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The Pavement Education Project is a nonpartisan initiative to educate North Carolinians by informing, engaging, and mobilizing communities for positive change in education. NC school district listings of inappropriate or obscene books found in the library and through apps are on the website. Your Child. Your Faith. Your Rights. Learn more... Why is WCPSS Allowing Teachers to Use Books With Young Students That Confuse and Violate Executive Orders and the Parents Bill of Rights? "…As a nonbinary/trans teacher, the below standards aligned perfectly with the use of this book. This text allowed students to explore how they can artistically express the cultures around them, including the LGBTQ+ community…" Read more... Defining Sex, Protecting Minors, Providing Opt Outs for Content in Conflict With Your Religious Beliefs North Carolina House Bill 805, now SL 2025-84, entitled "Prevent Sexual Exploitation/Women and Minors," defines sex as male or female based on biology across state laws, prohibits taxpayer-funded gender-transition surgeries, puberty blockers, or cross-sex hormones for inmates, and restricts these procedures for minors, while extending the malpractice lawsuit window to 10 years for gender-transition procedures. It mandates age verification for online pornography and regulates school sleeping arrangements. The bill ensures parents can opt their children out of classroom materials or activities conflicting with religious beliefs, with schools required to provide advance notice and alternatives. It also makes school library catalogs publicly searchable, allows parental control over library checkouts. The statute preserves biological accuracy in public records by linking amended birth certificates to the original. Read the full statute HERE OPT OUT FORMS Supreme Court Ruling in Mahmoud v Taylor Upholding Parental Rights to Opt Out of Harmful Curriculum In Mahmoud v. Taylor, the Supreme Court backed parents in Montgomery County, Maryland, who opposed the school board’s policy of including LGBTQ+-inclusive books in elementary curricula without an opt-out for religious objections. The Court ruled the policy violated parents’ religious freedom and parental rights, overturning a prior decision. Click the PARENT RESOURCES for OPT OUT documents for you to use. Ending Radical Indoctrination in K-12 Schooling Executive Order 14190 Issued 2/3/2025 Executive Order 14190, titled "Ending Radical Indoctrination in K–12 Schooling," is an executive order signed by President Donald Trump on January 29, 2025. It aims to restrict federal funding for K–12 schools that implement curricula or policies related to "gender ideology" and "discriminatory equity ideology," a term defined within the order. The order also reinstates the 1776 Commission to promote "patriotic education". Read the complete document HERE. Examples of Violations Violations are centered on educational materials, curricula, and practices that are deemed to promote "discriminatory equity ideology" or "gender ideology". Specific actions and materials that could violate the order include: Facilitating social transition without parental consent: This includes a teacher or school counselor affirming a transgender minor's gender identity. Using preferred names and pronouns: Referring to a transgender or nonbinary student by their preferred name or pronouns, in instances where it would be interpreted as supporting "social transition" or "gender ideology". Granting access to segregated facilities: Allowing a student to use a bathroom, locker room, or sports team that differs from their sex assigned at birth. Teaching about systemic racism or implicit bias: School curricula that include concepts like "white privilege" or "unconscious bias" are considered anti-American and in violation of the order. Promoting DEI programs and frameworks: The order prohibits federally funded teacher training programs from including Diversity, Equity, and Inclusion (DEI) concepts. Distorting American history: Curricula that do not align with the "patriotic education" narrative promoted by the reinstated 1776 Commission could be seen as violations. Several NC districts have lost funding, access to grants, and funding freezes due to lack of compliance. Contact us if you feel your school in violation. Support HB 636: Promoting Wholesome Content for Students. SIGN THE PETITION. SIGN UP HERE Watch how explicit books adversely impacted Megan. Live in Wake County? Sign The Kite Runner Petition Edit

Even with the passage of the NC Parents Bill of Rights, and HB 805, elementary schools in many NC districts have continued to add books that embrace gender fluidity and various sexual deologies. Why? Professional organizations are behind the infiltration of age inappropriate materials. Help us to put a halt to this practice. Check your child's school. We can show you how. Contact us for the information.

Contact us. Questions or concerns? Do you have a story to share? Would you like to join our team? Contact Us Join Our Team Are you a parent or educator with questions or concerns? Contact us. We will try to help. Contact Us First name Last name Email Phone Comments or Concerns Submit Thank you for contacting us. We will be in touch. Would you like to be part of a team that advocates for excellence in education? Please complete our team application and let us know areas you are interested in helping. Join us: Reading and adding titles to our Books We Love list Be part of our Love America Project Join the Curriculum Under Review Board appraising curriculums being used or proposed in our state Research school libraries and media centers for age inappropriate literature Take part in our Clean Read Book Give-aways, distributing good books in your community Take part in a positive initiative within your community Up

A look at the history and implications of social and emotional learning on children. SEL Social Emotional Learning Wake County Public School System is using the Behavior Intervention Monitoring Assessment System. They intend to screen ALL students by 2027! Read more at the bottom under the videos- What is Social and Emotional Learning? CASEL is the Company that sets standards for Social Emotional Learning. Students are called human capital, and an equity lens is applied to transform an entire school by dividing students into groups by race, gender, income, etc. The expressed goal is to achieve “equal” outcomes (equity) for designated groups, especially “marginalized” ones such as minorities or those with LGBT identities. Equal opportunity is now passe’ for the current educational culture. Founders, Funding and Educators of SEL include, but are not limited to the following: John Fetzer of the Fetzer Institute, a New Age enthusiast and devotee of Alice Bailey who was the controversial occultist that founded the Lucifer Publishing Company (aka Lucis Trust); Linda Darling-Hammond, board member emeritus of CASEL and associate of communist terrorist turned educator William Ayers; Kamilah Drummond-Forrester, an educational consultant who wrote “Teaching (white children) to be aware of their racial identity would allow them to better understand the privileges that accompany that identity,” adding that this would help them dismantle the “concept of ‘ whiteness’”. Millions of dollars from the Gates and Dell Foundations, et al. are spent to replace the values and beliefs that are compatible with individual liberty. The goal appears to a transformed global student that is easily manipulated by a one world government. Framework of CASEL is Backwards. SEL is at the core with the government and schools supplanting the responsibility of parents to raise their children fundamentally in the way they see fit. Family beliefs and values will be replaced by the values of the government in teaching these five competencies: self-awareness, self-management, responsible decision making, relationship skills and social awareness. See diagram below. Is SEL a school course? No. It’s a transformative methodology rooted in a worldview with goals of molding students' beliefs and behaviors, manipulating impressionable minds, and creating activists for progressive social causes. Although the intent appears to be therapeutic, the results appear to be counterproductive. In application, SEL is woven into many classes and school activities and its use will: Promote data collection on students with assessments that are recorded in a student’s permanent data records. Many responses are private information best suited between a counselor and patient. Impersonate mental health services. Designed to shape a child’s developing brain to accept world views regarding sexuality, racial attitudes, and other social issues. Operates under the guise of providing a mental health benefit and used on the ENTIRE student population of a school, not just kids with behavioral issues. Promote psychological evaluations by unqualified school staff. Selective interventions may be prescribed by staff with limited training. These records may adversely impact a student’s record and impact future college admissions and/or job applications. Disclose student data that could be used against parents regarding personal choices they make for their children. This is an issue of Private Policy Concerns. Example: Based on his/her responses to assessments on issues such as gender, sexual orientation, etc. a student may be removed from a home. Seek to replace the family in teaching values and social norms. This is a form of cultural Marxism where sacred family beliefs may be classified as unkind or unacceptable instead of a matter of morality. This may be seen as spiritually, mentally, and emotionally abusive as a student may be forced to choose between two leaders in authority (parent vs. teacher) resulting in even more anxiety for the child. Impact education on sexuality by undermining traditional values and beliefs taught by abstinence-based/risk avoidance programs. SEL brings obscene sexual behavior into the classroom by teaching elements of the Comprehensive Sex Ed (CSE) curriculum which embraces high risk behaviors that align with the LGBT movement. It may include normalizing anal and oral sex practices; implying sexual promiscuity, such as hooking-up; teaching sexual pleasure; eroticizing the use of condoms; etc. Require students to accept false concepts such as sexual orientation and gender identity (SOGI). The endless gender identities are not based in science and present false concepts as based in factual truth. Other false concepts presented by SEL are a student may be told she may be trapped in the wrong body, she can pause her puberty without adverse consequences, her parents don’t need to know, etc. Violate North Carolina’s sex education law as stated in #6. Controversial teachings on sex, sexuality, and gender in the name of sexual education are not compliant with current state laws. Promote activism, allegiance, and division. This is a form of social engineering where Critical Race Theory (CRT) and Marxist lessons are taught regarding oppression, oppressors, race, gender, and religion in ways that promote concepts that may violate the US Bill of Rights. Community organizing events and after school programs are often promoted. Advance revisionist programs. Remember Common Core Math? Math concepts were transformed to fully embrace SEL by progressive agendas. How well did that go for students and parents? Unfortunately, history and science classes aren’t exempt from revisions either. SEL is part of the Common Core State Standards used in every school district in North Carolina. There is a tremendous incentive to integrate SEL in the curriculum of every school as it is tied to federal funding, Sales Pitch for SEL Behavioral problems in school are nothing new. Unfortunately, children are experincing an increasing level of anxiety with the onset of social media and the extensive use of electronic devices. Teachers and parents want children to be more attentive, less disruptive, and more civil to classmates and others. SEL appears to be sold to educators as the means to resolve problematic behaviors. Self-examination is one of the tools used in SEL tools that prompts students to perform frequent intropections. However it appears that the power of suggestibility from SEL-infused lessons may actually increase anxiety in a child. For example, how would the following questions impact your thinking? “How often do you keep your anger in check?” “How often did you remain calm, even when someone was bothering you or saying bad things?” This is just a sampling of the numerous questions from a Panorama SEL survey in an elementary school. Malpractice? How is SEL used to improve behavior and help students cope with stress? Interventions and group work can be assigned based on SEL survey answers. The role of schools is shifting from academics to SEL with a nanny-state like focus on mental health. Is this a form of malpractice? It appears there is a movement to replace guidance counselors with mental health counselors in school- based health clinics. The American School Counselors Association (ASCA) which promotes DEI and other Marxist concepts appears to support this move. Managing mental health issues would best be done by referring a student to a professional clinical psychologist/therapist in a clinic off the school campus and after instruction hours. In October 2023, a wellness center for Clyde A. Erwin Middle school was opened for care. The Warrior Wellness Center is one of 34 school-based health centers operated by Blue Ridge Health in seven Western North Carolina counties. This development raises a number of questions. Are there duplications of services provided by local health departments? Although parental/guardian consent is required, is it a blanket consent? Will parents be informed when a child recieves treatment? When is it appropriate for a child to receive medical care without the presence of a parent/guardian? Who benefits financially from opening a doctor’s office on a school campus? What happened to the school nurse who used to provide medical care for students? Second-Step Program in North Carolina. This SEL program is used by many individual school districts in North Carolina. More on that program will follow. Statistics that shock. The problem with education in America is illustrated in a report by the Department of Education. Between 2000-2019 the percent growth of population in public schools for district administrators grew by 87.0 % during those years, far outstripping the growth in the number of students (7.6%) and teachers (8.7%). There has been a radical fundamental change in education with the administrative system/bureaucracy and other institutions/stakeholders draining resources that would benefit students. Collecting and managing data from SEL programs is just one of the many uses of funds that have no educational purpose. Who benefits? What can parents do? Reinforce your belief system at home with your child. Caution your child about group think and emphasize the importance of personal responsibility and decision making. Demand parental rights and privacy for your child’s and family’s information. Write to your legislators. Speak out at school board meetings and to other parents. If possible, consider homeschooling or enroll in private school. But beware, SEL is being found in private schools too. Resources: Karen Metzger; Parents on the Level; 2024 Alex Newman, Trading Academics for Far-Left ‘Social Emotional Learning’; 2021. Larry Arnn, Imprimis, Education as a Battleground; November 2022. UtahParentsUnited.org/SEL https://cdn.secondstep.org/static/pdf/funding-grants/federal-funding-for-purchasing-second-step-programs.pdf https://webservices.ncleg.gov/ViewDocSiteFile/39601 Share your stories or photos of examples of SEL in your child's school. CONTACT US Wake County Public School System is using the Behavior Intervention Monitoring Assessment System (BIMAS) They intend to screen ALL students by 2027 The BIMAS is a tool used in schools to universally screen students (pre-K to 18) for social, emotional, and behavioral issues within MTSS frameworks. It claims to identify the 13–21% at risk for mental health challenges and guide interventions. However, critics argue it lacks robust evidence-based validation, as its psychometric properties and effectiveness for universal screening are not sufficiently supported by rigorous, independent studies. BIMAS is used to help identify students in need of support, monitoring their progress, and evaluating the effectiveness of interventions, according to sources like Edumetrisis and pelhamsd.org Administering it to all students raises concerns: over-diagnosing normal emotional ups and downs, invading family privacy through passive consent, risking data breaches (e.g., PowerSchool 2023), and uncertainty about how data informs and impacts behavior modification. Parents should question its use, consider opting out (per school policy) if their child shows no concerns. Should a child show concerning behaviors, parents should seek professional assistance. Support from pediatricians, clergy, or counselors can be also beneficial to both parent and child. Protect your child. BIMAS-2-Teacher-Standard-Form View Teacher Questionnaire RESOURCES: https://edumetrisis.com/social-emotional/the-bimas-2-and-the-casel-sel-framework/ https://edumetrisis.com/behavior/bimas-2/intervention-guides/ Contact Us/ Join our Team

NC Legislation that will support children and families when passed. Supporting North Carolina Children and Families The Pavement Education Project supports the following bills making their way through the General Assembly. We ask you to let your legislators know you support them as well. House Bill 636 Promoting Wholesome Content for Students would require every school district to adopt a policy for the selection and procurement of library books, electronic media and other resources for school libraries. Library media must be suitable for the age, grade level, intellectual development, and ability level of students, aligning with their cognitive, emotional, and behavioral capacities. Materials would be considered inappropriate if containing descriptions or visual depictions of sexual activity or is pervasively vulgar as defined in G.S. 14-190.13. Those materials would be removed. HB 636 also strengthens the Parents Bill of Rights by providing relief for families. Read here . Contact your legislators today! https://www.ncleg.gov/findyourlegislators AND SIGN OUR PETITION in Support of HB 636 https://www.pavementeducationproject.org/wholesomecontent OTHER BILLS WE SUPPORT : House Bill 83 Revise Laws Governing Minors will amend the offense of disseminating obscenity to minors and add the offenses of disseminating obscenity, harmful material, and exhibiting harmful performances to minors to the list, possibly requiring offenders to register, while establishing new offenses of habitual and aggravated habitual indecent exposure with mandatory registration. Read here . Senate Bill 516 Women’s Safety and Protection Act focuses on safeguarding women and girls in sensitive environments by defining male, female, man, woman, and sex based on biological criteria. Read here . Contact your legislators today! https://www.ncleg.gov/findyourlegislators Please email these legislators as well. Sen. Rabon Bill.Rabon@ncleg.gov Sen. Daniel Warren.Daniel@ncleg.gov.. Sen. Barnes Lisa.Barnes@ncleg.gov Sen. Blue Dan.Blue@ncleg.gov. Sen. Berger Phil.Berger@ncleg.gov. Sen. Britt Danny.Britt@ncleg.gov Sen. Galey Amy.Galey@ncleg.gov Sen. Garrett. Michael.Garrett@ncleg.gov Sen. Sawrey Benton.Sawrey@ncleg.gov Contact us at pepnc@protonmail.com Visit us at https://www.pavementeducationproject.org CONTACT US/JOIN DONATE

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The Kite Runner Controversary The Kite Runner by Khaled Hosseini is a powerful novel which contains explicit scenes of sexual violence, intense physical violence, and deep emotional trauma. These elements, while integral to the story’s impact, can be challenging for students or adults to process, prompting debate about whether the novel is appropriate for high school curriculum. Wake County Public Schools believes it is and are using it as part of their high school school English Language Arts Program. The Pavement Education Project Team believe it is not appropriate. Read the book report/review and if you agree that it is not suitable, sign the petition that will be submitted to Superintendent Taylor and Wake County School Board. Please share with your friends and family. Petition for the Removal of Kite Runner in WCPSS Summary: The Kite Runner Khaled Hosseini’s The Kite Runner follows Amir, a privileged Pashtun boy in 1970s Kabul, and Hassan, the devoted son of his father’s Hazara servant. Despite their close friendship, ethnic and class divisions shadow their bond. During a kite-fighting tournament, Hassan is assaulted while retrieving Amir’s prize, and Amir, too afraid to help, hides his guilt by framing Hassan for theft—driving him away. After the Soviet invasion, Amir and his father flee to the U.S. Years later, Amir learns Hassan was his half-brother. In 2001, he returns to Taliban-controlled Afghanistan, discovering Hassan has been killed and his son, Sohrab, is in danger. Amir confronts Assef—the same bully from his childhood—now a Taliban official, and rescues Sohrab. Traumatized and withdrawn, Sohrab joins Amir in America, where Amir seeks redemption through patience, care, and the small but hopeful act of flying kites together. The novel intertwines personal betrayal and atonement with Afghanistan’s turbulent history, from monarchy to Taliban rule. View Book Reports with pages and book images from the graphic novel HERE Examples of Removal Khaled Hosseini’s The Kite Runner has been removed from high school curricula in various U.S. school districts due to its portrayal of sexual assault, violence, suicide, and other mature themes. The following is a list of some school systems where the book has been removed or excluded from high school reading lists,: Higley Unified School District (Gilbert, Arizona): In 2017, The Kite Runner was removed from the English curriculum at Williamsfield High School without explanation, despite being part of the curriculum for five years. Teachers were instructed not to use it in classrooms or assign it for independent reading. The decision sparked student protests, and the book was replaced with Of Mice and Men, which has also faced challenges. Volusia County Schools (Florida): In 2024, the traditional novel version of The Kite Runner was removed from all school libraries and media centers after a parent, Jenifer Kelly, read an excerpt at a school board meeting on February 11, 2025, prompting a board member to stop the reading due to its content. Florida statute 1006.28 mandates removal of material if a parent is stopped from reading it aloud due to objectionable content. The graphic novel version had already been removed in the 2023/2024 school year Hernando County School District (Florida): In 2024, The Kite Runner was banned from high school libraries following a school board meeting on February 7. Despite review committees recommending retention, the board voted to remove it, with board chair Shannon Rodriguez claiming legal risks if the book remained. Cedarburg High School (Wisconsin): In 2023, The Kite Runner was removed from the 10th-grade curriculum after a parent’s complaint about its depictions of sexual assault, depression, and attempted suicide. The book was pulled despite the complaining parent’s child being offered an alternative text. Wallingford Public Schools (Connecticut): In 2015, The Kite Runner was removed from the required high school freshman English curriculum after a parent objected to references to “homosexuality, date rape, masturbation, and the glorification of alcohol use and drugs.” Centennial High School (Champaign, Illinois): In 2009, The Kite Runner was removed from the reading list due to objections from a parent whose child was assigned the book for summer reading. Jackson County School District (Marianna, Florida): In 2009, The Kite Runner was removed from the required reading list for one class but retained in the library after a challenge citing graphic violence and sexual content. Additionally, the book has been challenged but retained in several other districts, including: Wake County Public School System (North Carolina): In 2025, a parent’s request to remove The Kite Runnerfrom the high school English curriculum was rejected, allowing it to remain a core instructional resou Buncombe County Schools (Asheville, North Carolina): In 2016, the book was temporarily suspended at A.C. Reynolds High School following a complaint but later reinstated for 10th-grade honors English classes with an option for alternative assignments. Waukesha School District (Wisconsin): In 2014, a parent’s attempt to ban The Kite Runner from the high school curriculum was denied by a district panel. Fishers High School (Indiana): In 2018, a parent challenged the book’s inclusion in the Advanced Placement English curriculum due to a same-sex gang rape scene and depictions of distrust in adults, but it was retained with an option for alternative assignments. Troy Area Schools (Pennsylvania): In 2012 and 2013, the book was challenged as optional reading in 10th-grade honors classes for its graphic depiction of rape and vulgar language but was retained. Valley High School (Jonesboro, Arkansas): In 2012, The Kite Runner was challenged for a scene depicting male-on-male rape, sexual innuendo, and vulgar language but was retained in the Senior Advanced Placement English curriculum. Freedom High School (Morganton, North Carolina): In 2008 and 2009, the book was challenged for its graphic depiction of a sodomy rape and vulgar language but retained in the 10th-grade honors English curriculum. We make every effort to report accurate information. If you see an error, please contact us.

Opt Out Forms Following the Supreme Court decision in Mahmoud v. Taylor, parents can opt their child out of school lessons, activities, or materials related to LGBTQ+ and gender ideology if these conflict with their or their child’s faith. Download and edit our opt-out letter. Send a hard copy and an email to ensure delivery. Religious OPT OUT of LGBTQ+ Content Editable Document LGBTQ Opt Out Books Cited in the Supreme Court Case Advocates for Faith & Freedom, a California based law firm that focuses on parental rights and religious freedom for years, has created a customizable Opt-Out form for parents to use nationwide. Their document states Christian beliefs . Gender LGBTQ List (2) ELEMENTARY.docx Updated 11/2025 List of LGBTQ+ Books found in some school districts in NC. Check your webpage and search on the Follett site. HB 805/ SL 2025-84 ensures parents can opt their children out of classroom materials or activities conflicting with religious beliefs, with schools required to provide advance notice and alternatives assignments and/or materials. You may use our editable form to create a document for you to submit to your child's Principal and teacher. We encourage you to email the letter and ask for confirmation of receipt. Religious OPT OUT of Lessons and Materials Editable Document Opt Out Due to Religious Beliefs Sample of a passage that could be used to Opt Out of The Absolutely True Story of a Part Time Indian by Sherman Alexie As a parent/guardian, I am requesting that my child __________be excused from reading or engaging with the book The Absolutely True Diary of a Part-Time Indian by Sherman Alexie in the English Language Arts curriculum. This request is made in accordance with my sincerely held Christian beliefs, which guide our family’s values and decisions regarding educational materials. I have concerns about the content of this book, which includes profanity, sexual references, and depictions that may be culturally insensitive, particularly regarding Native American experiences. As Christians, we are called to uphold purity in thought and speech, as instructed in Philippians 4:8: “Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable— if anything is excellent or praiseworthy—think about such things.” The use of profane language and explicit content in the book conflicts with this biblical standard, which encourages us to focus on what is pure and edifying. Furthermore, as followers of Christ, we are called to treat all people with respect and love, as emphasized in Galatians 3:28: “There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.” The book’s portrayal of Native American experiences, while intended to provide perspective, may risk perpetuating stereotypes or insensitivity, which could hinder the biblical call to unity and respect for all cultures. HB 805/SL 2025-84 enables parents to manage school library checkouts and access a public catalog of library books. Use our book lists and reviews to determine age-appropriate content for your child. Supplementary Instructional (Library and Classroom) Opt Out Form Editable Book Lists Why is WCPSS Allowing Teachers to Expose Young Children to Confusing Content? Are ActivistTeachers Violating the Law? A records request showed a WCPSS teacher used What Are Your Words? by Katherine Locke with 2nd-graders in their Readers Theater lesson and afterschool presentation. Requests about the book’s use in other Wake schools remain unanswered. Why is Wake County delaying? Protect your child from confusing content—complete an Opt-Out form today. "…As a nonbinary/trans teacher, the below standards aligned perfectly with the use of this book. This text allowed students to explore how they can artistically express the cultures around them, including the LGBTQ+ community…" Click to view. Read the full lesson plan here. Ending Radical Indoctrination in K-12 Schooling Executive Order 14190 OPT OUT FORM Editable NC Parents' Bill of Rights

Understanding Lexile Levels, using Follett Online Card Catalog, Books We Love Reading Resources Understanding Lexile Levels The Lexile Framework is an approach to measuring a child’s reading ability and the evaluation of the complexity and difficulty of a text. Teachers use Lexile measures when charting growth of their students, planning instruction, and sharing information with parents. We all want students to read fluently with good comprehension. We also expect the complexity of text and understanding to increase as a child progresses throughout their educational career and into adulthood. Educators should guide students to “good fit books with just the right amount of challenge”. Traditionally these books would be a healthy balance between the student’s Lexile score and books that would be 50-100L above their measured score. To help citizens understand the Lexile system, the lowest Lexile number is 0L and the highest is 2000L. Any letters written before the numbers give information about the text and complexity. BR = Beginning Reader AD= Adult Directed Books ( books for adults to read to children) HL=High Interest but Low Complexity IG=Illustrated Guides GN=Graphic Novels Understanding the Numbers and Codes Lexile.com provides many resources including identifying the Lexile score of most books, tools to support instruction, word lists, and a Find a Book tab. This is a very helpful site, but please remember this site does not look at developmentally appropriate content, content that might be harmful, or standards or morals that you and your community may find objectionable. The Pavement Education Project recognizes that children need books and reading materials that they find interesting. They also should have regular books and materials within their Lexile reading range that will challenge their development. https://hub.le xile.com/find-a-book/search https://lexile.com/parents-students/ https://hub.lexile.com/find-a-book/search https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/lexiler-and-quantiler-measures/lexiler-framework-reading https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Lexile-Framework.aspx The Focus on the Family website called Plugged In has reviews and recommendations for books, movies, games, etc. Facebook groups like Book Reviews for Christian Families can also help you search for books for your kiddos. The webpage Lexile Find a Book can be a helpful tool when looking for titles, but remember, it does not screen for objectionable content. When purchasing books, Amazon and other book vending sites often include Lexile Scores in the product description on the left. Don’t forget to take a look at what your children are self selecting in the library and are using in the classroom. Look at the content and lexile levels. Knowledge is power! Our website hopes to include recommended reading lists in the not so distant future. Let us know if you would like to be part of a team of readers and reviewers. Where Can I Find Good Fit Books for My Child? Contact Us Using Follett, the Online Card Catalog to Locate Books Most North Carolina school districts uses the Destiny Follett management system to catalog books in school media centers. Students and teachers use it to search and access books and possibly other resources. Some districts may include eBooks, audiobooks, etc. as part of their subscription. Some of the features of the Destiny Follett system include easy search by author, title, or subject. The interest level and a basic reading level of the book is listed as well as the call number (or address of the book's location in the library). Recently, we are seeing descriptions of the books included. The system makes it fairly simple for the librarians to add new books. The site is accessible for students from school or home. Once they login to the district portal with their student ID, they can begin searching. The My Stuff tab at the top (only visible when logged in) allows students and parents to see what is currently checked out to them. We do not know if the setting can be adjusted to show all past books checked out to a particular student but we think that information could be beneficial for parents. The system allows for the creation of collections of books by topic (for students or teachers) by the media specialist or librarian. Unless the collection was created by the media specialist in that specific library, not all the books pictured might be available. However, book titles and descriptions shown could make it possible for them to be searched in other systems, like Sora, Libby, etc., and checked out perhaps through the public library system.The Destiny Follett system allows for parents, citizens, and the community to see what is available on the shelves of the library. We encourage parents to request the districts's policy in regards to adding books to the library. Does the policy allow anyone to donate books to the library? What books would be acceptable for donation? Will the librarian replace favorite classics like The Hungry Caterpillar or The Scarlet Letter if they are so worn that they need to be discarded? Some districts have unspoken policies that exclude books printed before the year 2000. Some of the classics and books you remember will may no longer be available to future students. Knowledge is power. Familiarize yourself with the library system. Did You Know? According to the Follett website, nearly $2 trillion in ESSER Funds are still available in 2024 to support schools and students. The website states Elementary and Secondary School Emergency Relief (ESSER) Funds provide a significant boost to your learning initiatives. Follett is here to provide guidance on using ESSER Funds effectively using our unique analytical tools that can diagnose the strength and gaps in your collection. S ocial transformative books have been required as a funding qualification for recipients. If your state or district accepts ESSER funds, what is expected of them? https://www.follettlearning.com/esser Would You Like to Search a School or School District in our state? Go to gofollett.com or contact us. https://www.follettlearning.com/education-technology/library-management-system/destiny-discover Contact Us Books We Love! CHECK OUT THE BOOKS WE LOVE PAGE FOR OUR RECOMMENDATIONS Graphic Novels Graphic novels are in the schools, public libraries, and colleges. The New York Times includes graphic novels as a category on its booklists. Struggling students and erudite academicians laud the benefits of the new genre. The Scholastic magazine, a chief proponent and distributor of graphic novels, defines the literary form as “any book in a comic book format that resembles a novel in length and narrative development.” Graphic novels incorporate benefits and shortcomings of both novels and comic books. HISTORY Graphic novels are akin to or the next iteration of the children’s comic book. The comic book, at its conception and infancy, had a wide variety of themes including superheroes. Yet, some people were concerned that comic books potentially would corrupt the young readers and retard their reading progress. These concerns led to the Comic Code Authority (CCA) tasked with ensuring the proper values were depicted in the comic books (Lloyd Sealy Library) . The themes of the comic books and their values were strongly compatible with the superhero theme and, thereby, undergirded the success of the superhero morality plays of the good hero overcoming and conquering the evil villain. Comic books soon became a lucrative literary venture. In 1986, Will Eisner introduced a new genre -- birthed from the comic book --the graphic novel. The expanded “comic book” was a collection of stories about a neighborhood in the Bronx. The format appealed to a new expanded reading audience. However, it was Art Spiegelman who brought the new literary format into popularity (Lloyd Sealy Library) . It resembled a novel in length and story line; however, the graphic novel’s story was driven by pictures and supplemented with only sparse text. Graphic novels not only differed from traditional comic books in their length but also subject matter. The topics ranged from classical literature to backstreet pulp fiction. Often, a graphic novel, then and now, departed from the innocence of the superhero’s overcoming the menacing, evil villain to more edgy subjects. RESEARCH Current research of graphic novels overwhelmingly touts the benefits. Educators report that graphic novels promote reading for the reluctant and poor readers, for the non-native English speakers, the unmotivated readers, and the beginning readers (Reader’Advisory Guide to Graphic Novels). They claim pictures help reading comprehension, and therefore, are valuable tool for developing cognition. Graphic novels are not just for the reluctant or poor reader but are also popular with older fluent readers. Graphic novels make complex literary classics comprehensible. The story line is more easily understood with visual images, rather than words. The Readers’Advisory Guide to Graphic Novels asserts that the genre promotes visual literacy for the 21 st century’s media demands. In addition to the academic advantages, emotionally, there is no shame associated with graphic novels as attested by the popularity with more skilled and older readers. FORMAT CONCERNS However, like the parents who were concerned about comic books of the 1950s, parents have their reservations about graphic novels. Though many may concede that graphic novels appeal to and motivate reluctant readers and help them comprehend subject matter, many parents are apprehensive, even cynical, of graphic novels’ net benefits for developing skilled readers and thinkers. Words are the tools of thinking. Relying on pictures for context promotes guessing for word meanings. Vocabulary is developed through reading and writing. A picture-driven story undermines both basic cognitive skills. Graphic novels cultivate passive, feckless learning habits. The mind is developed much like muscles. Effective learning requires resistance. Synapsis and memories are made stronger when effort is applied. Processing information from the words “requires constant voluntary attention” (Rossiter & Silberstein, 2001), whereas pictorial information processing is passive. Graphic novels reduce literature to an arid, anemic story line. The art of good literature is lost in the pictorial Cliff Notes approach. Divergent thinking is starved by the lack of literary devices. Learning is hard work and a lengthy process. One must ask at what point is the reluctant reader weaned from pictures to text. When will the underlying problem of poor reading strategies be addressed for the reluctant reader? CONTENT CONCERNS Sexually explicit pictures found in school library graphic novels incite emotional responses rather than reasoned ones. Being led by emotions (visceral responses) makes the reader easily manipulated. Often age-inappropriate, or sexually graphic novels have a low reading level (see Lexile Levels) and are accessible to younger children. Formats for comic books, graphic novels, and novels have cognitive relevance, but content should be the primary consideration for evaluating a book, not the conveyance. Content of graphic novels can be pornographic yet readily accessible for the youngest or poorest reader. Content is packaged to reach a certain audience. Judge the book by its format but then look inside and examine the content. Contact Us UNDER CONSTRUCTION What is Manga? What is Anime? Anime and Mental Health Awards and Medals What is the Difference Between YA and Adult Books? Who Wins an Award and Why? It can be puzzling. Writers, librarians, and parents don't always agree. YA ( industry abbreviation for Young Adult) novels are marketed for childr en 12-18 years of age. They are written about teenage characters with story lines meant to appeal to this age group; the category has ha d crossover into the adult market over the last several years. There lies much of the difficulty. Young Adult books are meant to be the next level of reading material after middle-grade fiction as teens transition to adult fiction. They are often coming of age stories. They are engaging and ma y have some level of romance between the characters, such as kissing but they should not contain actual sexual content. The readers and reviewers at the PEP are noticing more and more books labeled YA in middle and high schools with detailed sexual content, including bondage, violence and erotica. Parents must be alert to these sexualized books. We have quite a few listed on our website. Many have received awards of one kind or another. How did that book win that award? The American Library Association gives out many awards to authors and illustrators. One of the most notable is the Randolph Caldecott Award. The Caldecott winners must have outstanding illustrations and appeal to children ages 5-14. In the past, Caldecott winners and honor books were mostly picture or juvenile books that were chosen by parents and teachers to be read to younger students and children. They become favorites, not just because of the pictures but because the stories are entertaining, interesting, and age appropriate. According to the guidelines, in addition to the exceptional illustrations, the book should not be didactic in nature. If you have children, you are probably familiar with these books. Past Caldecott Winners and Caldecott Honor Award Winners Over the last decade there has been change. This One Summer by Mariko and Jillian Mamaki won a 2015 Caldecott Honor Award. Take a look at it and see if you would agree. Other graphic novels targeting middle and high school are also receiving recognition. My Friend Dahmer by Derf Backderf is an example. Backderf is a two time Eisner award nominee. His book My Friend Dahmer was recognized as a great graphic novel for teens by the ALA and won an Alex award in 2013. Obviously some graphic novels are not meant for children and the content may not be worthy of recognition. The John Newbery Medal is another prestigious award given yearly by the Association for Library Service to Children, a division of the American Library Association, to the author of the most distinguished contribution to American literature for children. Two favorites from the past were Shiloh by Phyllis Reynolds Naylor (1992) and Maniac Magee by Jerry Spinelli (1991). More recent winners have been challenged due to controversial content and language more than obscenities, but not always. Several new awards have made an appearance on books in elementary and middle schools. Most students, parents, teachers, and librarians assume if a book won an award, it must be a good book. A closer look reveals books with agendas promoting values that are uncommon within most North Carolina communities. Here are just three examples of books frequently found in middle schools. George, Looking for Alaska, and Out of Darkness. George by Alex Gino i s a recipient of the following : Children's Stonewall Award, Lambda Literary Award, and Ch ildren's Choice Book Award. The first two awards are for exceptional merit relating to the gay/lesbian/bisexual/transgender experience and content. Looking for Alaska by John Green won the Printz award, an award that recognizes the "best book written for teens, based entirely on its literary merit". While it was a quick easy read, It violated NC Statutes on Obscenity. It als o contained a glorified suicide. Out of Darkness by Ashley Perez is another example of an award winning book not appropriate for minors because it contains detailed depictions of incestual rape. The Alex Awards are given to ten books written for adults that have special appeal to young adults, The winning titles are selected from the previous year's publishing. These books all received the award over the last several years: Lawn Boy ; Gender Queer; Red, White, and Royal Blue ; and The Kite Runner. Take a look at excerpts under the book tab. We question whether these books are appropriate for young adults in a public school setting. They all violate NC Statutes regarding obscenity. The Pavement Education Project encourages you to be aware of the books your child selects from the media center, on class recommended reading lists, and books located in classroom libraries. We believe an award no longer ensures a book is fit for reading by a child, teen, or young adult. Furthermore, The American Library Association may no longer have the values and standards you and your family hold dear. Resources: American Library Association. https://www.ala.org Young Adult Library Services Association. https://www.ala.org/yalsa/

Books read and recommended for all ages. Classic and contemporary books. Books We Love Books We Read and Loved These are some of our favorite books. These clean reads help us to understand the trials and tribulations of our fellow man (or woman). Some are self help books. Some books are merely for entertainment. If you have a favorite you think should be on our list, let us know. OUTSTANDING HIGH SCHOOL READS Click on a photo to link to Amazon. Your purchase will support our work. Animal Farm by George Orwell The Boys in the Boat by Daniel James Brown Bloomability by Sharon Creech The Crucible by Arthur Miller Fahrenheit 451 by Ray Bradbury Frankenstein: the 1818 Text by Mary Shelley Great Expectations and A Tale Of Two Cities: by Charles Dickens The Hiding Place by Corrie ten Boom The Hobbit by J.R.R.Tolkien Lord of the Flies by William Golding Narrative of the Life of Frederick Douglass 1984 by George Orwell The Pearl by John Steinbeck The Red Badge of Courage by Stephen Crane The Old Man and The Sea by Ernest Hemingway The Patriot's History Reader : Essential Documents for Every American by Larry Schweikart, Michael Allen, and Dave Dougherty The Story of the Trapp Family Singers by Maria Augusta Trapp A Tale of Two Cities by Charles Dickens To Kill a Mockingbird by Harper Lee Warrior's Don't Cry: A Searing Memoir of the Battle to Integrate Little Rock's Central High by Melba Pattillo Beals Wuthering Heights by Emily Bronte You Have a Brain A Teen's Guide to T.H.I.N.K. B.I.G. by Dr Ben Carson See More MIDDLE SCHOOL CLASSICS AND GREAT READS Click on the image to link to Amazon for a purchase. All purchases support our effort. The American Experience Storybook by Stephanie Meter NOT AVAILABLE ON AMAZON The Bronze Bow by Elizabeth George Speare (Author) Caddie Woodlawn by Carol Ryrie Brink The Chronicles of Narnia by C S Lewis (SERIES) Joni: An Unforgettable Story by Joni Eareckson Tada Little Britches by Ralph Moody Number the Stars by Lois Lowry The Phantom Tollbook by Norton Juster The Prince and The Pauper by Mark Twain Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson Red Scarf Girl by Ji-Li Jiang Robinson Crusoe by Daniel Defoe Swallows and Amazons by Arthur Ransome (SERIES) Tanglewood Tales by Nathaniel Hawthorne Tuck Everlasting by Natalie Babbitt Up From Slavery by Booker T Washington The Watsons Go to Birmingham by Christopher Curtis See More Excellent Reads for 3rd-5th Grade Students 100 Cupboards by N. D. Wilson Smoky Mountain Survival (The Campground Kids: National Park Adventures) Book 2 by C R Fulton Crinkleroot's Guide to Knowing the Trees by Jim Arnosky The Chronicles of Prydain by Lloyd Alexander Goodnight, Mr Tom by Michelle Magorian Green Ember by S D Smith, Illustrated by Zach Franzen The Iron Giant by Ted Hughes (author) & Andrew Davidson (illustrator) Joey: How a Blind Rescue Horse Helped Others Learn to See by Jennifer Marshall Bleakley Little House in the Big Woods by Laura Ingalls Wilder The Little Kid Who Can by Terrence Williams Little Women by Louisa May Alcott The Mismantle Chronicles, Urchin and Heartstone by M.I.McAllister (SERIES) Misty of Chincoteague by Marguerite Henry (Author), Wesley Dennis (Illustrator) My Name Is Tani . . . and I Believe in Miracles: The Amazing True Story of One Boy’s Journey from Refugee to Chess Champion by Tanitoluwa Adewumi Old Mother West Wind (Dover Children's Thrift Classics) by Thornton Burgess My Father's Dragon by Ruth Stiles Gannett The Mysterious Benedict Society by Trenton Lee Stewart The Secret Garden by Frances Hodgson Burnett Skunk and Badger by Amy Timberlake and John Klassen Stuart Little by E B White Sugar Creek Gang by Paul Hutchens (SERIES) Where the Red Fern Grows by Wilson Rawls Wingfeather Saga Boxed Set by Andrew Peterson A Wrinkle in Time by Madeleine L'Engle See More Click on the image to link to Amazon for a purchase. All purchases support our effort. Primary Reads Click on the photo to link directly for an Amazon purchase to support our efforts. The Buddy Bench by Patty Brozo and Mike Deas Cork and Fuzz Best Friends Finding Winnie: The True Story of the World's Most Famous Bear By L Mattick Elephant and Piggie Can I Play Too? by Mo Willems Frog and Toad by Arnold Lobel Mr Putter and Tabby Pour the Tea by Cynthia Rylant Red, White, and Blue: Our Flag Matters to Me and You by Dr Ben Carson OWL DIARIES #16 by Rebecca Elliot. 100 Mighty Dragons All Named Broccoli by David LaRochelle Cicada Symphony by Sue Fliess Dozens of Doughnuts by by Carrie Finison (Author), Brianne Farley (Illustrator) Nobody Knows How to Make a Pizza by Julie Borowski If I Was a Horse by Sophie Blackall In Search of the Giant Arctic Jellyfish by Chloe Savage Jesus and My Gender by Dale Partridge The Snow Thief by Alice Hemming and Nicola Slater May I Pet Your Dog?: The How-to Guide for Kids Meeting Dogs by Stephanie Calmenson (Author), Jan Ormerod (Illustrator) My Grandpa, My Tree, And Me by Roxanne Troup and Kendra Binney Number One Sam by Greg Pizzoli Snuggle Up, Sleepy Ones by Claire Freedman Manu the Kiwi of Kindness by Rosie Chenault and Beth Siddom Delightful Picture Books Click on photos to link to Amazon. All purchases support our work.

DIVERSITY, EQUITY, AND INCLUSION Diversity, equity, and inclusion Diversity, equity, and inclusion Diversity, equity, and inclusion Diversity, equity, and inclusion Some citizens doubt the existence of DEI n NC schools. Currently, it is present in several formats. Professional development for staff has focused on DEI in a mostly unsuccessful effort to close achievement gaps. The NC Report Cards 2023-2024 show a state with many districts in decline. Using other state data sources, student achievement has been in steady decline. What does it look like in the classroom? Ask any teacher about student behavior. Too many students are disruptive, disrespectful, and aggressive to peers and teachers. NC data supports that claim. Most teachers we talk with are frustrated with the lack of support from administration and sometimes parents. As indicated in the WCPSS Pathway to Excellence + Equity documents, system administrators claim there is "overrepresentation of students by race, ethnicity, or gender in discipline and suspension referrals". With this belief, administrators may feel they were not able to support teachers like they should or risk loosing funding or even their jobs. The increase in the number of reported teacher assaults is unacceptable. We have no idea how many go unreported. With so many disruptions in the classroom, academic studies suffer. If you are a parent, you may have noticed a classroom increase in calm down corners, busy bags with fidget toys, increase in social emotional learning lessons, and zones of regulation to teach self emotional management.This sounds great, but are we seeing positive results? Bullying curriculums, such as CASEL have online components with political agendas and elements of critical race theory. Referencing systemic problems. power and privledge opens the door to teach victimhood. DEI fosters animosity between subgroups. It also burdens some races and genders with oppression. As stated in the WCPSS powerpoint, schools should work towards "the elimination of underrepresented groups of students in advanced coursework". All students should be given classwork that is challenging, yet not too difficult. If students do not have the fundamentals of english, math, science, and social studies, they may not be ready for more advanced work no matter what we might want, regardless of their demographic. Students needing special education services must be placed in the least restrictive environment. The number of students eligible for services under the Individuals with Disabilities Education Act (IDEA) has increased over time and so has the need for special education teachers. Our findings indicate that school districts are struggling to find teachers with special education training for self contained, pull out or push in classes. Furthermore, school d istricts are hiring behavior and special education coaches that work with regular education teachers to create plans of action. While this may seem a good solution for keeping students in the least restrictive environment, children with special needs are not meeting their individualized goals, nor are the children in regular education. This strategy also requires an enormous amount of record keeping and documentation. In some cases, teachers are expected to document a child's behavior or progress every 5 minutes. Meanwhile academic scores for regular education and students with disabilities are both unacceptable. Several of North Carolina's largest districts rewrote their Title IX policies under the Biden administration interpretation. Through executive order, Pres. Trump has removed those interpretations and established policies that recognize two genders, male and female. Board policies throughout the state should reflect the change. He has also prohibited hormone treatment and surgery on minors who want to transition. Another executive order addressed women in sports, ensuring safe spaces and fair competitions for girls and women. All educators and citizens want children and adults to be treated with respect and dignity. We want children to receive a high quality education. The elimination of DEI will benefit all students by setting high expectations for academics and behavior for ALL students, free of distractions of racial and sexual ideologies. Wake County School and other boards across the state are willing to risk loss of federal funds in order to maintain DEI programs and policies. US Dept of Education DEI reporting portal Executive Order Ending Radical Indoctrination in K-12 Schooling US Dept of Education Directs Schools to End Racial Preferences Executive Order Protecting Safety, Fairness, and Dignity in Women’s Sports Executive Order Protects Civil Rights and Merit-Based Opportunity by Ending Illegal DEI SHARE YOUR STORY NC Acts of Crime and Violence by Grade Level 2023-2024 https://nsjonline.com/article/2025/01/wake-county-schools-paid-440k-plus-to-legislators-equity-training-group/ https://www.johnlocke.org/wake-county-public-school-system-doubles-down-on-equity/ https://www.wcpss.net/site/default.aspx?PageType=3&DomainID=21915&ModuleInstanceID=7209&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=309708&PageID=57774 https://ncreports.ondemand.sas.com/src/ https://www.newsobserver.com/news/politics-government/article300911304.html

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The SHOULDN'T READ LiST- Needs Parental Knowledge and Consent Read the Book Reports All Boys Aren't Blue by George Johnson Gender Queer by Maia Kobabe The Bluest Eye by Toni Morrison Tricks by Ellen Hopkins Looking for Alaska by John Green The Perks of Being a Wallflower by Stephen Chbosky Me and Earl and the Dying Girl by Jesse Andrews Crank by Ellen Hopkins Sold by Patricia McCormick Flamer by Mike Curato MISLEADING MESSAGE 1984 by George Orwell Interpretations of 1984 by George Orwell often overlook core themes of a dystopian society and totalitarian control. The novel serves as a warning against the erosion of truth. The Pavement Education Project supports the use of this book with mature students, late in high school. Here are some of the main themes: Totalitarianism and Oppression is depicted in a society under the iron grip of the Party, led by Big Brother, who exercises absolute control over every aspect of life. Surveillance and Loss of Privacy occurs through constant monitoring via telescreens, hidden microphones, and the Thought Police. The Party manipulates truth, rewrites history and controls information to maintain power as the book shows how truth can be distorted to serve political ends. Individualism is crushed by collective power. The Nature of Reality and Truth is altered by the ability of the Party to alter facts to challenge the existence of objective truth, leaving individuals powerless to resist. Psychological control is achieved through propaganda and mechanisms that manipulate emotions and thoughts to maintain loyalty to The Party and suppress dissent. Language is weaponized to restrict expression and ideas. Alienation and isolation is the norm because genuine relationships and trust are nearly impossible. The truth is that the no one in our movement is intent on "banning books." For the reasons stated above, 1984 is recommended reading for mature teens. However parents should be notified by letter and/or email regarding whenever sensitive content is considered for use. Parents expect educators to curate book collections to make them suitable for the students they serve. What is the real motive for introducing and promoting content that could harm children and teens? Why do numerous books introduce themes of pornography, violence, drug abuse, and excessive profanity, while also misrepresenting the definitions and distinctions between a man and a woman? Parents need to do their own research, consult rating organizations such as PavementEducationProject.org, RatedBooks.org, or PluggedIn.com before deciding if their child will participate in lessons with content if they have concerns. North Carolina School Library and Media Association Support Banned Books Week North Carolina Association Encourages Banned Book Week 2024 This is a copy of a letter that the North Carolina School Library Media Association. Read about the various ways media specialists can celebrate Banned Books Week with public school students. NCSLMA Members, Banned Books Week is this week, September 22-28! Please explore THIS INFOGRAPHIC for some ideas on how you can celebrate with your students. Banned Books Week was launched in 1982 in response to an uptick in book challenges faced by libraries, bookstores, and schools. No one could have ever imagined that number would continue to grow to the frightening level we have seen during the past few years. We celebrate this week every year to help our students and patrons understand the importance of tolerance, respect, representation, and diversity in the printed words that surround us. Celebrating our right to read looks different for different levels. We hope some of these resources help you find an appropriate way to celebrate with your students! Here are a few things to consider as you plan: Rather than focusing on book bans, celebrating lower elementary students’ right to read might look more like a celebration of variety in your library collection. What if one day is all about the books in your library that feature the word “blue” in the title? Maybe another day is all about schools as a setting? And maybe yet another day is all about books that feature a bear as the main character? Displays, signage, and props can make it a great week to show off the collection! Upper elementary students might benefit from displays that showcase the gender, cultural, and racial diversity in your collection. Let them see themselves featured in a colorful display of awesome books! Middle school is ready to broach the subject of book banning. A display of age-appropriate, frequently challenged books can spark wonderfully complex discourse. They’ve got good questions. Answer them. For obvious reasons, the highest number of challenges are aimed at young adult books. They are most likely to feature the themes, characters, and events that some parents, administrators, and school boards find uncomfortable. That is understandable, and it also makes high school the perfect place to let students take the lead with Banned Books Week. Let them research the challenges and the whys. Let them choose the best way to showcase the books. Let them talk about the policies we have in place to ensure quality, appropriate literature for them. Let them ask you why you do -- and do not -- have certain titles in your collection. Then let them talk to the adults in their lives about all of it. There is a lot of uncertainty in our profession these days. There are a lot of distractions and extra responsibilities that sometimes make us forget why we wanted to become librarians. Banned Books Week can be a week to get back to one of the coolest parts of our jobs – helping students discover the freedom that can be found within the pages of a book. Happy Banned Books Week 2024! Sincerely, Lucy Wilcox NCSLMA Advocacy & Governance Director lucywilcox@ncslma.org Check these NC School Websites, Links, and videos Durham County School Guilford County School American Library Association Bannedbooksweek.org Wake County School Books can take children on new and exciting adventures, inspire them, and challenge them to be the best they can be. Books should be safe and developmentally appropriate, specially selected to support the curriculum and interest levels of the students. If you believe a book is unsuitable for children at your child's school, you should contact the school administrators. You will be able to challenge the book and it's placement in your child's school. We encourage you to also reach out to your legislators with your concerns. In our experience, some schools and districts are more responsive to parents than others. Legislators have it within their power to pass legislation protecting children that includes enforcement which is sorely needed in NC statute. Contact us/ Join our Team

Please sign the petition to support HB 636: Promoting Wholesome Content for Students. The results will be share with North Carolina legislators. HB 636: Promoting Wholesome Content Pornographic content is unsuitable for educational environments. Exposure to sexually explicit material can be deeply harmful and traumatic for children, potentially causing long-term psychological damage. HB 636 establishes reasonable standards to safeguard children, ensuring that educational materials are suitable for their developmental stage. Schools should foster the growth of young minds, not expose them to content that undermines their innocence. This legislation protects public school students by mandating that library books and materials meet specific criteria: they must support and enhance personal learning, be appropriate for the students’ age, grade, intellectual development, and exclude content harmful to minors, such as material depicting or describing sexual activity or that is excessively vulgar. HB 636 ensures children are shielded from sexually explicit content presented as educational material in the public school library. Read HB 636 HERE. Please read and sign the petition below to show your support. We do not share your information with vendors or third parties. The petitions will be shared with North Carolina legislators.

The Love America Project is aimed at sharing activities and lessons with children and teens that create a love for our country. Love America Project The Pavement Education Project wants to share our love of America with children and teens of our state. We plan to accomplish this with special lessons and activities that reveal the story of our country, the struggles, the truth of our history, and the bright future we believe still exists. If you would like to be part of the team by co teaching or creating content, contact us with your information and background. The Creation of the US Constitution Members of the Love America Project (LAP) recently completed AMERICA’S RULEBOOK: THE CONSTITUTION AND ITS ROOTS" and updated the 5th Grade Constitution Day Readers Theater scripts. We include activities on the Articles of the Confederation, introduction to concepts and vocabulary needed to navigate the Constitutional Convention, the readers theater script, and a follow up Detective Missions. We are excited to share it with you. Please contact us and share your name, grade level you teach, and your school Contact/Join Please donate to support our efforts to educate and protect North Carolina children. DONATE Memorial Day Members of the Love America Project (LAP) created a Memorial Day Project this year. We will be sharing "Remembering Our Veterans" materials in 2026 with educators that wish to use innovative and engaging lessons with their students. Please contact us and share your name, grade level you teach, and your school. Contact/Join Please donate to support our efforts to educate and protect North Carolina children. DONATE

Transgenderism, Gender Diversity, and the Impact on Children and Education Transgenderism and gender diversity describe individuals whose gender identity or expression differs from their assigned sex at birth, including transgender (male, female, or nonbinary) and gender-diverse identities that challenge binary norms. Increased visibility of transgender and gender-diverse (TGD) youth has sparked debates about their experiences in schools and healthcare, focusing on affirming identities while addressing mental health and medical intervention concerns. In May 2025, the U.S. Department of Health and Human Services (DHHS) released a 400-page report, "Treatment for Pediatric Gender Dysphoria: Review of Evidence and Best Practices," per Executive Order 14187, “Protecting Children from Chemical and Surgical Mutilation.” The report challenges the World Professional Association for Transgender Health (WPATH) Standards of Care, arguing that evidence for gender-affirming interventions like puberty blockers and hormone therapy is weak and treatments carry significant risks. The articles and information we include examine these complex issues cited by the Report and implications going forward. US DHHS Report on Gender Dysphoria and WPATH Response DOWNLOADABLE TEXT AT BOTTOM OF ARTICLE Foreword by Pavement Education Project The Report on Gender Dysphoria, including medical transition for minors, from the US Department of Health and Human Services was issued on May 1, 2025 (link provided below). It is fairly long (266 pages not including Appendices and Bibliography) and at times technical. But it contains extremely important information for parents of children who experience discomfort or anxiety over their sex and pubertal changes in their bodies, as well as for school board members, policy makers, lawmakers, and all persons of goodwill who are concerned for the well-being of children and adolescents who experience these feelings. School officials and Board members especially need to understand the Report because their actions to socially transition students (allowing use of opposite sex bathrooms and locker rooms, alternate pronouns, playing on sports teams of the opposite sex, GSA clubs, etc.) are not neutral acts that allow kids to explore their gender, but rather active interventions that psychologically condition children and adolescents to proceed onto medical transition (see our own brief review of the research on social transition elsewhere on our website). The Report comprises a summary of 17 international systematic reviews of the medical and psychiatric literature, including the Cass Review for NHS England (link provided below). These reviews evaluated the quality of evidence for gender transition of children and adolescents (i.e., how certain (or not) are the benefits that have been claimed). The reviews were performed by specialists with expertise in research methodologies and quality of evidence. The reviews found that the evidence supporting medical gender transition of minors was remarkably weak because of numerous methodological flaws such as lack of appropriate control or comparison groups, confounding variables, short term follow up, attrition, loss to follow up, small sample size, and reliance on voluntary patient self-assessment instead of clinical observations of mental health. The Report critiques in detail several seminal research studies, including the two original “Dutch Protocol” papers and two 2023 publications from different research groups that have been frequently cited to justify gender transition of minors. The Report points out how both the patients and the data were selected in these papers to favor making the claim for positive benefits. The Report also points out what are not adequately captured by the reviews, namely the possible harms caused by the treatments themselves, because these have generally not been the focus of the research publications. Beyond the evidence reviews, the Report details serious irregularities in the process of developing the World Professional Association for Transgender Health (WPATH) Standards of Care, version 8 (SOC-8, link provided below) that have been uncovered through the discovery process and depositions in court cases over certain state laws banning medical treatments to change the gender of minors (at the time the present Foreword was being written, the US Supreme Court upheld Tennessee’s law in United States vs Skrmetti). Despite claims in SOC-8 that its recommendations were evidence-based, it was uncovered that WPATH leadership did not allow publication of a number of evidence reviews that it had contracted a team at Johns Hopkins University to conduct after it became apparent that these reviews did not find strong evidence to justify certain treatments. Further, the strength of the recommendations were increased under pressure from Rachel Levine, Assistant Secretary of Health in the Biden Administration DHHS, without the consensus of the 119 co-authors of SOC-8 in contradiction to statements in SOC-8 itself that the formal process known as DELPHI was used to achieve consensus. Similarly, all the minimum age recommendations except for one that were agreed upon by consensus of the co-authors were deleted even after initial publication under pressure from certain officials of the American Academy of Pediatrics (AAP). The evidence presented suggests that these modifications were made to SOC-8 without going through the DELPHI process and not based on the medical evidence, but in order to shore up the legal position against state laws limiting medical gender treatments for minors. These revelations about the development of SOC-8 call into question the credibility of WPATH as an objective medical association grounded in science and ethics. Although the SOC-8 claims of “medically necessary” and even “life saving” still need to be maintained to get insurance claim reimbursements as well as support the position in court and legislative battles, the rationale for medical gender transition of minors recently has been shifting toward patient civil rights and autonomy. The Report points out how treatment for minors has shifted from the original “Dutch Protocol” requiring careful assessment of how longstanding the minor patient’s dysphoria has been, to now the “Gender Affirming” model wherein as soon as a patient declares that he or she is the opposite gender, that must be affirmed (accepted) and transition commenced shortly thereafter. (It is noted however that even sticking with the Dutch approach, there is no way to determine which patients will indeed persist in a life-long dysphoria.) At Pavement Education Project, our opinion of this autonomy argument is not only that it obliterates patient safeguards, but that the principle would allow consent by minors for all sorts of other things. Interestingly, the Dutch Protocol also required the approval and support of parents for the transition, whereas now in some states, such as California, and in many locales, children may be taken out of homes if parents do not go along with the gender transition. (Many school districts, including even a few in NC, will not inform parents of their child’s social transition unless the child permits “on a case-by-case basis.”) The Dutch Protocol study made the representation that the patients in that study did not have psychiatric co-morbidities. But the international systematic reviews found that the patient demographic now presenting at gender clinics includes a majority suffering other psychiatric co-morbidities. A significant minority have suffered sexual abuse. A large percentage is also neuro-diverse (autistic and/or having ADHD). The great majority are attracted to the same sex. The patient demographic has also shifted in recent years from mainly pre-pubescent boys to adolescent girls instead, tracking the rise in mental health disorders among adolescent girls. Yet SOC-8 does not even consider that gender dysphoria and the desire for transition could be an inter-related, mal-adaptive coping mechanism for other co-morbidities and adverse childhood experiences. The position in SOC-8 is that co-morbidities may be treated concurrently with medical gender transition treatments, but not before or in place of the gender transition. The day after the Report was published, WPATH and USPATH issued a joint response (link provided below) blasting the Report, as did the AAP. They repeat assertions that gender affirming care is based on thorough evaluation of evidence and rigorous research. But, the quality of evidence is precisely what is challenged in the Report and the 17 comprehensive international reviews of the medical literature. The reviews found that many studies were not rigorous, but had various methodological flaws. In our opinion, for WPATH-USPATH simply to make this assertion is really no response at all because no specific analysis or reasons are offered to show how the international reviews got it wrong in concluding that the evidence is remarkably weak. The chapter on adolescents in the WPATH SOC-8 even says that “A key challenge in adolescent transgender care is quality of evidence evaluating the effectiveness of medically necessary gender-affirming medical and surgical treatments.” So, which is it? How can it be claimed as medically necessary if the evidence doesn’t strongly support it? The present WPATH-USPATH response does refer to critical findings in recent studies, but gives no details or citations. Isn’t this an admission that gender affirming care for minors has been rolled out for many years without solid evidence to justify it, at least until recently (if at all)? In fact the Report does address studies that have come out since the international reviews within the last year. The Report notes that these studies suffer some of the same methodological flaws as the earlier studies included in the systematic reviews. The WPATH-USPATH response states that clinical practice guidelines (CPGs), including SOC-8, “are developed [sic] thorough evaluation of evidence, clinical expertise, patient values and preferences, and cultural and contextual considerations.” This begs the question: Are the CPGs based on evidence, or more on all those other things that are nebulous and ill-defined? What good is clinical experience if the evidence has not been found to justify the risk/benefit of the treatments? Again, how can they talk about thorough evaluation of evidence when SOC-8 said the quality of evidence was a key challenge, and further said that systematic reviews were not possible because of this? Moreover, as mentioned above, the record in the court cases challenging state laws restricting such treatments for minors shows that the SOC-8 guidelines were significantly altered to bolster legal arguments, not to follow the medical evidence. It is telling that the WPATH-USPATH response uses the term “Gender-Affirming Care” as opposed to pediatric medical gender treatments. This means that whatever gender identity a child declares must be affirmed and not questioned. This may be why “patient values and preferences” are included in the list of things that the CPGs are based upon. As a consequence, the WPATH-USPATH support for a “comprehensive, multidisciplinary assessment” is limited to co-occurring mental health issues and does not include an assessment of how long-standing or stable the professed identity has been (unlike the original Dutch protocol), or whether it is being sought as an escape from other problems. The joint WPATH-USPATH response also keeps repeating the claim that there is medical consensus for medical gender transition of minors. No, there is not!!! As a result of the international reviews, many countries, including the UK and the Nordic countries, have greatly curtailed the medical transition of minors and instead emphasize psychotherapy as the first line of treatment. Some of the key doctors who pioneered gender medicine have turned against medical transition of minors. A significant number of AAP’s members dissent from that organization’s position, too. WPATH-USPATH pontificates in their response that healthcare decisions should not be in the hands of politicians, yet the court record discussed above reveals that SOC-8 was substantially altered under pressure from a Biden Administration official. We find it odd that WPATH-USPATH would close their response with a statement that transgender healthcare policies should be guided by clinical evidence, not ideology. To make well-informed decisions on a matter of such serious consequence, all concerned parties need to put in the time to thoughtfully study the 2025 DHHS Report and also the Cass Review. The WPATH SOC-8 should also be read and studied in comparison. Readers will then be able to form their own opinion whether the WPATH-USPATH response has substance. Links are provided below. US DHHS Gender Dysphoria report: https://opa.hhs.gov/gender-dysphoria-report Cass Review for NHS England: https://webarchive.nationalarchives.gov.uk/ukgwa/20250310143933/https://cass.independent-review.uk/home/publications/final-report/ WPATH Standard of Care, version 8: https://www.tandfonline.com/doi/pdf/10.1080/26895269.2022.2100644 WPATH-USPATH response to DHHS Gender Dysphoria report: https://wpath.org/wp-content/uploads/2025/05/WPATH-USPATH-Response-to-HHS-Report-02May2025-1.pdf DHHS Report on Gender Dysphoria REV 3 (1).docx This document is intended to be used complete and unaltered. Any edits or modifications should be approved with the Pavement Education Project beforehand to maintain the intended message and integrity of the content. Social Gender Transitioning by Schools This document is intended to be used complete and unaltered. Any edits or modifications should be approved with the Pavement Education Project beforehand to maintain the intended message and integrity of the content. DOWNLOADABLE TEXT AT BOTTOM OF ARTICLE Social Gender Transitioning by Schools The recent inclusion of gender identity into the anti-discrimination policies of the Wake County Public School System, among other districts, will mean that the social transition of trans-identifying children and adolescents will be practiced by public schools. There are two sets of concerns arising from this action: (1.) What are the outcomes for those who undergo gender transition beginning with social transition, and (2) what will be the impact on faculty, staff, and other students who will be required to assent to social transition in their schools. The present article will deal with just the first concern. The authors wish to make clear that we do not wish to cause distress or any harm to those experiencing real difficulties over their gender. Quite the contrary!!! We wish people to be well-informed so that policies and treatments most beneficial for those having very real feelings of distress may be found by following the science. The first step in gender treatment for minors is often social transition in school. A review of gender care for children and adolescents was commissioned by NHS England and headed by renowned pediatrician Dr Hilary Cass. The Review took 4 years and the final report 1 was published in early 2024. The Review concluded that social transition is an active intervention even though not conducted in a clinic. 1 The Review came to this conclusion because evidence suggests that the percentage of students who persist in Gender Dysphoria is increased by social transition, 2,3 and most of these proceed onto a medicalized pathway of puberty blockers and hormones .3 For example, one study cited in the Review found that 97.5% of those socially transitioned persisted (94% as trans and 3.5% as non-binary) after 5.4 years, and a total of 71.6 % had proceeded onto the medical pathway, including those already on puberty blockers at the start, by the time the study concluded. 3 The percentage who ultimately go on the medical pathway will undoubtedly be much higher because many had not yet reached the age minimum recommended for medical transition by the time the study concluded. 3 This is in sharp contrast to many studies that have shown that the overwhelming number of children who have felt Gender Dysphoria outgrow those feelings as they go through puberty if left alone without any intervention. 4,5,6,7 Even the clinical guidelines from the pro-trans Endocrine Society acknowledges that social transition is associated with increased persistence, whereas only a minority of pre-pubertal children would otherwise persist. 8 There is no objective way to test which patients will persist and which will not, 8,9 Factors associated with persistence or desistance have been identified. 4,6 Some argue that the high persistence rates were because those who had the strongest Gender Dysphoria were most likely to socially transition. 1,4 But this is speculation, because the persistence with social transition has not been compared within the same study with controls without social transition appropriately matched based on some measure of intensity of Gender Dysphoria. The complete switch in persistence rates between the separate studies with and without social transition, coupled with the dramatically increased number of patients who have socially transitioned in recent years, 4 makes it difficult to place much reliance on this hypothesis. Moreover, this and other factors associated with persistence have been considered of low clinical utility because of the highly variable nature of individual patient presentations. 6 Now, it should be noted that since about 2014, the patient cohort seeking gender treatment has risen exponentially and has also dramatically shifted from almost all pre-pubescent boys to now about 75% or more girls who have already begun puberty and most of whom have psychiatric co-morbidities and/or neurodiversity. 1,10 For now, there is no data to suggest that this new demographic would not also get over Gender Dysphoria without social transition, particularly if their other problems were addressed first. The Cass Review notes that we do not know how the new patient cohort would have resolved their Gender Dysphoria because alternate therapies aimed at reducing distress or no intervention at all have not been tried with this cohort. 1 In many settings now, therapy to help young people come to accept their sex and body is banned or at least condemned as a form of conversion therapy. 1,11,12 Some studies have reported short term improvements in mental health and/or social functioning of students who have socially transitioned. 13,14 However, the Cass Review found that no firm conclusion could be drawn from these studies because they were of low quality. 1 The quality ratings were provided to the Review by a group at the University of York who are expert at rating the quality of scientific and medical studies. 1 Other studies, 4,15,16,17 including two rated as moderate quality, 4,15 reported no improvement in mental health from social transition. In the latter paper (recently published and not rated in the Cass Review), the authors, one of whom was a top manager of the Tavistock Gender clinic in England before it was shut down, caution that their results should not be taken as proof that there is no benefit to social transition. 17 But yet no clear benefit has been demonstrated. (It is interesting to note that the time from when this paper was initially submitted to the journal until its acceptance was nearly four years. 17 Anyone experienced in the peer review process for scientific or medical journals would suspect that this length of time before acceptance indicates that there was serious contention between the reviewers, authors, and editor over some aspects of the study, and/or its conclusions, and/or citations of competing views.) Some leading figures in the field of psychiatry who are not opposed to transgender identities and who have treated many patients, have raised very strong ethical and medical opposition to the gender-affirming care model for minors. 18, 19, 20 Many rank-and-file clinicians, who went to work at the now shuttered Tavistock clinic because they wanted to help transgender youth, reported grave concerns that they were actually harming their young patients, many of whom presented at the clinic already fully socially transitioned from school with their hearts set on getting puberty blockers and hormones, when clinicians referred those young patients for the said medical treatments. 21 The Cass Review did not recommend an outright prohibition of social transition in schools but recommended that it be done with extreme caution only under supervision of a clinician, and only after addressing other mental health issues, and only with involvement of parents. 1 Note that the State of California has definitively taken the opposite approach on this last point after Governor Newsom signed into law AB 1955 which prohibits local school boards from requiring that parents be informed of their child changing their gender identity in school. 22 Thus in California, everyone including administrators, teachers, and other students will know a child is socially transitioning, but not the child’s parents!!! This has already been defacto policy in many locales even though legislative approval has not been given and people have not voted for it. In summary, the preponderance of evidence shows that the strong majority of children will outgrow Gender Dysphoria as they go through puberty if left alone, or perhaps were to receive alternative talk therapy and treatment for their mental health problems. But if they are socially transitioned, there is a very high probability that they will persist and go onto life-altering and life-long medical treatments that involve iatrogenic harms and side effects without ever having felt or experienced their natal gender in maturity after completing puberty. Moreover, there is little to no evidence that social transition improves psychological functioning or mental health. It is therefore hard to see how social transition could be medically indicated. If public schools truly want to protect trans kids, they should not implement social transition. References https://cass.independent-review.uk/home/publications/final-report/ Zucker, K. J. Debate: Different Strokes for Different Folks. Child & Adolescent Mental Health 2020, 25, 36 at 36–37. Available at https://doi : 10.1111/camh.12330 Olson, K. R. et al. Gender Identity 5 Years After Social Transition. Pediatrics 2020, 150, 1-7. Available at https://doi.org/10.1542/peds.2021-056082 Steensma, T., et al. Factors Associated with Desistence and Persistence of Childhood Gender Dysphoria: A Quantitative Follow-Up Study. J. Am. Acad. of Child & Adolescent Psychiatry 2013, 52, 582-90. Available at https://doi.org/10.1016/j.jaac.2013.03.016 Steensma, T. D., Kreukels, B.P., de Vries, A.L, Cohen-Kettenis, P.T. Gender Identity Development in Adolescents. Hormones and Behavoir 2013, 64, 288-297. Ristori, J. and & Steensma, T. Gender Dysphoria in Childhood. Int’l Rev. Psychiatry 2016 28, 13–20. Singh, D., Bradley, S. J., and Zucker, K. J. A Follow-Up Study of Boys With Gender Identity Disorder, Frontiers in Psychiatry 2021, 12, 1-18. Available at https://doi : 10.3389/fpsyt.2021.632784 Hembree, W. C., et al., Endocrine Treatment of GenderDysphoric/Gender-Incongruent Persons: An Endocrine Society Clinical Practice Guideline. J. Clinical Endocrinology & Metabolism 2017, 102, 3869-3903. Available at https://doi.org/10.1210/jc.2017-01658 Laidlaw, M. K., et al., Letter to the Editor: Endocrine Treatment of Gender-Dsyphoria/GenderIncongruent Persons. J. Clinical Endocrinology & Metabolism 2019 104, 686. Littman, L. Rapid-Onset Gender Dysphoria in Adolescents and Young Adults. Plos One 2018, 13, 1-44. Available at https://doi.org/10.1371/journal.pone.0202330 Coleman, E., Bockting, W., Botzer, M., Cohen-Kettenis, P., DeCuypere, G., Feldman, J., . . . Zucker, K. Standards of care for the health of transsexual, transgender and gender non-conforming people, version 7. International Journal of Transgenderism, 13, 165–232. Adelson, S.L. Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 2012, 51, 957–974. Durwood, L., McLaughlin, K. A., & Olson, K. R. Mental health and self-worth in socially transitioned transgender youth. Journal of the American Academy of Child & Adolescent Psychiatry, 2017, 56, 116–123. Olson, K. R., Durwood, L., DeMeules, M., & McLaughlin, K. A. Mental health of transgender children who are supported in their identities. Pediatrics, 2016, 137(3). Available at https://doi.org/10.1542/peds.2015-3223 Sievert, E. D. C., et al., Not Social Transition Status, but Peer Relations and Family Functioning Predict Psychological Functioning in a German Clinical Sample of Children with Gender Dysphoria. Clinical Child Psych, & Psychiatry 2021, 26, 79-95. Available at https://doi.org/10.1177/1359104520964530 Wong, W. I., van der Miesen, A. I. R., Li, T. G. F., MacMullin, L. N., & VanderLaan, D. P. Childhood social gender transition and psychosocial well-being: A comparison to cisgender gender-variant children. Clinical Practice in Pediatric Psychology, 2019, 7, 241–251. Available at https://doi.org/10.1037/cpp0000295 Morandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with Mental Health Status in Children and Adolescents with Gender Dysphoria? Arch Sex Behav 2023, 52, 1045–1060. Available at https://doi.org/10.1007/s10508-023-02588-5 Levine, S. B. Ethical Concerns About Emerging Treatment Paradigms for Gender Dysphoria. J. Sex & Marital Ther. 2018, 44, 29. Availailable at https://doi.org/10.1080/0092623X.2017.1309482 Riittakertu Kaltiala (2023) The Free Press. Available at https://www.thefp.com/p/gender-affirming-care-dangerous-finland-doctor Ruuska, S. M., Tuisku, K., Holttinen, T., & Kaltiala, R. (2024). All-cause and suicide mortalities among adolescents and young adults who contacted specialised gender identity services in Finland in 1996-2019: a register study. Available at BMJ Mental Health, 2024, 27, 1-6. Available at https://doi . org/10.1136/bmjment-2023-300940 Hannah Barnes, “Time to Think. The Inside Story of the Collapse of the Tavistock Gender Service for Children.” Swift Press, 2023. Text available at https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1955 This document is intended to be used complete and unaltered. Any edits or modifications should be approved with the Pavement Education Project beforehand to maintain the intended message and integrity of the content. CONTACT/JOIN US

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