By JEFF MORRIS
Five community members spoke at the Oct. 10 Board of Education meeting to express their displeasure with a book that they heard would be read to kindergarteners. A group of about 15 applauded each of the speakers, and discussion about the issues raised at the meeting later spilled over onto social media.
Glenn DeFaber led off public comment, saying he now has grandchildren in the district, and he was “made aware” that during Family Week, there is going to be a book read to kindergarteners called “When Aidan Became a Brother.”
The book in question, by Kyle Lukoff with illustrations by Kaylani Juanita, is a story about a transgender child. According to a synopsis by the National Council of Teachers of English, the titular character’s parents tell him that they will welcome a new baby to their family soon.
“Aidan obviously struggles handling his new appearance in the story. Just before the baby arrives, he begins to wonder if as the big brother, he has done right for the baby who is joining their family soon,” the NCTE synopsis reads.” Then, his mother tells Aidan that he has taught his family how important it is to love someone for exactly who they are, and this baby is lucky to have him as a big brother.”
The teacher’s guide to the book says it is a grade three reading level, but is appropriate for grades pre-K to five.
“I don’t want to get into whether transexual stuff is right or wrong,” said DeFaber, “but I think for a kindergartener to be read a book, I think that’s more of a parent’s responsibility at that age.”
He said he didn’t think he should be paying tax dollars to have a teacher tell his granddaughter about that. He added that it seemed like when one parent wants a book changed, “it’s always a hard time,” but when one parent wants a coach removed, “it’s always very easy.” He seemed to be referencing the removal of longtime John Jay coach Bill Swertfager in 2022. Swertfager was subsequently elected to the board.
Brad Guszack spoke next, saying it had come to his attention that “there’s been books on marriage and sexuality being read at Meadow Pond.” He said they needed to think about what topics are appropriate for young kids. “Currently the principal and superintendent have indicated that these materials fall under the district’s initiative of diversity, equity and inclusion, and the term ‘inclusion’ is being used too broadly and it’s creating a catch-all, pushing an agenda and a narrative at Meadow Pond.”
He said parents need to be kept informed, and not learn about what’s being taught from their kids. “Books about marriage, gender identity, sexuality are not part of New York state’s curriculum; I looked it up online,” he said. “However, Meadow Pond has these books being read out loud; they’re discussed with discussion questions, back and forth — who knows what’s being discussed? And they’re also found in our library.”
He said transparency is critical. “We deserve to know what’s happening in our children’s classrooms.”
Katie Case asked that social emotional learning be handled with transparency and sensitivity. She wanted to be made aware of the books and topics on sensitive social issues that are being discussed in class ahead of time, and specifically objected to a book about a child’s gender identity.
“While I think that this book would be a great resource for a family that is going through this, I don’t think that the other 99 percent of kindergartners need to be thinking about gender fluidity,” she said. “This is a discussion I as a parent would like to have when the time is right. In the meantime we teach at home acceptance of others that look different, act different, think different. We look to find things we share in common.”
She asked for teachers to provide a list of planned SEL books, and for the ability to opt out or teach from home on subjects that parents don’t want taught outside of their home.
Carly Cardellino said she had found out indirectly from the teacher that the book would be read. She said choosing to read a book like this and not letting the parents know in an outright manner “is quite frankly dangerous, as each family has different views on different things.”
Further, she said, “to not have the parents privy to subjects that are going to be talked about in the classroom ahead of time, and then called on the phone after the fact that a book might be read if their child has additional questions, which is how I was told it would be handled, is also not what a parent wants to hear — especially when the ideologies of this book don’t fall in line with our particular religious beliefs.”
Cardellino added, “Don’t get me wrong, we respect everyone, and what anyone wants to do with their bodies is their own business, and we teach in our homes to respect everyone, whether you’re in a wheelchair, you have one arm, you’re this or that. But this doesn’t line up with our family morals.” She requested that the book “When Aidan Became a Brother” not be read, or that parents be given an opportunity to opt out of their child being present “even if they have to miss a day of school.”
She also asked for a schedule of the SEL books and when they are being read. “The teaching of gender ideology is a deeply personal issue,” she noted, and asked that personal freedoms of conscience and expression be fully supported and integrity and autonomy of religious institutions be respected.
Tatiana Gil Salerno was the final speaker, repeating much that had already been said, asking for transparency about what was being discussed in school. She said in discussing inclusivity, it seemed the district places “significant emphasis on Pride celebrations, such as the large signs displayed at Meadow Pond during Pride Month, while other cultures’ celebrations are less highlighted.”
Asked to comment on what was said at the meeting, Superintendent Ray Blanch responded with a written statement.
“We appreciate that parents take the time to share their views with the Board of Education and school administrators,” he said. “Our goal as a District is to foster a partnership with families and share relevant, reliable information. It is important to note that there was never a plan to read ’When Aidan Becomes a Brother’ as part of an elementary school unit. The book, considered age-appropriate for students in pre-K through second grade by the School Library Journal, is one of many in a classroom library used to respond to and support the particular children in a teacher’s classroom in a given year. These age-appropriate books are used to provide windows and mirrors into the lives of students and those of their classmates to foster understanding of and appreciation for our unique situations.”
A spokesperson for the district asked that the distinction between the book not being part of a unit or curriculum, while also being one of many books in a classroom library that may be used, be noted.
In the subsequent online discussions in local social media groups, a line was drawn between those who claimed the parental objections were the start of an effort to ban certain books, and those who said the only thing parents were asking for was transparency about what would be discussed in class, and the ability to opt out.