The Portland Association of Teachers, an affiliate of the state teachers’ union which has 4,500 members, reportedly created an anti-Israel and anti-America curriculum for children as young as kindergarteners that says Zionists are “bullies” and blames Israel and the United States for “settler colonialism.”
Journalist Christopher Rufo, the author of <a href="https://manhattan.institute/book/americas-cultural-revolution-how-the-radical-left-conquered-everything" target="_blank" rel="noopener">America’s Cultural Revolution</a>, <a href="https://www.city-journal.org/article/in-portland-the-intifada-begins-in-kindergarten" target="_blank" rel="noopener">published the information</a> and obtained the curriculum materials called &#8220;Teach Palestine!&#8221; Pre-kindergarten teachers are urged to use a workbook by the Palestinian Feminist Collective with a story of a fictional Palestinian boy named Handala who states, “A group of bullies called Zionists wanted our land so they stole it by force and hurt many people.”
“Students are encouraged to come up with a slogan that they can chant at a protest and complete a maze so that Handala can ‘get back home to Palestine’—represented as a map of Israel,” Rufo notes.
Other leftist tropes are urged for the pre-kindergarteners, including a <a href="https://www.youtube.com/shorts/BFil0gN8Ql0" target="_blank" rel="noopener">video</a> stating, “I feel safe when there are no police,” and a <a href="https://www.wokekindergarten.org/teachpalestine/visualhistoryinstazine" target="_blank" rel="noopener">slideshow</a> that salutes the First and Second Palestinian Intifadas. According to the <a href="https://en.wikipedia.org/wiki/International_Institute_for_Counter-Terrorism" target="_blank" rel="noopener">International Institute for Counter-Terrorism</a>, <a href="https://en.wikipedia.org/wiki/Civilian_casualties_in_the_Second_Intifada">during</a> the Second Intifada from September 2000 to February 2005, 887 of the 1,137 Israelis murdered in the attacks were civilians.
“The recommended resource list also <a href="https://www.wokekindergarten.org/teachpalestine/so-you-made-it-to-a-protest" target="_blank" rel="noopener">includes</a> a ‘sensory guide for kids’ on attending protests. It teaches children what they might see, hear, taste, touch, and smell at protests, and promotes photographs of slogans such as ‘Abolish Prisons’ and ‘From the River to the Sea,&#8217;” Rufo writes.
Once the children are in kindergarten through second grade, a <a href="https://docs.google.com/document/d/e/2PACX-1vTGX9wjjqX4S2Au0c8gFe5ir18Ex6Tw73pcezd5VQxj5hph0MJVHeQh-VqtQ6PCPa1QtQg2Woxe0_ue/pub">lesson</a>, “Art and Action for Palestine,” is provided to teach the children to “connect histories of settler colonialism from Palestine to the United States” and to “celebrate Palestinian culture and resistance throughout history and in the present, with a focus on Palestinian children’s resistance.”
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“75 years ago, a lot of decision makers around the world decided to take away Palestinian land to make a country called Israel. Israel would be a country where rules were mostly fair for Jewish people with White skin,” the lesson reads. “There’s a BIG word for when Indigenous land gets taken away to make a country, that’s called settler colonialism.”
Among the “suggested materials” are “keffiyehs, flags, and protest signs.” The curriculum also <a href="https://actionnetwork.org/user_files/user_files/000/098/772/original/All_Out_Palestine_Toolkit_3.0.pdf?fbclid=PAAaaGnQ7Ub7uar7rFqlTaVoBEH4SJ7X0yF-AZNoAjumR5BZW2DTVtVhlsTmY_aem_AbjMoHW4HB3HGHoSsk0D2LO9UewWamevwaDlwAtfE0NGXhxeLy1RXQdsvP7XKxsqtxQ" target="_blank" rel="noopener">includes</a> a pamphlet called “All Out for Palestine,” which states, “STOP THE GENOCIDE! END U.S. AID TO ISRAEL! FREE PALESTINE!” The pamphlet refers to “Zionism‘s long genocidal war on Palestinian life,” adding, “End all US aid to Israel and nullify all joint US-Israeli agreements and collaboration in arms trade and policing.”
“The pamphlet includes chants that teachers can adopt in the classroom,” Rufo points out. “Some imply support for militancy and political violence: ‘Resistance is justified when people are occupied!’; ‘We salute all our martyrs! mothers, fathers, sons and daughters!’; ‘Justice is our demand! No peace on stolen land!’”

Toddler is playing with a wooden toy block

Portland Teachers’ Group Offers Kindergarten Curriculum Teaching Anti-Israel Hate

Anti-Semitism

Education

Israel

Kindergarten

Oregon

Palestinians

Portland

teachers union

Teachers Unions

U.S.

A low-performing Bay Area elementary school saw its student achievement dip even further after introducing &#8220;Woke Kindergarten.&#8221;
Glassbrook Elementary School in Hayward paid $250,000 for a company called Woke Kindergarten to train its teachers in topics like white supremacy and oppression, the San Francisco Chronicle <a href="https://www.sfchronicle.com/bayarea/article/woke-kindergarten-glassbrook-hayward-18635504.php" target="_blank" rel="noopener">reported</a>.
To pay Woke Kindergarten, the school used federal funds — money from a federal program meant to help boost test scores for the country’s lowest-performing schools, the Chronicle reported.
Woke Kindergarten&#8217;s curriculum, which can be used with any of Glassbrook Elementary&#8217;s 474 students, includes a “woke word of the day,” words like “strike,” “ceasefire” and “protest.” This is meant to introduce children to a “language of the resistance” or a “liberatory vocabulary in a way that they can easily digest, understand and most importantly, use in their critiques of the system.”
On its website, Woke Kindergarten <a href="https://www.wokekindergarten.org" target="_blank" rel="noopener">says</a> its goal is &#8220;supporting children, families, educators and organizations in their commitment to abolitionist early education and pro-black and queer and trans liberation.&#8221;
The company&#8217;s founder is a former teacher who goes by &#8220;they/them&#8221; pronouns and self-describes as “an abolitionist early educator, cultural organizer and creator currently innovating ways to resist, heal, liberate and create with their pedagogy, Woke Kindergarten.”
Glassbrook has been using Woke Kindergarten for two years of a three-year contract so far.
In the meantime, the school&#8217;s flagging student achievement has become even more dismal.
English and math scores have both declined four percentage points each. Less than 4% of students were proficient in math, and less than 12% of students were proficient in English as of last spring.
Most of Glassbrook&#8217;s students are low-income. Two-thirds of the students have English as a second language, and more than 80% are Hispanic.
The school has been on a state watch list for improvement since 2020. This school year it was bumped back down to the lowest-performing level.
Some Glassbrook teachers have raised issues with Woke Kindergarten, charging it with being too heavy on progressive activism.
A white teacher who raised an issue with the training sessions described himself as a &#8220;gay moderate&#8221; and previously sued the school district for allegedly stopping him from talking about his husband and LGBT history.
He said he asked what &#8220;disrupt whiteness&#8221; means for a third grade classroom and was temporarily banned from the training sessions. The teacher also said he was told the sessions were “not a place to express white guilt.”
The same teacher said he asked questions during a session where a trainer used the phrase “so-called United States.” He also questioned lessons on Woke Kindergarten&#8217;s website called “Lil’ Comrade Convos” and some talking about a world without police, money, or landlords.
“It slowly became very apparent if you were a dissenting voice that it’s not what they wanted to hear,” a different teacher said. “Our reading scores are low &#8230; That could have gotten us a reading interventionist.”
Hayward Superintendent Jason Reimann said the decision to hire Woke Kindergarten was more about boosting attendance rather than improving test scores, saying that, “helping students feel safe and whole is part and parcel of academic achievement.”
&#8220;We are in favor 100% of abolishing systems of oppression where they hold our students back,&#8221; he told the Chronicle. &#8220;What I do believe is we should pick providers based on their work and how effective they are.&#8221;
“I get that it’s more money than we would have liked to have spent,” the superintendent said.
Glassbrook Elementary and the school district more broadly both saw a similar improvement in attendance last year, with 44% of students chronically absent last year compared to 61% the year before.
Other Bay Area schools have tried a different approach. One San Francisco elementary school started a math intervention program that has raised the math proficiency rate from 15% to 50%.

Preschooler painting and coloring

Bay Area School Tried ‘Woke Kindergarten,’ Test Scores Dropped More

Bay Area School Tried 'Woke Kindergarten,' Test Scores Dropped More

California

LGBT

Public Schools

San Francisco

Woke Culture

Children as young as kindergarten will read a picture book about transgender kids Friday as part of one Northern California school district’s “Transgender Day of Visibility,” despite the objections of several parents.
Burton Valley Elementary, about 20 miles east of San Francisco, will have K-5 pupils read a children’s book <a href="https://www.amazon.com/Feels-Good-Be-Yourself-Identity/dp/1250302951" target="_blank" rel="noopener">titled</a> “It Feels Good to Be Yourself: A Book About Gender Identity.” The book introduces children to the concept of “gender identity” with transgender kid characters. It explains the pseudoscientific ideas of “transgender,” “cisgender,” and “non-binary” people.
“This is Ruthie. She’s a transgender girl,” reads the first line of the book. “That means when she was born, everyone thought she was a boy. Until she grew a little older — old enough to tell everyone that she’s actually a girl.”
“This sweet, straightforward exploration of gender identity will give children a fuller understanding of themselves and others,” the book’s introduction states.
Parents in the district have expressed concerns that “gender identity” is an inappropriate topic for elementary school children. On Nextdoor, a neighborhood social media platform, some parents <a href="https://nextdoor.com/p/Fz7GY4t8x7DD/c/921261312?post=263188808&amp;comment=921261312&amp;ct=U-X08WKt3t0R2wxu0lG6F301pF0ooHqZdX2E6bYPvm9ajZPt3NLmlQc3tNugf3-T&amp;ec=jUsXRsKkOPMVxJBs1Cj9scCEDVfj1pLaDEEEO8rW-uw%3D">said</a> they plan to pull their children out of Burton Valley Elementary on Friday to avoid the book reading.
The gender identity book reading is part of Lafayette School District’s celebration of “International Transgender Day of Visibility.” On March 15, the school board <a href="https://go.boarddocs.com/ca/lafsd/Board.nsf/goto?open&amp;id=BPTUG57BF09C" target="_blank" rel="noopener">voted</a> for a <a href="https://go.boarddocs.com/ca/lafsd/Board.nsf/files/CPST9F709887/$file/11-2223%20In%20Support%20of%20International%20Transgender%20Day%20of%20Visibility.pdf" target="_blank" rel="noopener">resolution</a> to honor Transgender Day of Visibility.
“The Lafayette School District acknowledges March 31, 2023, as Transgender Visibility Day and stands with the transgender community as it fights for freedom, safety, dignity, respect, and, most of all, love,” the resolution reads.
The resolution also ordered that the transgender flag be flown at each of the district’s four elementary schools and its one middle school on every school day this week.
“Next week you will notice a new flag on our flag pole, as we fly the Transgender Flag across all of the schools in LafSD,” Burton Valley Elementary Principal Meredith Dolley <a href="https://www.parentsquare.com/feeds/19267814?s=eyJhbGciOiJIUzI1NiJ9.eyJ1c2VyX2lkIjoxODAyMTQ2NywiZXhwIjoxNjg3NjQ5OTgzLCJ1cmwiOiJodHRwczovL3d3dy5wYXJlbnRzcXVhcmUuY29tL2ZlZWRzLzE5MjY3ODE0IiwibWV0aG9kIjoiR0VUIiwicXVlcnkiOnt9LCJyZXF1ZXN0Ijp7fX0.wsJ6c6s-SK9BLh_4hVMYCHCncsrPJjGVxVk0zROU3Jk" target="_blank" rel="noopener">posted</a> in her weekly update to parents last week on ParentSquare, a popular school-to-home communication platform.
“We will also be reading a story as a school called It Feels Good to Be Yourself by Theresa Thorn,” Dolley added.
“The conversations that might ensue next week are not new to our school. Each and every conversation we have with our Bobcats is about honoring and celebrating their individual identities; whatever they may be, as we know students learn best when they feel they are seen, valued and appreciated for who they are,” the principal wrote.
Dolley wrote that Burton Valley Elementary students “were wanting to discuss gender diversity in our classrooms, and on our playgrounds” back in November.
The principal said that the school tells its K-5 students who ask about gender identity that “most boys are born with boy parts and identify as boys,” and “most girls are born with girl parts and identify as girls,” but “there are also some kids that are born with boy parts and identify as a girl” and “some kids that are born with girl parts and identify as a boy.” The school also tells its elementary students that some kids “say they are simply ‘they’ &#8211; not a boy or a girl, or both.”
“We can be curious and care about our friends, but it’s not our worry which ‘parts’ people have, so take that worry off your plate. It’s also none of your business, just like it’s not others’ business to ask you which parts you have,” the school tells kids, according to the principal.
As of last year, the Lafayette School District also has a new Bias Incident Reporting System, which allows families, students, and school staff to report alleged incidents of bias. The school has already received at least 20 reports of bias related to race, LGBT, disability, sexual harassment, discrimination, and hate speech.
The Daily Wire reached out to both Lafayette School District and Burton Valley Elementary but did not receive a response.

Children raising their hands in a classroom.

California Kindergarteners Will Read About Transgender Kids For ‘Transgender Day Of Visibility’

Elementary Schools

Gender

Transgender

A Florida school district is going ahead with a new policy requiring students to use the bathroom that corresponds with their biological sex after a federal appeals court ruling last week.
The superintendent of Pasco County Schools, which sits just north of Tampa, announced the new policy Tuesday during a school board meeting. The rule would ban trans-identifying students from using the bathroom of the opposite biological sex and is expected to take effect in the next month.
&#8220;I realize this change in practice may not sit well with some students and some adults, but it is important to know that we as a district and as elected officials are required to abide by the laws of the state of Florida and those of the United States. This change in district practice and procedure does both of those,&#8221; Superintendent Kurt Browning <a href="https://www.wtsp.com/article/news/local/pascocounty/superintendent-pasco-county-students-use-restrooms-gender-at-birth/67-456bd6af-f183-4405-8bc3-93384afb8316">said</a> during the meeting.
Browning cited the December decision from the 11th Circuit federal appeals court in the case of a trans-identifying female student in the St. John&#8217;s area who was banned from using the boys bathroom at her school.
The court ruled that the school&#8217;s policy banning the student from the boys bathroom does not violate the Constitution or Title IX, the federal law prohibiting sex discrimination in education.
&#8220;I’m going to do what I have always said I’ll do, which is follow the law. The 11th Circuit changed the law,&#8221; the superintendent <a href="https://www.foxnews.com/us/florida-school-district-require-students-use-restrooms-based-biological-sex">said</a>. &#8220;It would be disingenuous of us to use the St. John&#8217;s case for the last five years and not use the 11th Circuit case as the basis of our decision-making.&#8221;
Browning also said that accommodations will be made for trans-identifying students.
&#8220;I also want the board to be aware that any student wishing to use an alternative restroom will be able to seek an accommodation to use a private restroom at their school,&#8221; Browning said.
One trans-identifying student, a female senior, spoke at Tuesday&#8217;s school board meeting and said she has been using the boys bathroom for the last four years.
&#8220;I don’t think this policy is going to do any good for anyone,&#8221; the student said. &#8220;I’m probably not going to follow the rules, so come what will.&#8221;
In the fall, Pasco County Schools <a href="https://www.wtsp.com/article/news/education/safe-space-stickers-banned-pasco-county-schools/67-d26649a2-6510-48f8-940b-d439fea1bb0e">announced</a> that the district will no longer use “safe spaces” or display “safe space” stickers.
The superintendent said the &#8220;safe spaces&#8221; were causing confusion for school staff, who were unsure whether a student&#8217;s presence in a designated &#8220;safe space&#8221; triggered a staffer&#8217;s legal duty to report a change in a student&#8217;s well-being to their parents. Florida&#8217;s new parental rights education law requires school staff to report changes in children&#8217;s well-being to parents. Another point of confusion was that students might mistakenly think a conversation in a &#8220;safe space&#8221; was confidential and would not be disclosed to their parents, Browning said.
The new bathroom policy at Pasco County Schools comes as debate is heating up across the country over trans-identifying students using the school bathroom of the opposite sex.
Districts in other states have <a href="https://www.ydr.com/story/news/local/2022/12/12/red-lion-students-told-to-use-bathroom-based-on-gender-at-birth/69712905007/">announced</a> similar rules about students using the bathroom that corresponds to their biological sex. Meanwhile, parents in other areas have <a href="https://www.abc57.com/news/angry-parents-speak-out-against-transgender-bathroom-access-at-new-prairie-schools">spoken out</a> against school policies that allow students to use the bathroom of the opposite sex.

Public sign in a washroom or bathroom destined for women in

Florida School District Will Require Students To Use Bathroom Of Biological Sex After Court Ruling

Florida

Gender Identity

Gender Pronouns

Portland&#8217;s public school system is indoctrinating its students to become queer activists as early as kindergarten through 5th grade.
<a href="https://christopherrufo.com/portland-sexual-revolution/">Documents</a> obtained by writer and activist <a href="https://www.dailywire.com/topic/christopher-rufo">Christopher Rufo</a> show that from as early as kindergarten, students are taught the tenets of radical queer gender theory. They are taught that ideas about human sexuality are &#8220;colonized,&#8221; that white colonizers from Europe forced their views on other people and cultures, and that current discourse around sex and gender is still affected by colonization. The curriculum instructs children to experiment with their own gender expression, and to commit by as early as fifth grade to become queer activists.
The curriculum begins in <a href="https://www.dailywire.com/topic/kindergarten">kindergarten</a>. Several PowerPoint presentations obtained by Rufo, entitled &#8220;Understanding Our Bodies: Kindergarten Health Scientists,&#8221; exposes children to talking about their genitalia, by framing it in the context of &#8220;being scientists to know about our bodies.&#8221; The presentations then show graphic drawings of male and female genitalia. The presentations place particular emphasis on the word &#8220;BODIES,&#8221; and refer to either a &#8220;person with a penis&#8221; or a &#8220;person with a vulva,&#8221; because, according to the presentations, &#8220;Any gender and kid can have any type of body.&#8221;
In first and second grade, students are indoctrinated into the basic tenets of queer theory. It teaches students to think about gender as a social construct. &#8220;Gender is something adults came up with to sort people into groups,&#8221; one of the presentations reads. Another presentation, entitled &#8220;Our Names, Genders, and Pronouns,&#8221; encourages children to present their gender pronouns.
Another presentation teaches students that &#8220;[g]ender is like outer space because there are as many ways to be different genders as there are stars in the sky!&#8221; In another presentation, students are exposed to gender pronouns, including transgender pronouns like they/them and ze/zir. &#8220;Or you can make up your own,&#8221; it states. It also says that students can go by more than one set of pronouns.
In third through fifth grade, students are introduced to “LGBTQIA2S+” concepts. Students are also taught to use gender-neutral terms for people: &#8220;girls and boys&#8221; is replaced with words like &#8220;learners,&#8221; &#8220;y&#8217;all,&#8221; and &#8220;folx&#8221;; words like &#8220;mom and dad&#8221; are replaced by &#8220;parents,&#8221; &#8220;family,&#8221; or &#8220;your adults&#8221;; and the honorifics &#8220;Mr.,&#8221; &#8220;Mrs.,” and &#8220;Miss&#8221; are replaced by the gender neutral &#8220;Mx.&#8221; In another presentation, students are introduced to the concepts of &#8220;cisheteronormativity,&#8221; which is used as a means of &#8220;oppression for nondominant&#8221; sexual and gender identities.
&#8220;Being straight and cisgender (cis) are both dominant identities,&#8221; the presentation says. &#8220;The culture, systems, and assumptions that everyone is straight is called heteronormative. The culture, systems, and assumptions that everyone is cisgender is called cisnormative. Therefore, the culture, systems, and assumptions that everyone is straight and cis is called cisheteronormativity.&#8221;
Finally, students are asked to make a &#8220;commitment to change&#8221; according to the tenets of queer ideology. The six commitments students are asked to make are: &#8220;I commit to learning more about what LGBTQIA2S+ words mean and how they have changed over time&#8221;; &#8220;I commit to learning about the history and leadership of Black trans women&#8221;; &#8220;I commit to practicing pronouns and correcting myself EVERY time&#8221;; &#8220;I commit to attending QSA/GSA and being a leader at my school&#8221;; &#8220;I commit to watching and reading books, movies, and TV shows that have LGBTQIA+ characters&#8221;; and &#8220;I commit to being my full self!&#8221;
The Portland School District is home to more than 49,000 students across some 79 schools in the city of <a href="https://www.dailywire.com/topic/portland">Portland</a>, Oregon.

Pride Flag

Portland School District Indoctrinates Students To Become LGBTQ Activists In K-5th Grade

Christopher Rufo

LGBTQ

The Los Angeles Unified School district is imposing a radical race and gender ideology on its students, including teaching kindergartners to &#8220;experiment&#8221; with pronouns and requiring teachers to keep their child&#8217;s gender transition a secret from their parents.
<a href="https://www.documentcloud.org/documents/22090184-lausd-source-documents?responsive=1&amp;title=1">Documents</a> from the LAUSD&#8217;s Human Relations, Diversity, and Equity department, obtained by City Journal&#8217;s <a href="https://www.city-journal.org/sexual-liberation-in-public-schools">Christopher Rufo</a>, show that the LAUSD is pressing teachers to impose race, gender, and queer theory on students through academic conferences, curriculum materials, and teacher training modules. Furthermore, other documents show that the LAUSD is imposing a policy around transgender students that would allow teachers to keep a student&#8217;s gender identity a secret from their parents.
The first document obtained by Rufo is a list of guidelines for teachers entitled, &#8220;Queer All School Year: LAUSD&#8217;s Queer And Trans-Affirming School Calendar.&#8221; The calendar has guidelines for each month of the school year, from August through June. Suggestions include &#8220;Attend LA Unified School District&#8217;s Standing With LGBTQ+ Students Conference&#8221; in the month of October, which the calendar lists as &#8220;LGBT History Month&#8221;; &#8220;Post LGBTQ-affirming signs in your office, classroom, and around campus&#8221; in December; &#8220;Participate in the Black Lives Matter in Schools Week of Action&#8221; in February; and &#8220;Celebrate Pride Month with literature, art, music, poster campaigns, or lunchtime events&#8221; in June.
Rufo also includes a PowerPoint presentation for the &#8220;Standing with LGBTQ+ Students, Staff, and Families&#8221; conference on &#8220;Best Practices for Affirming LAUSD’s Queer Communities.&#8221; Conference sessions include such titles as &#8220;Welcoming Words &amp; Safe Spaces: Supporting Students Who Are Both Neurodivergent &amp; LGBTQIA+&#8221;; &#8220;LGBTQ-Inclusive Content and Pedagogy for Elementary and Middle School Classrooms&#8221;; &#8220;What Your Queer Middle Schooler Wants You to Know&#8221;; and &#8220;Breaking the Binary in Education.&#8221;
Rufo also obtained a teacher training entitled, &#8220;Queering Culture and Race.&#8221; The goals of the training include “[engaging] in learning about the history of the intersection between race, sexual orientation and gender,&#8221; and “[exploring] what educators can do to support students.&#8221; The training begins with a history of LGBT activism, beginning with <a href="https://www.dailywire.com/news/d-c-neighborhood-moves-to-rename-iconic-street-after-the-worlds-first-queen-of-drag">William Dorsey Swann</a>, the first-ever self-identified &#8220;queen of drag.&#8221; It then contends that history is repeating itself, that &#8220;[t]he struggle experienced by William Dorsey Swann unfortunately continues today, and not just out in the community but in schools” because of a lack of LGBTQ+ acceptance.
The documents also include the &#8220;SOGIE Handbook of Language &amp; Vocabulary,&#8221; an extensive glossary of terms related to issues of sexual orientation and gender identity and expression. Rufo further reported that the district has inundated teachers with radical curriculum materials, including course materials from the consulting firm Woke Kindergarten that encourages kindergartners to experiment with pronouns, and to adopt non-binary gender identities that “feel good to you.”
In addition, Rufo obtained a <a href="https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/383/BUL-6224.2%20Transgender%20Policy%205%2013%2019.pdf">policy bulletin</a> from the district that instructs teachers to address the students by their preferred name and gender pronouns without any legal changes or parents&#8217; consent, but at the same time directs them not to disclose a student&#8217;s gender identity, even to their parents, without the teacher&#8217;s discretion:
<blockquote>When communicating with a student’s parent, legal guardian, or educational rights holder&#8230; school personnel should be aware that the student may not have disclosed their gender identity to their parents&#8230; [P]ersonnel should consult and work closely with the student to assess the degree to which, if any, the parent is aware of the student’s gender identity or expression and is supportive of the student, and school personnel shall take into consideration the safety, health and well-being of the student in deciding whether to disclose the student’s gender identity or expression to parents.</blockquote>
The LAUSD is the largest school district in California and the second largest in the United States, serving more than 660,000 students.

Pride flag

LAUSD Imposes Radical Gender Teacher Training, Curriculum Materials, Instructs Teachers On Not Disclosing Students’ Gender Identity

LAUSD Imposes Radical Gender Teacher Training, Curriculum Materials, Instructs Teachers On Not Disclosing Students' Gender Identity

schoolchildren

A Boston-area charter school assistant principal told a first-grade teacher who is a biological woman and identifies as a man to tell kindergarten, first-grade and second grade students on an “Identity Share” Zoom call, “I’m going to start by turning it over to you and having you share with us your ‘I am’ statements and what you like most about who you are.”
The teacher then told the young children, “So something that’s really cool and unique about who I am is that I am transgender. &#8230; When babies are born, the doctor looks and they make a guess on whether the baby is a boy or girl based on what they look like.”
Brooke Roslindale School <a href="https://www.ebrooke.org/ourschools/team/brooke-roslindale-team/">assistant principal</a> Sarah Hammond told the young children on the “Identity Share” conducted over Zoom in March 2021, “Remember: Your job during the Identity Share is to be listening really carefully so that you can learn something new about Mr. Skyer. We’re running a little low on time so I don’t think we’ll have questions but you can always ask questions to Mr. Skyer questions when you have a chance to see him later. So Mr. Skyer, I’m going to start by turning it over to you and having you share with us your ‘I am’ statements and what you like most about who you are.”
First-grade Ray Skyer stared by stating he had three “I am” statements.” He stated the first one was he was a son and a brother; the second was that he was a reader and loved to read, and the third was that he was a teacher and “super-proud” of that.
Then he stated what was “cool” about himself:
<blockquote>So something that’s really cool and unique about who I am is that I am transgender. So we touched a little bit about that at the beginning of this week in the book that Miss Hammond read, but I’m gonna give you my explanation about what it means to be transgender as well:
So when babies are born, the doctor looks at them and they make a guess about whether the baby is a boy or girl based on what they look like. Most of the time that guess is 100% correct; there are no issues whatsoever, but sometimes the doctor  is wrong; the doctor makes an incorrect guess. When a doctor makes a correct guess, that’s when a person is called cisgender. When a doctor’s guess is wrong that’s when they are transgender.
So I’m a man, but when I was a baby the doctors told my parents I was a girl. And so my parents gave me a name that girls typically have; they bought me clothes that girls typically wear, and until I was eighteen years old everyone thought I was a girl. And this was super, super uncomfortable for me because I knew that wasn’t right. The way I like to describe it is like wearing a super-itchy sweater. The longer you wear it the itchier it gets and the only way to make the itching stop is to have everyone see and know the person that you really are. So when I was eighteen I told my family and my friends that I’m really a boy and it was like this huge weight had been lifted off of my shoulders and I had the freedom to be who I truly am. And even though this experience is super-challenging sometimes it made me the person I am and I’m super-proud to be transgender.</blockquote>
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.<a href="https://twitter.com/BrookeSchool?ref_src=twsrc%5Etfw">@BrookeSchool</a> 1st grade teacher records an “identity share” zoom call with K-2 grades where he spoke about being trans. 
“When babies are born the dr looks &amp; makes a guess on whether the baby is a boy or girl. Sometimes the dr is wrong. If they are right, the baby is cisgender” <a href="https://t.co/qYGFm9B7rF">pic.twitter.com/qYGFm9B7rF</a>
&mdash; Libs of Tik Tok (@libsoftiktok) <a href="https://twitter.com/libsoftiktok/status/1513254835075764227?ref_src=twsrc%5Etfw">April 10, 2022</a></blockquote>
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Accompanying the <a href="https://www.facebook.com/raymond.skyer">video on Facebook</a>, Skyer wrote:
<blockquote>Whenever there are bills introduced targeting trans youth, we always hear the argument that these laws are “protecting” their peers and “preventing confusion.” At this point, I’ve had many conversations with many young children (I’m a 1st grade teacher) about what being transgender is and never once have I been met with any fear or confusion. I’ve even been the recipient of a group hug! Children just get it, it’s as simple as that.
This is a video from an Identity Share I did yesterday over Zoom with many of our kindergarten, 1st, and 2nd grade students. When I opened up my classroom’s Zoom room immediately after, here are some things my students said:
“Great job, Mr. Skyer!”
“I think my family is a lot like yours!”
“How did you grow a beard?” (My answer was just that I grew up!)
“Where are you in those pictures?”
“Your brother is taller than you AND has a bigger beard!” (Thanks, friend.)
“Who is the homework leader for today??”
Learning about and embracing differences is something that comes naturally and is exciting to children. Let’s follow their lead.
Feel free to share!</blockquote>

Online Preschool Class From Home For Cute 5 years Old Girl

WATCH: 1st Grade Teacher Tells Kindergartners, ‘When Babies Are Born, The Doctor Looks And They Make A Guess On Whether The Baby Is A Boy Or Girl’

Boston

Readers Pass

As parents have fought back against the teaching of LGBTQ information being inculcated in their children at school, a viral video shows a school coordinator in Kansas insisting that young children should learn about LGBTQ issues in the classroom as soon as they have been exposed to any information on the subject.
“When they’ve been exposed to information, they’re ready to learn about it, whether you think they are or not,” the coordinator of equity, inclusion, and diversity intoned. “And the research says there is no age too young to talk about pretty much anything. If they know about it, they’re ready to learn about it, right?”
He argued that the young children would inevitably be exposed to LGBTQ issues through social media: “So there is no, you now, what we think is always age-appropriate; it is if they don’t know about it, they haven’t been exposed to it, and yeah, you can give them time to develop, but once they’ve been exposed to it — and social media’s gonna do it, right — I know some kindergartners in this school with cell phones.”
“Mine had a cell phone,” he admitted, “and so they get access to information. They can learn quickly; the world is teaching them faster than probably you are. And so the extent to which we can have conversations with parents around ‘How do we want to approach talking about LGBTQ+’ because there are students as early as kindergarten who are identifying as non-gender conforming &#8230; non binary, transgender.”
“And so because they’re in our school, they’re in our classrooms, then that becomes a responsibility on the adults to say, &#8216;Okay. I have a student who identifies this way, and so it’s my responsibility to make sure the classroom is inviting to them,&#8217; just as it is to someone who might be Asian, Laotian, Korean, African, whatever the identity is,” he concluded.
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Kansas teacher on why kids have to learn about being transgender and non-binary as young as kindergarten. <a href="https://t.co/BvmOEN2UDi">pic.twitter.com/BvmOEN2UDi</a>
&mdash; Mythinformed MKE (@MythinformedMKE) <a href="https://twitter.com/MythinformedMKE/status/1511098933564616709?ref_src=twsrc%5Etfw">April 4, 2022</a></blockquote>
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At the end of March, a mother of four boys, one of whom “transitioned,” was interviewed by ABC News on the “International Transgender Day of Visibility,” and was asked what the experience had been like and what her advice would be for other parents.
She answered that when her “daughter” started communicating who she truly was to her parents, “that was at the earliest moment that she actually had words and language to communicate to us who she truly was.” She continued, “We were a little surprised because we didn’t expect it, and then, as we just literally raised her, supported her, just like all parents do &#8230; we’re teaching here the right values; we’re teaching her to give back  &#8230; that surprise evolves into something just really cool and important and that is the realization that she’s our daughter, And so what I would say to all of those parents out there and all of the folks, by the way, millions of folks still in our country who say they’ve never met a transgender or non-binary young person, I would say this, I would say: These children are here and they are wonderful and all it takes is love.”
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For &#39;transgender day of visibility,&#39; ABC news featured a mother who said her &quot;assigned male at birth&quot; child started to communicate being transgender &quot;at the earliest moment that she actually had words and language&quot; <a href="https://t.co/kWcNZruBEN">pic.twitter.com/kWcNZruBEN</a>
&mdash; Washington Free Beacon (@FreeBeacon) <a href="https://twitter.com/FreeBeacon/status/1509606665376735242?ref_src=twsrc%5Etfw">March 31, 2022</a></blockquote>
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Little girl playing building with shapes

WATCH: School Coordinator Insists Kindergartners Should Learn About LGBTQ Issues As Soon As They’re Exposed To It

A private school in Washington D.C. that pushes social activism and charges roughly $40,000 per year for children in their kindergarten program held a march where the kindergartners carried protest signs and chanted “Black Lives Matter.”
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A school in DC forced kindergarteners to march around with BLM signs and chant “Black Lives Matter” <a href="https://t.co/wGiuBY13Yg">pic.twitter.com/wGiuBY13Yg</a>
&mdash; Libs of Tik Tok (@libsoftiktok) <a href="https://twitter.com/libsoftiktok/status/1489709114489925632?ref_src=twsrc%5Etfw">February 4, 2022</a></blockquote>
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While the exact date of the video is unclear, Parents Defending Education wrote in a <a href="https://defendinged.org/press-releases/blmatschool/">press release</a> last Friday that along with other schools across the nation promoting &#8220;Black Lives Matter&#8221; activism, &#8220;<a href="https://www.lowellschool.org/event-detail?pk=19417560">Lowell School</a> in Washington, D.C. &#8230; [t]his year included kindergarteners marching with BLM signs and chanting &#8216;Black Lives Matter.&#8217;” The press release also included the link to a video on the school&#8217;s Instagram page purportedly showing the kindergartners marching with &#8220;Black Lives Matter&#8221; signs, but the video no longer exists on that page.
The school’s diversity, equity and inclusion <a href="https://www.lowellschool.org/about/diversity-equity-and-inclusion">statement</a> asserts:
<blockquote>Anchored in our history and mission, we believe that the foundations of advocacy begin in childhood and early adolescence. To dismantle systems of oppression, exclusion, and inequality, a child must fundamentally value the worth of all people as equals from the youngest of ages. &#8230; 
At this moment in time, it is still critical to call out and distinguish the work of equity and inclusion to ensure that the work remains a priority at many schools. &#8230; One of the most important values we uphold at Lowell is the desire to help build and sustain a more just and equitable society. Throughout our curriculum, we guide students in understanding the fundamentals of human and civil rights, exploring the history of pursuing and protecting those rights, and contributing to the advancement of social justice in today’s world.</blockquote>
The Lowell School writes on a page devoted to their “<a href="https://www.lowellschool.org/identity-social-justice-and-activism">kindergarten-2nd grade curriculum</a>”:
<blockquote>We firmly believe that we cannot expect children to engage in fluent conversations around identity, equity, and inclusion if these topics are, in any way, “off limits” for young children. Instead, we believe that if we normalize difference and teach children how to share and appreciate difference, the groundwork for equity and inclusion conversations will be that much more firmly laid. &#8230;
Part of helping children develop a strong sense of self includes showing them that they each have a voice and they can use that voice in service of a cause they are passionate about. This lays the groundwork for teachers to begin addressing issues of “fairness” and ways that children can make a difference in the world. &#8230;
Through a regular “News Share” activity, Kindergartners explore what is fair and unfair in the world around them. They begin to learn important questions to ask such as Why are things the way they are? Are they fair? What would that feel like if it were me? How can I help?</blockquote>
The Lowell School wrote in a <a href="https://blog.lowellschool.org/blog/books-for-young-children-about-identity-social-justice-and-activism">blog post</a> in 2018:
<blockquote>Teachers of young children at Lowell know how vital it is to help children as they develop their identities, experience people’s many differences, and learn to form caring friendships and communities. One of the many ways they dive into this important work is through books. &#8230; Parents, too, can use books to jump-start conversations with young children about “all of the parts that make us who we are” (identity), “what is fair and unfair” (social justice), and “how we can change things we believe are unjust” (activism).</blockquote>
Some of the books recommended for kindergartners included, “Heather Has Two Mommies,” and “I Am Jazz.”

Black Lives Matter Rallies Continue Across The UK

WATCH: Kindergartners March Chanting ‘Black Lives Matter’ At Posh Private D.C. School

Black Lives Matter

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