Parent Alert! Community Schools' Dangerous Agenda

Hi everybody, Jill Simonian from PragerU Kids here. Welcome to Parent Alert. We have a huge conversation that you need to know if you have kids in your life. All about community, schools, what they really are, and the truth behind them. Starting right now. Kelly Shinkuske joins me today. I am so excited to talk to you. You have done all the research about all of this. It's going to be a very informative conversation that I hope gives people a lot of information and equips them with things that they can do to push back on what these community schools really are about. Because we know that they are not about education. Before we get into the conversation, remember if you haven't already to like and subscribe to PragerUKids.com for free kindergarten through 12th grade educational resources, videos, books, worksheets, lesson plans about U.S. history, civics, financial literacy, good character, and more. So that said, welcome. Thank you so much for having me, an honor to be here. I am so excited to talk to you. We met briefly, I think it was maybe a year or two ago. You have done the most impressive research when it comes to this developing phenomenon called community schools, which sound wonderful to the naked ear, right? But you know better, unfortunately, and you're going to educate us all, myself included now, about what community schools really are, the motives and the directives behind them. Before we get going, can you just share with our audience, if they don't already know you, who you are? You're a mom who stumbled upon this independent research by accident. Exactly. Back in 2016, I was just going to the school, picking my son up, dropping off, just like any other mom. And at the time, I had been advocating for a little bit more lunch recess. And then I learned that the school had started what was called social emotional learning. And in learning about this, meeting with the principal, I just realized that the best way I could make an informed decision and also advocate for my son and then my daughter when she came to the elementary school was to learn everything I could about this. And so that's what started it all 10 years ago now. And now today I've researched a whole number of subjects. I never anticipated I'd be doing this, but I'm thankful because it's important for us to protect families, liberty, children. Absolutely. And a lot of the, you know, I've talked about social emotional learning many times. And again, to the innocent parent or the innocent teacher, you hear the words social emotional learning and you think, great, this is a fabulous way to prepare kids so that they're ready to learn when they get to schools. But as I've unfortunately discovered, and so many parents, is that social emotional learning is really rooted in socialism and the principles of equity of lowering the bar. And what you've discovered with community schools is really sort of a deeper reflection of all of that. Can you describe in a definition, what is a community school? So community school is ultimately a design of having the school provide wraparound services, typically changing the school's purpose from education into a place of government welfare services. And there's various community school models that exist, but it's really important for people to understand that the purpose of education under community schools completely changes. And in doing so, they are providing health and potentially housing and other mental health supports and additional services that completely escape the original focus of education on reading, writing, arithmetic. And they're pretty much, it's pretty much also, because I did, I mean, I have all these papers here. You have a incredible, large stack of research and books that you've brought. But in my limited research just over the past few days, I found that the community schools ultimately are aimed at, again, it sounds like hyperbole, but it's not, separating the child from the parent in terms of making decisions about your health, in terms of even being, you know, physically outside of the home for extended hours in the day. I just, I want to start with the pillars of what proponents of community schools are trying to communicate about what community schools are. So community schools, I've found, is based on, and thanks to you too, it's based on this whole school, whole community, whole child philosophy. Can you explain that? So community schools themselves operate closely with that model. And the whole school, whole community, whole child model is a federal association between health and education. So where healthcare and health services now enter into the school system. And this was really launched in 2014 as the Center for Disease Control and an organization that goes by the Association for Supervision and Curriculum Development, which just as a side note, they originated in the National Education Association, the largest teacher's union in America. The NEA, we've talked about them often here on Parallel or do your own research for that one. Right. Yeah. So the WISC model actually, even though it is separate from community schools, it actually helps support the advancement of the same goals, these wraparound services, turning schools into hubs of government welfare services. Okay. So I want to go back a little bit here because I, in my digging, and you can say, Jill, you're wrong or Jill, you're correct, or, you know, offer your perspective. In my digging, I found that in 1902, the psychologist and education reformer, John Dewey, allegedly gave a speech at the NEA conference and outlined this plan of his to have schools partner with community resources, citing school as the center. Now, was this the very beginning of this model for, you know, this community school model that is now, you know, I would say, dangerous and harmful to children? This goes back more than 100 years. Has this been percolating for 100 years? Correct. Settlement schools, which started with Jane Addams in the 1880s and 90s, this movement and the whole house, H-U-L-L, whole house in Illinois was some of its early origins. But John Dewey is a key figure because here as a socialist, he really wanted the school to be the social center. And he really wanted it very similar to we here today. People will say it takes a village to raise a child. It takes a village. How many times have we heard that phrase? Yeah. Yeah. And so that is what they're transforming schools into is a place where these government welfare services, students can access them without the parents necessarily being involved. And it's marketed as convenience. Okay. So community schools, they're aiming to utilize the local resources and the people around them. And, you know, we often say, well, local control could be a great thing. However, I want to just briefly share with our audience and I want you to speak to these things. There are four pillars proponents of these community schools are touting as these, you know, wonderful things that are going to come your way once we implement these community schools into your area. And these four pillars are, number one, integrated student supports. Number two, expanded learning time. Number three, family and community engagement. And then number four is collaborative leadership and practice. So these all to me sound perfectly great. Yes. I want expanded learning time. Yes. I want family and community engagement. But do you have any examples or can you speak to what those fancy, beautiful little words actually mean in practicality? Yeah. So it varies from school to school as community school models will be different depending on the school site. However, a lot of these marketed terms are to get optimal buy-in of the public because they want the least amount of resistance to implement their plan. So when you hear expanded learning opportunities, it's always important to ask, for example, what is learning to them and what is the content and curricula being learned? What's the competency? Before a long time ago, academic competencies in math, in science, in reading and writing, these used to be studied. But today competencies are changing towards subjective character assessments and all kinds of manner of ideas. There is a California Teachers Association webinar I saw years ago. And one teacher on that webinar said, teaching is completely political in all aspects and realms. Everything they do is political. And then he proceeded to say even the curriculum that he centers is political. So when you hear expanded learning, especially from a group that is affiliated closely with our teachers unions that believe this ideology, it's really important for us to think, what is learning to them? What are these ideas for them? And how do these ideas, even in cooperation with community groups, these could be community activist groups, and some of which are. Well, we know that the unions are, we know that the NEA is a political activist organization because the majority of their dues go to political causes. The majority of the California Teachers Association, and I only say California because we happen to be here in California, those dues go to political causes. What they do at their meetings and their summits is primarily political. It doesn't have to do anything with benchmark or merits or, you know, academic achievement for students. And when it comes to...like when I think of expanded learning time, I think of a local high school that happens to be close to me where it's not identified as a community school. However, it has community school personality traits, if you will. There is a wellness center where children can go, where, you know, high school students can go to if they need a brain break, if they need a mental break. They go there, they have tea. There are books about anxiety. There are books about sexual health and reproductive care and all of these, you know, terms that they want you to buy into. The library, for instance, stays open, I believe, until 8 or 9 p.m. at night, where I think, why would a school need to be open until 8 or 9 p.m. at night? They tout it as, oh, we're here to support you as parents. But to me, that seems like an invitation to say, oh, you don't need to go home. Just stay here at school. Get your breakfast here at school. Get your lunch here at school. So is it possible that our public schools right now are morphing into this community school model without parents really realizing it? Absolutely. And that is how even the idea of that WSCC model, the whole school, whole community, whole child, acts in a way as a support to that same agenda, where they're adding in these wraparound services of health clinics, mental and behavioral health on campus, which I will say I have yet to see a single mental and behavioral health program in schools that does not include gender ideology, right? Every single one I've seen to date includes gender ideology. Huge concern. And with regards to this implementation, a lot of things happen in stages slowly over time, and they're working towards the same goal. And how do I know this? Because when I've traced it back historically, this model and some of the visionaries and creators of these ideas in education, they have always been, by and large, working together. They're coordinated. So some of the people who were influential in the full-service community school model were also incorporating their ideas into the advancement of the WSCC model. And in this way, how do we start to notice that a school is starting to drift in this transformation towards community school? Well, one of the things I frequently tell parents and teachers alike is that one key giveaway is when you start to see drift away from education. So when we start to see more healthcare enter the school site, when we start to see the expansion of mental and behavioral health, which is another topic of, from what lens is this being delivered? Through what ideas is this being administered? And are the counselors even licensed? In some states, that's been even debatable about whether the staff that are counseling students even possess a license. So in looking at the school system, when we start to see that drift towards the community service model, our community school model, what we want to be looking for is that integration of health and these other government services. One thing, too, that I've told people, typically they'll go get right on their state's website and look at their department of education. And when you're looking for the integration of health services, I always point back to that WSCC model, W-S-C-C, whole school, whole community, whole child. And when looking for this, it might not even be on your state department of education website. It might be on department of health. So that integration of those systems cooperatively working together to provide these wraparound services is key. And it is always marketed as convenience. Parents have to work. So we at the school can help you because then you don't have to take your child to the dentist or doctor. It's convenience. But in actuality, we're having our parental involvement, our parental notification. It's being eroded before our eyes in the matter of convenience. I want to talk about the health integration in just a second. But before we do that, for anyone who might be watching, you know, there's inevitably going to be one or two or thousands or millions saying, okay, you're being a little paranoid. What difference does it make if we include these things in schools? What goal are you referring to? What is the goal? What is the end game that these community schools are seeking to accomplish? Is it communism, social...what is the goal? Well, it's interesting you say that because I was curious years back and I went to the CPUSA website, Communist Party of the United States. Oh. And they do have a segment on their website that advocates for community schools. You know, we discussed John Dewey earlier. He was a democratic socialist. And as I've looked through, even the implementation of Los Angeles having these community schools, the democratic socialists of America have been advocating for them as well. So there's definitely a political aspect of the expansion of these. And why would that be? Because for those who embrace that political ideology, they typically have wanted to erode the family. They want the village raising the child. They want, for example, not students and children to necessarily go to their parents, but to go to a trusted adult. There's curricula that is being required to be taught across the nation, especially in California. And it emphasizes trusted adults over the amount of times it mentions parents. I've seen it. I've seen it. Yes. Yeah. So we're watching this slow drift of ultimately mission creep and a big government model entering the schools. Many years ago, one of the books I brought, a man studied the school health, school-based clinic model. And for two years after studying, he had actually gone to a conference in 1986 in Denver at the school-based clinics. And two key members who were promoting eventually the idea of community schools, they both stated on his cassette tape recording that's listed in this book here, that they wanted to repurpose schools to operate as parental surrogates. And it's so disappointing to hear this, but with everything you have, the evidence, the books, and what we're seeing actually happening in real time in our schools, the puzzle pieces are actually coming together to make sense with how anti-American our schools have become. Well, because this model has been ramrodded through, as you said, democratic socialists, it's disappointing. Funny that you mentioned 1986, because I found an article from 1986 in the New York Times. It's archived online. Try Googling this 1986 New York Times article. This article from the New York Times 1986 cited how Planned Parenthood was going to start sending surveys into public schools for the first time to ask teenagers about their sexual practices. And in these surveys, as this is written about in this 1986 New York Times article, it said that 67% of the respondents of these surveys favored school-based health clinics for offering family planning services. So the thing that no one's talking about is that there is a direct partnership, coalition, planned method of attack, whatever you want to call it, with Planned Parenthood and this community school model to provide healthcare services, including but not limited to abortion without the consent of a parent or, you know, informed knowledge of a parent. Can you speak to the connection between Planned Parenthood and these community schools? Give us a little bit of history, insight, what's really happening, what maybe are in the plans or... Sure. And the 1980s was pivotal because the then president of Planned Parenthood Federation of America, Faye Waddleton, also had stated in media, you can look up the archive, but she talked about how she wanted school-based health clinics on every campus in America. And that is significant too. Back in the history, we have Planned Parenthood Federation of America was closely working with back then what we know today as the Guttmacher Institute. They're the research and public policy arm of Planned Parenthood. And back then, a woman who was conducting research ended up getting picked up to work there by Planned Parenthood. So she worked at the Guttmacher Institute. She was an independent researcher. And while there, she was also looking into these school-based clinics. It was something they were analyzing, observing, and they wanted to find ways to grow this across the country. So her name was Joy Dreyfus. And today she is remembered as the mother of the community schools movement. That's what she was called. And in her life, she actually accomplished a lot for the goals of that Planned Parenthood organization. And one of the things that she did in her lifetime was she's considered the one who helped develop the full-service community schools model. She also helped start a big organization that advances community schools. It's called the Coalition for Community Schools. And they started in 1997. Now, the other things that she did was in 1980, she was chair of an organization called the Center for Population Options. Today, that organization is putting out comprehensive sexuality educational material, and they're called Advocates for Youth. Many people might be familiar. I can tell you might be familiar with them. Advocates for Youth also oversees a series of explicit videos called Amaze.org. We know the Amaze.org videos. I've covered them on Parent Alert. They are, to say the least, disturbing. To say the very least, they're extremely disturbing. And in fact, there were a lot of public schools who were using the Amaze.org videos as part of the Healthy Youth Act here in California to educate... It's like I use the air quotes all the time now because the language is just so unbelievably twisted, to educate children about sexual health. Yeah, they're very explicit. Age inappropriate, especially without parental knowledge that these types of videos are even included in the standardized sexual health classes in schools these days. Yeah, it's even been in ethnic studies too. Yeah, the content for any parent that might, just as a footnote, review that material. I always encourage parents to, instead of viewing curricula like you're a mom or a dad, view curricula like you just entered into a business meeting for marketing. And I want you to imagine that you're analyzing a commercial that might be shown in the Super Bowl. So put that mindset on, look at the images, look at the narrative, listen to the sounds. What imagery do you see when you pause frame of a video and start pulling out the marketed narratives and paying attention to the phrasing and the ideas that are presented? That's a great way to analyze curricula in depth and pull out those other layers. But going back to community schools, Advocates for Youth, formerly Center for Population Options, Joy Dreyfus also worked to help establish yet another organization out of theirs. And that today is known as the School-Based Health Alliance. So that's important because that organization as an NGO is working to help advance trainings and materials and conferences for implementing our school-based clinics in America. Wow. Okay, talking about school-based clinics, it's like you're reading my mind here with this conversation. Again, only because we are in the Los Angeles area, I'm just sort of focusing on Los Angeles Unified School District. I pulled up some information from the County of Los Angeles Public Health website, and there is a whole section about school-based health centers. The following clinics are located inside schools and can only be accessed by students at those schools. This is what's detailed on this flyer that is publicly available if you search it online. LAUSD and LA Trust Wellness Centers are in 17 high schools listed here. I imagine perhaps this isn't as up-to-date as of yesterday, but the well-being centers located on many high school campuses, and I'm reading from the flyer, are welcoming spaces where students can relax along with access information and services for a variety of health topics. Feeling stressed, anxious, want to know more about STI prevention, want to talk with someone about your relationship, need more information about fentanyl or how to help a friend, slow down on vaping, where to get emergency contraception. These are the types of health care centers that are making their ways into schools, these school-based health centers. And I want to remind people in California, I mean, don't you love all of my papers and research here? I printed it out so that I can actually read to you what is going on in California coinciding with all of this. And this can be found, National Center for Youth Law, teenhealthlaw.org. It details California minor consent and confidentiality laws. For pregnancy, a minor may consent to medical care related to the prevention or treatment of pregnancy without a parent's consent. Contraception, a minor may obtain all forms of birth control without parental assent. These are the legalities. Abortion, a minor may consent to an abortion without parental consent. These are the laws on the books coupled with these school-based health centers that don't require any sort of parental involvement, oversight, permission, knowledge, nothing. And the only people that can access these health centers are, again, as stated on the flyer, students at the schools. This is terrifying. It is. It is. And especially even out Los Angeles, some of the clinics were to be operated by Planned Parenthood themselves. And outside of California, just for anybody watching too, knowing that I always say what happens in California doesn't stay in California. Correct. And this is expanding across the country. In Washington State, where we have another aggressive application of school health on the campuses, years ago, I believe it was summer of 2022, I had discovered that one of the proponents of comprehensive sexuality education was working to plan a gender-affirming school-based clinic in Washington's Nova School. And in examining this, I started realizing that what they were doing with planning this, even with Seattle, a gender clinic, they were already putting that into place while also the legislation was working as another puzzle piece to erode parental rights. And in doing so, a teen can go onto their school-based clinic in Washington State and start accessing puberty blockers without the notification or consent of their parents. So maybe you could go on campus and not be able to take your inhaler or not be able to take an ibuprofen without your parent. Advil, right. Yeah. But puberty blockers are being considered. And this is reality. How many community schools currently would you say are across the nation already implemented? So as of three years ago, there's a book that's available for free PDF. It's called Community Schools Revolution by the proponents. They estimated then that there were 8,000 to 10,000. Now, originally, the organization coalition for community schools, they wanted 25,000 community schools by 2025. In this, this is where, again, that WSCC model works in the same direction as community schools. So where you may not hear your school changing its name, or you may not necessarily hear your school staff say, we are becoming a community school, you would actually start to examine that application of health and other services. And these, it's called an MOU, Memorandum of Understanding. So these are contracts that your school would enter into with an outside organization. So maybe it's a behavioral health program or a number of services. It wouldn't necessarily state WSCC for any board member watching or a teacher. It would just be watching those enter into the school site, which is really important. Down in Southern California, there was a school district that was considering an MOU for behavioral health. It said nothing about gender. It said nothing about any type of those services. It was just mentioning behavioral health and support for those struggling with drugs. And to a school board member, it looked innocent, like we were talking about earlier. Yeah, because, you know, even in the most, listen, in the most urban areas where, you know, some kids might need added support, maybe they're both parents are working, they do need somewhere to go after school. These types of programs sound incredible. But I guess for parents or even teachers watching, can you continue to describe some of the red flags that they should look for and where they might be able to find that information? Is it on their school website to determine if these radicalized directives are, you know, being injected into their schools? Where can they find this information? Yeah, that is a great question. It's hard to find it. Yeah. So with the previous example, I went to the organization that the school district was going to enter into an MOU had they passed that. And I started looking on that organization's website. I started searching for gender-affirming care on that website. I found they had a YouTube channel with Kimberlé Crenshaw material and gender ideology content. And I was able to quickly unravel that it was a gateway of behavioral health into gender ideology and endocrinologists on staff. So it's really important if your school is looking into an MOU, you would go to your school board, pack it, and you could simply start searching what organizations are in there. You might start with the organization itself and look on their website, but also sometimes look on that organization's social media pages, which sometimes reveal even more. Regarding opt-outs, what do you recommend that parents do? Because in California, for instance, a lot of this subversive directives and behavior, they're sneaking it into the mandated ethnic studies requirements. So can parents opt out of any of this or what? I think it's really important for parents to try and opt out of anything that goes against their personal beliefs and values. And if they're ever in a situation where their opt-out is not being respected or regarded by the school district, I'm really encouraging parents to consider seeking support. There's multiple pro bono even law firms that are willingly helping parents with parental rights and a number of issues. And I think for parents, we're in a situation where the school is asserting itself over the parents in the life of the child. It is inserting itself into the child's life and into the family. And it's time for parents to have that courage and assert their parental rights. We have a right to direct the upbringing of our children, and it's time to assert that and exercise it. And it's how we exercise it. So when parents give an opt-out form, if they don't want their child going to the wellness clinic or the school-based clinic, I encourage parents to opt out. And typically when I'm coaching parents in an opt-out, I will let them know to keep a paper trail. Keep a paper trail and let the superintendent, the principal, the child's teachers, and any other additional important staff be aware of the opt-out. And then I typically encourage parents to request from the school that they provide the parents with their plan for their child. Who will the adult be under supervising their child when they're opted out? And it's also really good to ask the school, what's your plan in place of this opt-out? For example, let's say it's social-emotional learning or comprehensive sexuality education. While my child is opted out of this, if a substitute teacher comes into the classroom, how will my opt-out be implemented and communicated to that substitute? And then how will it be communicated to other aides and school staff my child interacts with? So that you're asserting your role and you're asking for the school to communicate their plan for your child so that you're informed. And I also encourage parents too, if they have a conversation with a school staff member in person about an opt-out, just go ahead and immediately after the meeting, send an email to that staff person, thank them for their time, be diplomatic, write a summary of what you discussed. And if there's any follow-up, let them know, but keep a paper trail for your records so that you can ensure that you are guarding over your child in every facet of their life. It's good advice. And I am even going to go further in saying many times opt-out forms can be available. Sometimes schools communicate with parents saying, oh, we're planning to do this sexual health unit in the next week or month. Sometimes they don't communicate with parents or sometimes they switch the date. So would you recommend, or I should say how rational or irrational is it at the very beginning of the year to send a blanket email, not necessarily in the form of an opt-out form, anything official, but can we just as parents send an email saying, I as the parent do not permit my child to attend X, Y, Z, any and all of the above, including any of these subject matters. Is that reasonable to do? I think it's a good idea. There are some law firms that have opt-out forms that you can download for free. And having a law firm's name on there is wonderful for a parent. I also think the beginning of the school year and then every single beginning of every school year. So for parents, having an opt out is important, but just remember, send that every new school year at the start of the year. And for these school-based clinics, it's so important too, to remind our children that they have the ability and it's important for them to learn how to say no, to learn how to say, I'm not going there. Because an aspect of this community school model, and especially the school-based clinics, is that in order to sustain and justify the staff at those clinics, they have to have a steady clientele. And if, or if you need a steady clientele, then they use the teachers to then ask the teachers to refer students there, ask the teachers to give a tour of the school-based clinic. So they're doing these because it is a form of marketing to the children at the school. And one student might have, you know, hit their head at PE. So they might be sending that child to the clinic, but then they have more children go to be friends and support them. But also there's a double fold plan in place there where the friends are now getting accustomed to visiting the clinic. So it's okay to communicate, not just to the school, but also to your child. You don't step foot in the clinic. Because also it is about what the clinic is providing and through what lenses. It's so important today that we understand, I mean, even we didn't even get to this topic, but community schools themselves, their concept of community is a whole new definition. Describe it. So for example, the Coalition for Community Schools partnered with Institute for Educational Leadership. They put out a webinar back in 2021 where they were redefining community to basically come from an idea that community is fighting the heteropatriarchy and xenophobia and all the same ideas that you really see in classes like ethnic studies, as we talked about earlier. And so for the general public, you're hearing community and you think this is great. This is the lovely amount of neighbors and businesses. E pluribus unum, Americans together. We're all together. Not that type of community. For proponents that are really strong activists first for their political causes, they believe in evolving language. So just, I always tell people we are experiencing marketing in education. We saw marketing during COVID with health. So we're seeing marketing in a vast majority of ways, and it's always important with marketing to analyze it in depth and understand the bait and switch mechanism. Marketing operates for optimal buy-in and the least amount of resistance. And hopefully, the general consensus is that people will want to use whatever's being marketed. They will often utilize a crisis and say, well, now because X happened, we have a solution. Kids back then didn't get X, Y, Z, but now we have. Whatever the first start is, the problem, it's always designed for their solution. Not necessarily what you would think the solution is, but theirs. And this topic, I think in America, another thing that is happening with these wraparound supports, state funding comes through these schools. In California, we're seeing funds go into county offices of education. We're then being divvied up into school districts. And then across the country, there's also a variety of federal funding for school-based clinics. And I think what's most important is that whatever aisle they're on, understanding clearly community schools is of utmost significance. Because I think for those on the right that have, for my take, advanced this, I don't think they're fully aware that this has been a long time agenda of the radical left. So this is most important for parents to assert themselves, for understanding and awareness, and then to advocate for their families what's best for their children. Yeah. And my takeaway from you today, I mean, first of all, we can talk about this for hours and days and weeks and years, right? But this is the tip of the iceberg. Now, when parents or teachers hear that phrase, community schools, I hope that it sparks a little bit of a red flag for them to say, hold on, I need to investigate what this actually means, what programs in real time are going to be implemented by way of health clinics at my school, or free meals, or extended library hours, or whatever. I think that's a good thing. Now we know the words community schools carry meanings that we may have not been previously aware of. So that in itself is a win. I urge parents to get more information about this. And I think you'll agree with me, do not be afraid of being labeled the crazy parent. Because you're not crazy, you're informed, you're equipped, you're active, and you're doing exactly what needs to be done, informing yourself and making sure you know exactly what is going on at the schools, community schools or not, that are being funded by our taxpayer dollars, regardless if your child attends those taxpayer dollar schools. So thank you, Kelly, so very much. Please share where people can find you if they want to dive deeper into this topic. I know you have spoken at countless events about this. You have offered so much more detail than we were able to, you know, broach here today. This was a great overview. You've written countless op-eds. Where can people find you to ask questions or get more information? So on Twitter, follow me at Kelly, K-E-L-L-Y-S-K-E. And then... X. Yeah, and X, that's right, sorry. And also, I'm at a time2stan.me. So it has been a pleasure speaking with you. We have to fight for the protection of families, and these models erode that. Yeah, so we forge forward. One more term to put on the radar, community schools. One more term to put on the radar. God bless you for all the work you're doing. Keep researching because we need someone in the rabbit hole reporting back for the rest of us who are trying to get a handle on all of this stuff. Once again, Kelly, thank you so much. Follow her on X, at time2stand.me. Me. Good to remember. And if you haven't already, remember to subscribe to PragerUKids.com for wholesome educational resources to educate your family in our American values to stand strong during this time because it is a time to stand. God bless you all. Bye.