and social/emotional functioning of EACH AND EVERY student. What are the tiers of support, you ask? Tier 1: This is where interventions in the form of classroom instruction and school wide programming are implemented. These are easily identified as posters with rules and expectations hanging in the class rooms and hallways. This tier also includes assessing students to evaluate for those who are ‘thriving’ or not. School climate surveys are one tool used to evaluate students. It asks students personal questions about their feelings, relationships, and perceptions of school life. School administrators also assess students through discipline referrals, academic and behavioral screeners. Tier 2: Once students are labeled as not “thriving,” targeted interventions are implemented. These focus on social skills, self-management, behavior, and academic performance. This is accomplished through behavior plans, counseling or intensive classroom management strategies. Tier 3: Here students receive services from school counselors more indirectly through consultation, collaboration, and referrals. These may involve school or community services This MTSS model is data-driven. ASCA says counselors analyze academic, career and social/emotional development data to IDENTIFY students who need support, evaluate progress, revise interventions, and refer out. They also “collaboratively support the process of MTSS UNIVERSAL screening for mental health, academic and behavioral supports.” What is the problem? MTSS can overstep the boundary between parent and school counselors when academic support expands into psychological assessment, behavioral profiling, counseling, or mental-health intervention without meaningful parental knowledge and participation. “Universal” means all children are screened before anyone has identified a problem. ASCA describes universal screening as a preventive process intended to proactively identify students based on academic, behavioral, social/emotional and mental-health indicators. This is where normal behavior can be pathologized. Shyness, sadness, frustration, or disagreement can be interpreted as behavioral or mental-health “risk.” Screening can produce false positives. A brief questionnaire or teacher observation may identify a child as at risk even when there is no underlying problem. Data can follow the child beyond the original screening. A momentary emotional response, teacher perception, or screening score can potentially become data about the child, rather than simply a passing classroom observation. Bottom line: With MTSS parents are pushed out of the driver’s seat. Instead of parents deciding what their child needs, schools identify, label, and begin intervening based on their own screenings and criteria before parents are involved. Read it for our yourself here, page 66. schoolcounselor.org/getmedia…

Firing squad anyone?