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LA school district encourages teachers to reject gender ‘binary,’ embrace LGBT ideology

By Ryan Foley, Christian Post Reporter | Monday, July 25, 2022


IT Support Technician Michael Hakopian (R) distributes computer devices to students at Hollywood High School on August 13, 2020, in Hollywood, California. With over 734,000 enrolled students, the Los Angeles Unified School District is the largest public school system in California and the 2nd largest public school district in the United States. | Rodin Eckenroth/Getty Images

One of the largest school districts in the United States has urged teachers to embrace LGBT ideology denouncing the gender “binary,” according to a new report. 

Christopher Rufo, a senior fellow at the conservative think tank Manhattan Institute, shared documents he obtained from the Los Angeles Unified School District’s Human Relations, Diversity, and Equity Department on Twitter Wednesday. LAUSD is the largest school district in California, serving more than 500,000 students.

“Los Angeles Unified School District encourages kindergartners to experiment with non-binary pronouns, trains teachers to subvert ‘mainstream white cis-heteropatriarchy society,’ and promotes sexual identities such as ‘trans,’ ‘pansexual,’ ‘two-spirit,’ and ‘genderqueer,'” Rufo tweeted. 

The outspoken critic of critical race theory and LGBT ideology being incorporated into public schools provided screenshots of a “treasure trove of documents from the district’s Human Relations, Diversity, and Equity department, which has created an entire infrastructure to translate the basic tenets of academic Queer Theory into K-12 pedagogy.”

“The programming includes a wide range of conferences, presentations, curricula, teacher-training programs, adult-driven ‘gender and sexuality’ clubs, and school-sponsored protests,” Rufo wrote in an article for City Journal. 

The Christian Post reached out to LAUSD for comment. A response is pending. 

Among the documents Rufo shared online are LAUSD’s “Queer and Trans-Affirming School Calendar” titled “Queer All School Year.” One PowerPoint presentation focused on “Queering Culture & Race.” The PowerPoint has been removed from the LAUSD’s Human Relations, Diversity, and Equity Department’s website.

A slide from an October 2021 professional development workshop discussing “breaking the binary in education” asserted that “our language is binary due to the society around us.” The stated purpose of the workshop was to provide a “start for educators to look at how they can shift their thinking, language, and approach to LGBTQ+ topics in the classroom.” The workshop was presented by a fifth grade magnet school teacher whose pronouns are “they/them.”

Other workshops at the same conference featured a panel discussion with queer seventh-grade students to “produce counter narratives against the master narrative of mainstream white cis-heteropatriarchy society that seeks to erase and oppress our lived experiences.” They included a list of resources for trans-identified students, including “trans-affirming clothing.”

Another workshop advised teachers to use “non-gendered expressions” and abandon the use of the phrases “boys and girls,” “ladies and gentlemen” and “guys.”

SCOOP: Los Angeles Unified School District encourages kindergartners to experiment with non-binary pronouns, trains teachers to subvert “mainstream white cis-heteropatriarchy society,” and promotes sexual identities such as “trans,” “pansexual,” “two-spirit,” and “genderqueer.”🧵

I have obtained a trove of documents from the district’s Human Relations, Diversity, and Equity department, which has created an entire infrastructure to translate the basic tenets of academic Queer Theory into K-12 pedagogy. The narrative follows the standard academic slop: white, cisgender, heterosexual men have built a repressive social structure, divided the world into the false binary of man and woman, and used this myth to oppress racial and sexual minorities.

In a conference last fall, the district hosted presentations on “breaking the [gender] binary,” understanding “what your queer middle schooler wants you to know,” and producing “counter narratives against the master narrative of mainstream white cis-heteropatriarchy society.”

In another training, the district encouraged teachers to “avoid gendered expressions” such as “boys and girls” and “ladies and gentlemen.” The district also warned teachers that they might need to work against black families, who are guilty of “homophobia and transphobia.”

Los Angeles Unified has gone all-in on “trans-affirming” programming, encouraging kindergartners to experiment with non-binary gender identities and organizing “trans & gender nonbinary” sexuality clubs for middle school students.

The district has adopted the policy that schools must use the “names and pronouns” selected by the student and keep them a secret from families. In other words, teachers can facilitate a child’s gender and sexual transition without notifying parents.

school district policy issued in 2019 proclaimed, “Students shall be addressed by the name and pronoun that corresponds to their gender identity asserted at school without obtaining a court order, changing their pupil records or obtaining parent/legal guardian permission.”

The document clarified that “if school personnel are unsure how a student wants to be addressed in communications to home or in conferences with parents/legal guardians/educational rights holders, they may privately ask the student how they want to be referred to when communicating with parents/legal guardians.” 

A chart obtained by Rufo listed the “privileged social groups” within individual “social identity categories,” along with the “border social groups” and the “disadvantaged social groups.”

The chart identified “white people,” Anglo-Saxons, citizens, males, gender-conforming men and women, heterosexuals, rich people, the able-bodied and mainstream Christians as privileged social groups. The document classified “People of Color,” females, trans-identified people, LGBT individuals and non-Christians as “disadvantaged social groups.”

Rufo cited the chart as an example of the narrative that “white, cisgender, heterosexual men have built a repressive social structure, divided the world into the false binary of man and woman, and used this myth to oppress racial and sexual minorities.”

As of Sunday, all but one of the links on the Office of Human Relations, Diversity & Equity’s “Advisory Lessons” webpage redirect to a page informing visitors that “this page has moved.” The only document remaining is a PowerPoint presentation outlining “10 Ways to Talk About Sensitive Issues in the News.” Two of the PowerPoint documents removed from the website include “Critical Race Theory, Racism and K-12 Education” and “Say Gay: Protect LGBTQ+ Futures.”

The department has a separate webpage devoted to lessons on “Sexual Orientation, Gender Identity and Expression.”

While most of the documents have been removed, a presentation on the meaning of the term “2 Spirit” remains. A lengthy glossary of LGBT terminology defined the phrase as an “umbrella term traditionally within Native American communities to recognize individuals who possess qualities or fulfill roles of both feminine and masculine genders.” 

The PowerPoint contended that “European colonizers” imposed a “binary, European understanding of gender” on Western civilization. Additionally, it stated that “colonizers imposed homophobia, gender binaries and misogyny among other abuses towards the Indigenous nations” when they first arrived in what is now the U.S.

Another presentation available on the website discussed “names and pronouns” and included advisories to “ask [people] for their pronouns when meeting someone new, correct people when they use the wrong pronouns, use the name and pronouns they ask you to use and apologize and correct yourself if you get it wrong.”

An LAUSD spokesperson told The Washington Examiner that the district “supports and respects the diversity of our students and families, which includes providing safe and affirming learning environments.”

Rufo’s reporting comes three years after 43.9% of students in the district met or exceeded standards in the 2019 Smarter Balanced assessments’ state English testing, which constitutes part of the California Assessment of Student Performance and Progress.

That same year, 33.47% of students in the district met or exceeded the standards in the state math testing.

When compared to all the school districts in the state, LAUSD scored in the bottom 50% in both categories. SchoolDigger ranked the district 1,029th out of 1,496 school districts in California. LAUSD is not the only major U.S. school district to embrace LGBT ideology amid mediocre student performance on state assessments.

Rufo previously shared footage of professional development training teachers in the School District of Philadelphia were encouraged to attend. The training consisted of sexually explicit workshops, including one where the speaker informed attendees that “I have tried and touched many d—s” and showcased prosthetic penises.

The most recent data from the school district reveals that 22% of Philadelphia public school students received a proficient or advanced score on the Pennsylvania System of School Assessment math test. Additionally, 33% of third-graders scored proficient or advanced on the PSSA ELA test, and 36% of students in grades four through eight received scores of proficient or higher on the same test. SchoolDigger ranked the School District of Philadelphia 473rd out of 579 school districts in Pennsylvania.

poll commissioned by the American Federation of Teachers showed most Americans are “dissatisfied” with how schools teach students about issues related to sexual orientation, gender identity and race. The survey indicated that 58% of respondents living in battleground states were “dissatisfied” with “the way students are taught about issues related to sexual preference and gender identity,” while just 23% were “satisfied.” At the same time, 60% of those surveyed described themselves as “dissatisfied” with “the way students are taught about racial issues and the role of race in America,” while 27% were “satisfied.”

Ryan Foley is a reporter for The Christian Post. He can be reached at:


Los Angeles Public Schools Host Critical Race Theorist To ‘Challenge Whiteness’ While Saying They Aren’t Teaching Critical Race Theory

Reported By Spencer Lindquist | NOVEMBER 30, 2021


Los Angeles Public Schools Host Critical Race Theorist To ‘Challenge Whiteness’ While Saying They Aren’t Teaching Critical Race Theory
Photo Screenshot Photo Screenshot

The Los Angeles Unified School District Office of Human Relations, Diversity & Equity prepared a presentation that told students critical race theory isn’t being taught in schools while the district made presentations that did precisely that. The district also mandated that teachers take an “antiracism” course taught by a known critical race theorist who told them to “challenge whiteness.”

LAUSD Lies, Denies That Critical Race Theory Is Being Taught In Schools

A LAUSD presentation titled “Critical Race Theory and Racism in K-12 Education” starts out by defining the theory as a “Theoretical Framework through which researchers and scholars try to understand how structural and racial inequities exist and endure in our society.” 

The PowerPoint implores students to rename a headline referring to critical race theory, “since we now understand that Critical Race Theory is not taught in schools.”separate document, which claims “there is no evidence that CRT is widespread in K-12 education,” is also listed on LAUSD’s website.

Although administrators at LAUSD claim CRT isn’t taught in their schools, the district created lesson plans that embed the corrosive theory in their very own classrooms, all after the district brought in a critical race theorist to tell teachers how to “challenge whiteness.”

K-12 Students Subjected To Critical Race Theory By Diversity And Equity Team

The LAUSD Office of Human Relations, Diversity and Equity introduces its advisory lessons by highlighting their desire to speak with students “about power, privilege, oppression, and resistance.” The section of the website labeled “Human Relations, Diversity & Equity” lists several critical race theory-inspired presentations, including slideshows that teach Thanksgiving is evil and propose an alternative holiday.

One presentation told students to check their privilege and included a video called “What is Privilege.” It shows people engaging in a privilege walk, an activity that I had to do six years ago as a freshman at my California high school. In it, people line up and take steps forward or backward depending on their answer to a series of questions. It is incredibly easy to manipulate the results through selective questioning in order to make people believe CRT’s sweeping claims of privilege and oppression based on skin color. 

The presentation claims that white people, among others, are uniquely privileged, before telling students how to become an ally of left wing social justice movements. There’s also a slideshow about the Black Lives Matter movement that includes a note signed by the LAUSD Human Relations, Diversity and Equity team. The presentation mocks the phrase “all lives matter” in a comic.

It also includes the infamous tagline “We disrupt the Western-prescribed nuclear family” and featured a grab bag of intersectional insanity, imploring students to “celebrate queer people,” “dismantle patriarchal practices,” and undermine “hetero normative thinking.” One graphic demanded that our society “fund counselors not cops” and “mandate black history and ethnic studies.”

The presentation discussed white supremacy, which it defined as “The belief that white people are better than other races” and claimed that “Some systems, like schools and jails, have white supremacy built into them because white people have had so much power for so long.” 

The administrators are evidently not fazed by the irony of peddling the conspiracy theory that America’s schools are fundamentally controlled by hegemonic white supremacy while they, as influential members of the nation’s second-largest school district, engender animosity against their white students by offering a state-sponsored crash course on racial identity politics. 

A wide variety of other presentations also peddled the same themes and pushed for CRT.

Teaching critical race theory and then lying about its presence in schools isn’t new. Randi Weingarten, the president of the American Federation of Teachers, has claimed CRT isn’t taught in schools after her organization boasted of teaching it on national television.

LAUSD Enshrines Core Tenets of Critical Race Theory

One slideshow focused on the Cleveland Indians changing their name, claiming that various teams were named after racial slurs and that Native Americans are the only people group whose identity has been turned into a mascot, conveniently forgetting about teams such as the Minnesota Vikings, Boston Celtics, and Notre Dame Fighting Irish.

A whole section on the LAUSD website is dedicated to “Election, Insurrection, and More.” One slideshow focused on “domestic terrorism,” invoking Jan. 6, 2020. It also features discussion of white supremacist domestic terrorism, while making no mention of Black Lives Matter riots or the rape and murder-infested Capitol Hill Autonomous Zone. 

When asked why the Human Relations, Diversity and Equity team told students that CRT is not being taught in schools despite teaching it themselves, the team’s coordinator Judy Chiasson avoided the issue, responding, “We encourage students to hear different perspectives, become critical thinkers, and build camaraderie across identities so they may become the leaders of tomorrow.”

LAUSD Brings In Known Critical Race Theorist

Lest you believe these presentations were simply the handiwork of a rogue team of far left administrators, turn your attention to this memorandum from the LAUSD that mandates that teachers take a course dubbed the “Anti-Racist Journey.” 

The series was taught by Tyrone C. Howard, a UCLA professor and critical race theorist. Howard wrote the foreword to a book titled Critical Race Theory in Teacher Education: Informing Classroom Culture and Practice,” which “promotes the widespread application of Critical Race Theory.” He also co-authored an academic article titled Critical Race Theory 20 Years Later: Where Do We Go From Here? which lays out an intersectional approach for the future of CRT.

During the training, Howard tells teachers to “celebrate people of color,” and then discusses the need to “challenge whiteness,” which he bizarrely connects to ideas of merit and individualism. As Howard and one facilitator guide notes, “Whiteness’ … does not mean an indictment of white people and refers to a majority perspective and construct.” 

But critical race theorists frequently use the term to secure this indictment. Psychoanalyst Donald Moss published an article claiming that whiteness is a “parasitic conditionwithout a “permanent cure,” while Noel Ignatiev, the communist and Harvard lecturer who founded the journalRace Traitorand claimed that “treason to whiteness is loyalty to humanity,” argued that “abolishing the white race is on its face so desirable that some may find it hard to believe that it could incur any opposition other than from committed white supremacists.”

Yet we’re somehow expected to believe that these critical race advocates are just trying to end racism. They’re not being anti-white. They’ve simply constructed an ideology around attributing some of the worst evils to “whiteness.” 

In the face of the district’s lies, there might be reason to rejoice. It might be an indicator that even school districts in incredibly far-left areas have realized just how quickly they’re losing ground on the issue among decent people of all races. By lying, LAUSD might’ve accidentally admitted a greater truth about critical race theory: that parents and voters can stop it. 

Howard, the LAUSD School Board, and Superintendent Reilly did not respond to requests for comment.

Spencer Lindquist is an intern at the Federalist and a senior at Pepperdine University where he studies Political Science and Rhetoric and Leadership and serves as Pepperdine’s College Republicans President. You can follow him on Twitter @SpencerLndqst and reach him at

Lawmakers call for oversight hearings on green jobs measure

By JULIA HOROWITZ; Aug. 18, 2015 3:14

URL of the original posting site:

SACRAMENTO, Calif. (AP) — California lawmakers from both parties are calling for more stringent oversight of a clean jobs initiative after an Associated Press report found that a fraction of the promised jobs have been created. The report also found that the state has no comprehensive list to show much work has been done or energy saved, three years after voters approved a ballot measure to raise taxes on corporations and generate clean-energy jobs. “It’s clear to me that the Legislature should immediately hold oversight hearings to get to the bottom of why yet another promise to the voters has been broken,” Senate Minority Leader Bob Huff, R-San Dimas, said in a news released Monday.

The AP reported that three years after voters passed Proposition 39, money is trickling in at a slower-than-anticipated rate, and more than half of the $297 million given to schools so far has gone to consultants and energy auditors. The board created to oversee the project and submit annual progress reports to the Legislature has never met.

Voters in 2012 approved the Clean Energy Jobs Act by a large margin, closing a tax loophole for multistate corporations. The Legislature decided to send half the money to fund clean energy projects in schools, promising to generate more than 11,000 jobs each year. Instead, only 1,700 jobs have been Really with logocreated in three years, raising concerns about whether the money is accomplishing what voters were promised.

Senate President Pro Tem Kevin de Leon, the Los Angeles Democrat who was the primary booster of Proposition 39 and its implementation in the state Legislature, said Monday that the measure is already successful, and said it is too soon to assess its effectiveness.4

“Most school districts are either in the planning phase or are preparing to launch large-scale, intensive retrofit projects that will maximize benefits to students, school sites and the California economy,” de Leon said in a joint statement with the initiative’s chief supporter, billionaire investor and philanthropist Tom Steyer, who funded the initiative campaign with $30 million of his own money. “We have every confidence that, as more projects break ground and come on line, Californians in every region of the state will increasingly realize the full benefits of improvements that make schools stronger and more energy-efficient,” they said.Bull

But other Democrats said the report raised concerns.

“We should hold some oversight hearings to see how the money is being spent, where it is being spent and seeing if Prop. 39 is fulfilling the promise that it said it would,” said Assemblyman Henry Perea, D-Fresno.Picture4

Republican lawmakers sought to present Proposition 39 as a cautionary tale for other proposals as Democrats push bills to further limit greenhouse gas emissions. “Where’s the oversight? We are talking about giving away a whole lot of power to unelected bureaucracies,” said Republican Assemblyman James Gallagher of Nicolaus.

The State Energy Commission, which oversees Proposition 39 spending, could not provide any data about completed projects or calculate energy savings because schools are not required to report the results for up to 15 months after completion, spokeswoman Amber Beck said.Gibberish

Still, Beck said she believes the program is on track. The commission estimates that based on proposals approved so far, Proposition 39 should generate an estimated $25 million a year in energy savings for schools.Bull

Not enough data has been collected for the nine-member oversight board of professors, engineers and climate experts to meet, she said.

Among the planned projects are $12.6 million in work in the Los Angeles Unified School District, that would save $1.4 million a year in energy costs. Two schools were scheduled this summer to receive lighting retrofits and heating and cooling upgrades, but no construction work has been done on either site, LAUSD spokeswoman Barbara Jones said.Picture5

School district officials around the state say they intend to meet a 2018 deadline to request funds and a 2020 deadline to complete projects. They say the money will go to major, long-needed projects and are unconcerned schools have applied for only half of the $973 million available so far, or that $153 million of the $297 million given to schools has gone for energy planning by consultants and auditors. “If there’s money out there, we’re going for it,” said Tom Wright, an energy manager for the San Diego Unified School District, which has received $9.5 million of its available $9.7 million.Alinsky affect

Leftover money would return to the general fund for unrestricted projects of lawmakers’ choosing.

The proposition is also bringing in millions less each year than initially projected. Proponents told voters in 2012 that it would send up to $550 million annually to the Clean Jobs Energy Fund. But it brought in just $381 million in 2013, $279 million in 2014 and $313 million in 2015. There’s no exact way to track how corporations reacted to the tax code change, but it’s likely most companies adapted to minimize their tax burdens, nonpartisan legislative analyst Ken Kapphahn said. He also said the change applies to a very small number of think

Neither the Energy Commission nor Tim Rainey, director of the California Workforce Investment Board, could identify the types of jobs created by Proposition 39 projects. They said that information would be available when the oversight board meets for the first time, likely in October or November.Party of Deciet and lies

Schools often prioritize lighting projects because they work well with the Energy Commission’s formula, which requires schools to save at least $1.05 on energy costs for every dollar spent.

Douglas Johnson, a state government expert at Claremont McKenna College in Southern California, said the slow results show the oversight board should have gotten involved much earlier. “They should have been overseeing all stages of this project, not just waiting until the money’s gone and seeing where it went,” Johnson said.Really with logo

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