The book, Too Bright to See by Kyle Lukoff, is a fictional novel that is meant for Literature enrichment to encourage inclusivity of the transgender community in PVPUSD classrooms. This book is being read to children ages 10-11 in the 5th grade classes at Vista Grande Elementary School. Too Bright to See is about a ghost helping a young 11-13 year old girl named Bug to change her gender while she is going through puberty. Her favorite Uncle and only male figure in her life, Uncle Roderick, is a gay man and a drag queen who passes away at the story's beginning. Uncle Roderick, however returns to haunt the house as a ghost to guide his niece to make a life-altering decision. He leads Bug to a box of papers emblazoned with the big letters PFLAG, which is a support group for Lesbians, Gays, Bisexuals, Transgenders, and Queer Youth. After finding this, Bug concludes that she is a transgender boy and credits Uncle Roderick's ghost in making her decision.

What are the academic standards that teachers must adhere to when dealing with controversial topics such as gender transition of Children?

According to some teachers, with strong support by the Palos Verdes Faculty Union (PVFA), Too Bright to See is on the California Department of Education recommended reading list for 3rd-5th graders, and therefore the teacher in question was well within her rights to choose a book from this recommended reading list. However, the CA Department of Education makes it clear that local districts have the ultimate responsibility of choosing the literature, not an individual teacher. 

Too Bright to See meets reading level standards for 5th grade students. It has received the Newbery honor and the Stonewall book award. It is a fictional read. Are these the basic standards of measurement? Or are there other distinguished fictional books that the district can choose from that deviates from controversial sexual and gender topics that parents would prefer to discuss in the privacy of their own homes to their own children when they are mature enough to handle those topics?

While principals, and the teachers who read the book, cite the CA FAIR ACT (SB 48) as their right to read Too Bright to See , the FAIR ACT applies to the content area of history/social science to include contributions from gay, lesbian, bisexual, and transgender persons in California and US history:

SB 48’s changes to the California Education code took effect in January 2012, instructing public schools and the State Board to:

1. Add instruction in history-social science about the role and contribution of persons with disabilities; lesbian, gay, bisexual, and transgender Americans; and other ethnic and cultural groups to the economic, political, and social development of California and the United States, with a particular emphasis on portraying the role of these groups in contemporary society,

A fictional novel does not apply to the CA FAIR ACT.

In addition the Palos Verdes Faculty Union claims that the book is acceptable to teach because of the CA Healthy Youth Act. The CA Healthy Youth Act is a bill that requires school districts to ensure that all pupils in grades seven to twelve, inclusive, receive comprehensive sexual health education and HIV prevention education. Tim Coleman, the president of the Teacher’s Union PVFA, believes that Question #12 found in an article titled "Frequently asked Questions (FAQ) and Answers Regarding Comprehensive Sexual Health Education, HIV/AIDS and STD instruction” allows any teacher in any subject to discuss LGBTQ topics. The answer to question #12 states:

“All instruction and materials in grades K-12 must be inclusive of LGBTQ students. Instruction shall affirmatively recognize that people have different sexual orientations and, when discussing or providing examples of relationships and couples, must be inclusive of same-sex relationships. It must also teach students about gender, gender expression, gender identity, and explore the harm of negative gender stereotypes. This means that schools must teach about all sexual orientations and what being LGBTQ means.”

This statement does not mean that teachers can discuss any topic related to LGBTQ at any time.

Mr. Coleman, who is also currently an English teacher, understands that subject matters are governed by content standards. Teachers are obligated to the content standards in their specified area. These topics are subject matter specific.

It is also worth noting that there is major difference between instruction and materials that the District adopts for K-12 students to be inclusive, verses the position PVFA shares that teachers in any subject can discuss topics regarding LGBTQ worldviews at any time. PVFA is confusing the two distinctions when interpreting the law in this manner.

The teachers who taught the book to the 5th grade classes were interviewed by the Palos Verdes High School 205 News. The teachers are cited saying they “decided to take the risk”:

Is it the teacher’s job to introduce the idea of gender transition to elementary children?

Too Bright To See is Kyle Lukoff’s story that promotes and endorses children to change their gender whether or not they are too young and immature to understand the consequences of Body Image Dysmorphia that could lead to irreversible plastic surgery, hormone replacement therapy, sterility, and even death by suicide.

The author also gives advice to the young readers in the Author’s Note on how to recommend the book to others. Kyle Lukoff explains how to lie about the topics in his book is about:

"If you've just finished this book, and want to tell your friend to read it...here's what I do: When people ask what my book is about, I say, 'It's about a kid being haunted by the ghost of the uncle into figuring out something important.'" 

Reading and using novels such as Too Bright To See to teach children in the guise of inclusivity is an abuse of parent-teacher trust, valuable educational time, and academic integrity. 

does this kind of instructional material contribute to PVPUSD’s academic excellence and their COMMITMENTS to Parents?

PVPUSD states in its Board Policy Vision:

“The Board's first goal must be to provide each student with the basic skills necessary to participate and function effectively in society. In addition, the Board is committed to the goal of achieving academic excellence through a program of instruction which offers each child an opportunity to develop to the maximum of his/her individual capabilities.”

A teachers role is complex, but the professionalism of teachers is grounded in the mutually accepted goal between families and the district that each student is being education with the core subjects that provide them the basic and necessary skills to participate and function effectively in society.

PVPUSD is expected to respect their commitments to their own goals and purpose.

About ten years ago, the Palos Verdes School District made a major change in Math curriculum. Was this change beneficial to students? At the time of the change, many people questioned the need, since Palos Verdes was a high performing district already.

The Results Are In

The results are now observable. Unfortunately, under the current math course sequence significantly fewer students are achieving advanced levels of math. During the years prior to 2015, over 400 eighth grade students typically enrolled in Algebra 1.

Last year only 120 students were prepared for Algebra in 8th grade.

Eighth Grade Students Enrolled in Algebra 1

Provided to EdFirstPV through a Public Records Act request. Click here to view the raw data.

Why does 8th grade Algebra matter?

If a student does not complete Algebra in the 8th grade, then it is not possible to complete calculus in high school. While this may not be a goal for every student, it is alarming that in a high performing district like Palos Verdes, student achievement is falling so rapidly. The most likely explanation is that the shift to common-core math curriculum has created roadblocks to student success. Perhaps it is time to reconsider that choice.

The state of California recently updated the graduation requirements for the class of 2030 to include a course called Ethnic Studies. The educational topics and standards to be met in this course are rather vague, but they are described in a Model Curriculum from the Department of Education.

An Ethnic Studies class was offered to PVPUSD high school students in the fall of 2021. The district enlisted a few teachers to design a curriculum and pilot the class. Although the class has been taught to students and the full curriculum should be available upon request from parents per the CA Education Code 49091.10, it has not been made available to the parents. The Palos Verdes Peninsula Unified School District has only provided a course outline.

Click on the image to read the full document.

How do school districts select new curriculum and textbooks?

In order to select new curriculum, textbooks or any instructional materials, the state of California requires school districts to form a committee of parents, community members, administrators, teachers at all grade levels, English learner programs, and programs to support students with special needs. The process of selecting and implementing new instructional materials should be thoroughly planned, conducted publicly and well documented. The following list is a description of the process outlined by state law:

1. Establish a committee charged with recommending new curriculum or textbooks for adoption.

2. The committee evaluates possible curriculum or textbooks according to state standards.

3. Curriculum or textbooks are selected to be piloted in the district.

4. Teachers are trained in the instructional materials to be piloted.

5. After the piloting period, the committee evaluates the success of the piloted curriculum or textbooks.

6. The committee makes a recommendation to the school district.

7. If the recommendation is favorable, the curriculum or textbooks must be approved by the School Board.

Has Palos Verdes followed the state guidelines?

At the April 27, 2022 School Board meeting, the adoption of two new textbooks was on the agenda. During this meeting, several people spoke and pointed out that input had not been gathered from parents or community members, the Board Members admitted they had not read the textbooks themselves, and Superintendent Cherniss explained that in PVPUSD, most curriculum and textbooks to be considered for our students are recommended by Dr. Lindsay Gotanda. Apparently the entire process of involving a selection committee has been completely abandoned in Palos Verdes public schools.

Who is Dr. Lindsay Gotanda?

According to Superintendent Alex Cherniss, the staff member with the most influence over curriculum and textbook selection in PVPUSD is Dr. Linsey Gotanda, the Deputy Superintendent. Coincidentally, she also holds a seat on the Instructional Quality Commission (IQC). The IQC is an advisory committee to the State Board of Education and is responsible for developing and drafting all new curriculum frameworks, including the newly proposed Mathematics Framework, which applies the principles of Critical Race Theory to Mathematics.

This means that the person who evaluates and recommends textbooks and curriculum used in PVPUSD is also working to implement Critical Race Theory into the study of Mathematics in all California public schools. Perhaps it is time to ask Dr. Gotanda to make her educational philosophies more transparent.

References: California Education Code, Sections 60060-60062, 60200-60206, 60210, 60400-60411.

DEI is a common acronym for Diversity, Equity, and Inclusion.

DEI is often promoted as a means of respecting one another, as a celebration of the many cultural backgrounds of one’s community and as a tool for distributing resources to those who need them the most. These are truly respectable goals, and no one has a problem when they are described in this manner. Unfortunately, this is not an accurate definition of formal DEI programs.

DEI Defined

• Diversity refers to particular groups of people based around race, gender and sexual proclivity, who adhere to the principles of Intersectionality developed by Kimberlé Crenshaw.

• Inclusion refers to a means by which those specific groups are given attention and celebrated.

• Equity, which is the ultimate goal of DEI programs, promotes recognizing and addressing bias and privilege.

DEI in Palos Verdes Schools

PVPUSD has allowed the Palos Verdes Parent Teacher Association, also know as the PTA, to implement DEI programs across all the Elementary, Middle, and High Schools. Some of these programs have been very positive activities, developed to enjoy the many cultural backgrounds of the student body, but parents should be fully informed about the true goals of any DEI program before allowing their children to participate.

Let’s take a closer look.

The Palos Verdes Peninsula Unified Council of PTA’s, shares a link saying “Click here for a Month-by-Month Inclusion School-Year Plan.  Diversity, Equity, and Inclusivity Resources for Classrooms”.

Upon clicking on the link it explains that “Schools are perfect places to build these critical skills. In classrooms, students can discuss how to create a more inclusive world that values diversity, builds solidarity, practices empathy, and battles racism, sexism, homophobia, ableism, and more”.

James Lindsey of New Discourses further explains DEI.

What does it mean to oppose Critical Race Theory?

IF YOU AGREE WITH THE FOLLOWING LIST OF STATEMENTS, YOU ARE PROBABLY OPPOSED TO THE PRINCIPLES OF CRT.

• In education there should be measurable academic standards in each course of study.

• Teachers have the responsibility to educate students by helping them to understand the information necessary to meet measurable academic standards. Students who have challenges in meeting the standards should be provided with the opportunity to seek extra help. Students who meet the standards easily should have the opportunity to excel beyond them.

• Specific personality traits, academic strengths, athletic abilities and other aspects of humanity are found in people of all races. 

• Hard work, punctuality, self-reliance and politeness are positive principles that can benefit anyone.

• People of all races have achieved success in America. 

• People of all races commit crimes in America, and the law should apply to everyone equally.

• Individual acts of racism are unacceptable and should be addressed. 

• Civil liberties, individual rights and free enterprise are important fundamentals of American society.

CLICK HERE TO READ MORE FROM THOSE WHO OPPOSE CRT

CLICK HERE TO READ MORE FROM THOSE WHO SUPPORT CRT

Here are a few laws that parents might want to be aware of:

• Students may not be questioned about their personal beliefs, morality, religion, sex or family life without express written permission from parents. EDC 51513

• A student may not be compelled to affirm or disavow any particular world view, religious doctrine, or political opinion. EDC 49091.12

• Teachers must compile and store all educational materials to be used in a class, and make them available to parents upon request. EDC 49091.10

• Parents have the ultimate responsibility for imparting values regarding human sexuality to their children. EDC 51937

• Parents must be must be notified and given access to Comprehensive Sexual Education curriculum at least two weeks before it is presented to students. EDC 51937

• Parents may excuse their children (opt-out) from all or part of Comprehensive Sexual Education. EDC 51937

• All students have a right to participate fully in the educational process. EDC 201

• Each teacher shall endeavor to impress upon the minds of students the principles of morality, truth, justice, patriotism, and a true comprehension of the rights, duties, and dignity of American citizenship. EDC 233.5

• Teachers must instruct students to avoid idleness, profanity and falsehood. EDC 233.5

• Teachers must instruct students in the principles of a free government. EDC 233.5

• Each teacher should create and foster an environment that encourages students to realize their full potential. EDC 233.5

• The school day must begin with the Pledge of Allegiance or an equivalent patriotic exercise. EDC 52720

• It is prohibited to teach a positive view of Communism or Marxist principles in public schools. EDC 51530

• References to religion may be included in public education. EDC 51511

Although the current state standards for Mathematics were just updated in 2013, the California State Board of Education (SBE) is currently developing a new Mathematics Framework, which would completely replace the previous standards. The stated goal of the new framework is to help students achieve greater levels of success and proficiency.

On the surface, it sounds reasonable to ensure that students are provided with the most up-to-date standards for achieving academic success, but the changes described in the proposed Mathematics Framework are alarming. The following claims are made in the draft:

Unproductive Beliefs About Teaching Math:

An effective teacher makes the mathematics easy for students by guiding them step by step through problem solving to ensure that they are not frustrated or confused.

The role of the teacher is to tell students what definitions, formulas, and rules they should know and demonstrate how to use this information to solve mathematics problems.

The role of the student is to memorize information that is presented and then use it to solve problems on homework, quizzes, and tests.

Students can learn to apply mathematics only after they have mastered the basic skills.

To be clear, these are the teaching methods that the State Board of Education is planning to eliminate. Traditionally, after using his or her professional skills to teach a new math lesson, a teacher would assign a set of relevant math problems and provide assistance to students until they gain mastery of the particular skill. Students are then tested to demonstrate mastery. This entire system of teaching math would be abandoned under the new proposal.

Under the new framework, teachers would present a general math concept or “big idea” and instruct students to solve “one rich task”, which might require several days of “exploration, sense-making, and discussion.” Teachers would not demonstrate the proper method to solve the math problem. But rather, students would be instructed to “use their own intuition” in considering ways they might solve the problem. Teachers also must “find out about and bring into mathematics the culture of their students, engaging in culturally relevant pedagogy”. The assumption is that students from various cultural backgrounds bring with them different methods of problem solving, and respecting these cultural differences is more important than teaching foundational computation skills.

Evaluating and debating various methods of solving mathematical problems is the work of graduate level college students. Students in elementary, middle and secondary school do not yet possess the necessary mathematical skills required to engage in these advanced discussions. And, if this new framework is adopted, California students may never gain those skills in public schools.

This information was taken from Chapter 2 of the proposed Mathematics Framework, titled “Teaching for Equity and Engagement”. Please take some time to read this document for yourself.

Will PVPUSD Resist These Changes?

Over 1200 math teachers in California have signed an open letter objecting to the proposed changes. Many parents also agree that these changes will not assist their children in achieving academic success. However, in Palos Verdes schools, resistance might be difficult. The staff member with the most influence over curriculum selection in PVPUSD is Dr. Linsey Gotanda, the Deputy Superintendent. Coincidentally, she also holds a seat on the Instructional Quality Commission (IQC). The IQC is an advisory committee to the State Board of Education and is responsible for developing and drafting all new curriculum frameworks, including Mathematics. This means that the person who evaluates and recommends the curriculum used in PVPUSD is also drafting the new Mathematics Framework. Perhaps it is time to ask Dr. Gotanda to make her educational philosophies more transparent.

According to state law, curriculum and textbook adoptions require substantial involvement from teachers, parents and community members. Potential new curriculum must be piloted by teachers and ultimately approved by the School Board. However, at the April 27, 2022 Board meeting, the adoption of two new textbooks was on the agenda. During this meeting, several people spoke and pointed out that input had not been gathered from parents or community members, the Board Members admitted they had not read the textbooks themselves, and Superintendent Cherniss explained that in PVPUSD, most curriculum and textbooks to be considered for our students are recommended by Dr. Gotanda. It is worth noting that after listening to all the comments and discussions, Matthew Brach was the only Board Member who voted not to adopt the new textbooks.

Are Palos Verdes graduates prepared for college level academics? According to the reputation of PVPUSD schools, the answer would hopefully be an unquestionable, “YES!” However, the district has reported some unexpected low results in the recently published Local Control Accountability Plan (LCAP). (See page 35)

Every year California students take a standard exam called the CAASPP Test. Based on these test scores, students in 11th grade are rated for college readiness in English and Mathematics. This rating is called the Early Assessment Program (EAP). California Universities utilize the EAP score as an indicator of a student’s readiness for college-level coursework.

These are the district wide EAP scores from 2018-19.

32% ready for college level coursework in Mathematics

57% ready for college level coursework in English

California universities no longer require the SAT test for admissions, so the EAP scores are increasingly more important for college bound students. In a district like PVPUSD with high caliber teachers and resources, we should expect the majority of our students to be unquestionably prepared for college.

• What is the reason for these low performance scores?

• Has the district made any attempts to understand or solve this problem?

The obvious answer to any parent would be “NO”. However, by looking at some of the new curricula adopted by the Palos Verdes Peninsula Unified School District, you may wonder that the School District may not agree with you.

The Second Step SEL lessons adopted by PVPUSD implies that your child is racist and leads children towards transformative SEL. The leading SEL framework from the Collaborative for Academic, Social, and Emotional Learning (CASEL) explains that transformative SEL is “aimed at redistributing power to more fully engage young people and adults in working toward just and equitable schools and communities.”

Is this an appropriate curriculum for young children?

The Second Step website claims that “Engaging in this form of SEL is challenging—it pushes us to question long-standing beliefs, assumptions, and policies—but it is necessary to move toward a more just and equitable future.”

The assumption here is that the child is already a racist, and that school policies are either unjust or not applied equally to everyone. Based on these assumptions, Second Step lessons are used to re-educate the child into a specific world view or political belief system.

This statement is clear violation of the California Education Code

According to California Education Code 49091.12

“a pupil may not be compelled to affirm or disavow any particular personally or privately held world view, religious doctrine, or political opinion. This section does not relieve pupils of any obligation to complete regular classroom assignments.”

SEL and Transformative SEL directly challenge students’ beliefs and world views. Second Step specifically targets elementary-aged children, who are not at an appropriate age to understand how their beliefs are being challenged. Not only is this practice illegal in California, but these concepts are best taught at home by parents.

secondstep.org: anti-racism-and-anti-bias-resources

Here are the concerns:

Do unjust policies exist in PVPUSD that create an unequal learning environment? If so, is student activism the solution?

Are PV schools teaching students to categorize their classmates into specific racial or sexual groups, rather than treating each person as an individual?

Are PV schools attempting to indoctrinate students into a particular world view rather than prioritizing students’ proficiency in core subjects?

Is PVPUSD breaking the Education Code?