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Heads up! Our parent watchdogs have scanned the upcoming agenda for EVANS-BRANT CENTRAL SCHOOL DISTRICT (LAKE SHORE). We found 7 items that need your immediate attention before the vote.
| 🚨 HIGH CONCERN (LEVEL 10) |
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Social-Emotional Learning (SEL) Infiltrates Pre-K
Item 8.5 approves the Universal Pre-K plan, which explicitly names ‘Second Step Early Learning’ as a required curriculum. Second Step is a well-known Social Emotional Learning (SEL) program that teaches young children subjective social skills and attitudes instead of focusing on core academics like reading and counting.
Recommended Action Plan
DEMAND TRANSPARENCY: The board must explain why they are prioritizing SEL over academics for our youngest learners. Contact the Board (see official agenda for details): ‘Regarding Item 8.5, I demand to review the full ‘Second Step’ curriculum before it is approved. Parents have a right to know what is being taught to four-year-olds.’
💰 Taxpayer Impact: Academics Replaced by SEL
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| 🚨 HIGH CONCERN (LEVEL 9) |
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Taxpayer-Funded Trip to NSBA ‘Equity Institute’
The board is voting to send the Superintendent and two board members to the National School Boards Association (NSBA) ‘Advocacy & Equity Institute.’ The NSBA is the group that infamously compared concerned parents to domestic terrorists; this trip uses your tax dollars to train district leaders in political lobbying and ‘equity’ initiatives that often undermine parental rights.
Recommended Action Plan
PACK THE ROOM: This is a direct misuse of taxpayer funds to align with an anti-parent organization. Email the Board of Education (contact info on district website): ‘I demand you vote NO on Item 8.12. Our district should not be sending representatives to be trained by the NSBA, an organization that has shown contempt for parents.’
💰 Taxpayer Impact: Taxpayer-Funded Lobbying
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| 🚨 HIGH CONCERN (LEVEL 9) |
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Teacher Training Plan Mandates ‘Culturally Responsive’ Ideology
The new two-year Professional Learning Plan (Item 8.3) makes the ‘NY State Culturally Responsive-Sustaining (CR-S) Education Framework’ a district priority. This is a vehicle for CRT-based concepts, training teachers to view students through the lens of race and identity and to implement ‘inclusive curriculum’ and ‘affirming environments’ based on this ideology.
Recommended Action Plan
DEMAND ANSWERS: This plan commits the district to a specific, divisive ideology. Contact the Superintendent (see official agenda for details): ‘Regarding Item 8.3, please define ‘Culturally Responsive-Sustaining Education’ and explain how it improves academic outcomes in math and reading. Teacher training should focus on academics, not ideology.’
💰 Taxpayer Impact: Teacher Indoctrination
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| 🚨 HIGH CONCERN (LEVEL 8) |
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School ‘Improvement’ Plan Uses Race-Based Analysis, Restorative Practices
The Middle School’s improvement plan (Item 8.4), funded by a grant, is built on a foundation of separating students by race for interviews and analysis. The plan also formally adopts ‘Restorative Practices,’ a discipline model that often reduces consequences for misbehavior, and ‘MTSS,’ a system that can be used to collect sensitive social-emotional data on students without full parental consent.
Recommended Action Plan
CHALLENGE THE PREMISE: The district should not be analyzing students by race or weakening discipline. Contact the Board (see official agenda for details): ‘Vote NO on Item 8.4. School improvement should be based on individual academic needs, not racial subgroups, and discipline should be strengthened, not weakened with ‘Restorative Practices’.’
💰 Taxpayer Impact: Federal Strings Attached
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| ⚠️ NEEDS REVIEW (LEVEL 6) |
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District Adopts Vague ‘Social-Emotional Well-Being’ Goals
The official 2026-27 District Goals (Item 8.1) include fostering a ‘welcoming and affirming environment’ and ensuring ‘social, and emotional safety and well-being.’ This kind of vague, therapeutic language opens the door for the district to justify a wide range of SEL and DEI programs that take focus away from core academic instruction.
Recommended Action Plan
DEMAND CLARITY: Ask the board to define these terms with concrete, academic metrics. Contact the Superintendent (see official agenda for details): ‘Regarding Item 8.1, how will the district measure ’emotional safety’ and ‘well-being’? Parents expect the district’s primary goals to be academic proficiency.’
💰 Taxpayer Impact: Shift from Academics to Activism
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| 👀 MONITOR (LEVEL 5) |
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Vague Title — Manual Review Required for Library Book Removals
Item 4.3 approves the removal (‘weeding’) of hundreds of library books from district schools. While the justification memo is provided, the actual lists of books being discarded are in attachments that were not included in the agenda packet. Parents need to know which specific books are being removed.
Recommended Action Plan
INVESTIGATE: Open the files attached to Item 4.3 in the Official Agenda (linked above) to confirm which books are being removed. Are they removing age-inappropriate content or classic literature?
💰 Taxpayer Impact: Lack of Transparency
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| ALERT (LEVEL 4) |
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Lease with External Health Provider Opens Door to On-Campus Services
The board is approving a lease (Item 8.8) with Buffalo Hearing and Speech Center to operate inside a school building. While speech therapy is a standard service, establishing a pattern of embedding external health organizations on campus can be a first step toward school-based clinics that operate without direct parental presence or oversight.
Recommended Action Plan
MONITOR AND QUESTION: Email the Board (see official agenda for details): ‘Regarding Item 8.8, what policies are in place to guarantee parents are notified and present for any services provided by third-party contractors like Buffalo Hearing and Speech on school grounds?’
💰 Taxpayer Impact: Bypassing Parental Presence
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