CARE Curriculum Recommendations in More Detail 2009

CARE Recommendation:

 

  • Retain CSC and add Second Step and Steps to Respect as generally-applicable anti-bullying curricula. 
  • Retain Lesson 9 without an opt out.  The trial court’s decision confirms what 20 Alameda attorneys wrote to the Board early in the year:  an opt out is not required and “would weaken the implementation of [anti-discrimination] policies.”  Without Lesson 9, LGBTQ people and families are the only members of a protected class who are not reflected anywhere in the curriculum.  And, for most other protected classes, reflection at home somewhat ameliorates the damage of not seeing oneself mirrored positively in the larger community.  That is not the case for children who will one day identify themselves as LGBTQ and who – even in early grades – likely perceive themselves as “different.”
  • Delegate to the Superintendent the responsibility to identify additional curriculum components necessary to ensure that all students in our school community see themselves and their families positively reflected.  This is essential to reduce harassment, ensure equal access to education, reduce suicide rates for LGBTQ young people, and prevent costly settlements and judgments against the district in individual harassment cases.  The delegation also would address Board member concerns about the cumbersome process at the Board level of attempting to work through the details of these programs and would recognize the expertise of District staff.
  • Recommend that staff review Links to Literature, Welcoming Schools, and other bibliographies to identify appropriate curricular options to recommend to teachers for use at each grade level.     
  • Clarify that the need to ensure equality for all protected classes – and everyone else for that matter – does not mean equal changes to the curriculum are required.  Teachers should be encouraged to think critically about the material they are provided and to share with the District their views on what is needed to ensure that children of color, immigrants, disabled children, and children from minority religions, as well as LGBTQ children and children of LGBTQ families, are understood, reflected and welcomed as full members of the community. 
  • Teachers already have sent the message that they need help in talking about LGBTQ people, same-sex couples, LGBTQ families and sexual orientation and gender diversity in general.  Authorize staff to identify effective ways to meet the need of teachers for guidance – not just by providing curriculum but by providing resources (e.g., OME may be an excellent resource for teachers at all grade levels even if it contains content that’s not appropriate to use for early grade curriculum).  In particular, teachers need to know that they are permitted and encouraged to be out about their own sexual orientation and gender identity, to mention LGBTQ friends and couples, and generally to stop modeling for children that there is a taboo about discussing LGBTQ people – or being LGBTQ. 
  • The entire community needs a parcel tax.  Property values are tied closely to perceived school performance.  Schools that reflect the whole community are essential if we want to continue to draw committed, involved people to join us as members of the Alameda community.  Alameda has seen many families moving to the Island for the schools.  People choose Alameda over Piedmont, over Berkeley, and over Albany because they want the small town community and shared commitment to family.  That will all disappear if we let our schools fall apart.  We have even more to lose, for many of our residents cannot afford to simply shift to private school.