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Heads up! Our parent watchdogs have scanned the upcoming agenda for Glastonbury School District. We found 5 items that need your immediate attention before the vote.
| HIGH CONCERN (LEVEL 9) |
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Social-Emotional Programming for Infants and Toddlers
The district’s Early Learning Center report (Item 6.E) confirms the implementation of “restorative practices,” “emotional labeling,” and “co-regulation spaces” for infants, toddlers, and preschoolers. This is a form of psychological conditioning and social-emotional engineering being applied to the youngest, most vulnerable children in the district’s care.
Recommended Action Plan
PACK THE ROOM: Email the Board (contact info on the district website): ‘Regarding Item 6.E, we do not consent to psychological programming like ‘restorative practices’ and ’emotional labeling’ for infants and toddlers. We demand a return to age-appropriate care and play, not social engineering.’
💰 Taxpayer Impact: Social Engineering from Infancy
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| HIGH CONCERN (LEVEL 8) |
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Vague Title — Manual Review Required
The board is voting under Item 7.C to approve a student trip to multiple cities in Communist China, a country with significant state-sponsored propaganda and human rights concerns. The agenda does not include the attachment detailing the itinerary, purpose, or sponsoring organizations for parental review.
Recommended Action Plan
INVESTIGATE: Open the file for Item 7.C attached in the Official Agenda (linked above) to confirm the details of this trip to China. Email the Board (contact info on the district website): ‘We demand Item 7.C be tabled until the full itinerary, list of host organizations, and curriculum for the student trip to China are made public for parental review.’
💰 Taxpayer Impact: Exposure to Foreign Propaganda
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| NEEDS REVIEW (LEVEL 7) |
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District Confirms DEI and Anti-Racism Push
In its application for a state award (Item 7.F), the Board confirms it has adopted an official “Equity Statement” and policies addressing “diversity, equity, and inclusion (DEI).” The application explicitly cites the district’s “ongoing efforts to promote inclusivity, diversity, and anti-racism,” confirming this political agenda is a core district priority.
Recommended Action Plan
DEMAND TRANSPARENCY: Email the Board (contact info on the district website): ‘Item 7.F confirms the district’s commitment to DEI and anti-racism. We demand a full, public presentation on how these political ideologies are being implemented in K-12 curriculum and what they are costing taxpayers.’
💰 Taxpayer Impact: Taxpayer-Funded Activism
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| NEEDS REVIEW (LEVEL 6) |
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Embedding Social-Emotional Data Tracking (MTSS)
The School Counseling report (Item 6.A) details the expansion of the “Multi-Tiered System of Support (MTSS)” and “restorative practices” to address students’ “social-emotional challenges.” These systems are often used to collect subjective behavioral and emotional data on students, creating profiles that follow them through school without full parental consent.
Recommended Action Plan
OPT-OUT ALERT: Email the Board (contact info on the district website): ‘Regarding Item 6.A, what specific social-emotional screening tools are used in the MTSS process, and what is the explicit opt-out process for parents who do not consent to this data collection on their children?’
💰 Taxpayer Impact: Your Child’s Emotional Data
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| NEEDS REVIEW (LEVEL 6) |
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Partnership with University ‘Breaking Bias’ Program
The History & Social Sciences report (Item 6.D) reveals a new collaboration with “UConn’s Breaking Bias & Creating Community team” to develop lesson plans on the Holocaust. University-led “bias” programs often serve as a vehicle to introduce divisive concepts like critical race theory and implicit bias into the classroom.
Recommended Action Plan
DEMAND TRANSPARENCY: Email the Board (contact info on the district website): ‘Regarding Item 6.D, please provide the full curriculum and all materials from the UConn ‘Breaking Bias’ program for parental review before it is implemented in classrooms.’
💰 Taxpayer Impact: Ideological Partnership
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