NWO Document Reveals Hellish Government Plans To Control Family Life

NWO Document Reveals Hellish Government Plans To Control Family Life

The discussion about NEW WORLD ORDER is getting stronger as it is believed that we are inching in to WWIII. And to give us a glimpse of what could happen to us when NWO takes control of us, here's a chilling document released by the US Department of Health and Human Services which reveals a New World Order (NWO) alleged plan to control every aspect of family life. Basically completely transferring the rights of the parent over to the State.
“To support ongoing relationship building with families, programs and schools should conduct periodic home visits so that teachers and families can get to know each other and communicate about children’s goals, strengths, challenges, and progress. If home visits are not possible for all families, schools or programs should require that teachers or providers and families communicate at the beginning of the year to ensure that the relationship is started in a positive way.”

This is part of the draft document called Draft Police Statement on Family Engagement From the Early Years To the Early Grades. This draft not only enforces the idea of having periodic home visits in parents homes by teachers, but also demands that the government get involved in parents lives by enforcing a family/child engagement in the home which creates a “community child rearing” instead of a parent simply raising their child, something that we are accustomed to do and have experienced.


The chilling statements didn't just end there, here is a small portion of the statements complied in the Draft Policy Statement on Family Engagement. On its page one, it's clearly stated that it is their goal to make parents “equal partners” to those of educators and other professionals in the community which removes the ultimate power to the parent.
“It is the position of the Departments that all early childhood programs and schools recognize families as equal partners in improving children’s development, learning and wellness across all settings, and over the course of their children’s developmental and educational experiences.” (page 1) 
On page four, it is revealed that family engagement is no longer supplemental and now we must have government officials implement the engagement.
“The perception that family engagement practices are supplemental, rather than necessary for successfully promoting children’s learning and development. Institutions that serve young children may place low priority on family engagement because they perceive their mission as narrowly focused on the child and miss the notion that children, especially very young children, live in the context of their families and their experiences are not independent of- but intertwined with- those of their families. There are few requirements and limited official guidance at the local, State and Federal levels to support implementation of these policies and practices, with some exceptions. Many State, program, district and school policies make ambiguous reference to “family engagement” and do not provide concrete definitions, or guidance on practices and policies that promote family engagement.” 

On page 5, it displays families as “assets” rather than taking on a parenting role and enforces the establishment of partnerships between your family, school teachers, and other professionals.
“The first step in systemically embedding effective family engagement practices in educational settings is to establish a culture where families are seen as assets and partners in children’s development, learning and wellness.  States, LEAs, schools, and early childhood programs should adopt a set of principles that guide the work of each interrelated level of the system. The Departments consider the following principles foundational to implementing the recommendations that follow. They are drawn from our respective frameworks, and aligning, integrating, and coordinating these principles will amplify their effects.”

Three of those nine goals includes:
  1. Create continuity for children and families. Implement a vision for family engagement that begins prenatally and continues across settings and throughout a child’s developmental and educational experiences.
  2. Value equal partnerships between families and professionals. Combine professional expertise with familial expertise to promote shared learning and responsibility for children’s healthy development, learning and wellness. Encourage two-way communication by valuing family input on all aspects of the child’s life and development, including their culture, traditions, and home language.
  3. Prioritize engagement around children’s social emotional and behavioral health. Engage families around children’s social-emotional and behavioral health. Ensure constant monitoring and communication regarding children’s social-emotional and behavioral health. Ensure that children’s social-emotional and behavioral needs are met and that families and staff are connected with relevant community partners, such as early childhood mental health consultants and children’s medical homes.
Page seven reveals the implementation of evidence-based parenting interventions.
“Implementing evidence-based parenting interventions across early childhood programs. Parenting interventions should be based on communities’ needs and strengthen families’ roles as children’s first and most important teachers, advocates, and nurturers. (See Appendix for a compendium of parenting interventions.)
“Rigorously evaluating family engagement strategies to identify and scale best practices.”
Page 10 discusses hiring a family specialist to aid the family.
“They may include hiring a family engagement specialist, or designating an existing staff member, to be responsible for ensuring that systemic family engagement plans are well managed, executed, and continuously improved. This individual could facilitate technical assistance and staff professional development, coordinate family support services, including supports for parenting, and refer families to social services as needed.” 
Page 13 contains the most disturbing information about Periodic Home Visits:
“To support ongoing relationship building with families, programs and schools should conduct periodic home visits so that teachers and families can get to know each other and communicate about children’s goals, strengths, challenges, and progress. If home visits are not possible for all families, schools or programs should require that teachers or providers and families communicate at the beginning of the year to ensure that the relationship is started in a positive way.”
The statements/policies are totally not usual for every families and this may give the next generation of youth to have different views about life, relationships, career, etc,

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