A message from the Assistant Superintendent for Teaching and Learning

March 4, 2013

Statement on instructional activities at Center School

At Seattle Public Schools, we expect every classroom to have an environment that is conducive to learning for all students. We also believe it is important for our students to have access to a wide range of academic subjects, including curriculum on race, gender and social justice.

On Dec. 21, 2012, we received a complaint from a family at Center School alleging that the instructional activities used in the Citizenship and Social Justice: Advanced Placement Language and Compositions and Social Studies class included intimidating and discriminating actions, attitudes and classroom environment.

Our Human Resources Department then launched an investigation of this complaint, as is our process. At the request of the Superintendent, the Teaching and Learning Department reviewed this particular course, convening an ad hoc committee to examine the curriculum.

In the meantime, the class continues to meet and we’re reviewing how a portion of it – a six-week race unit that has since ended – will be taught in the future.

Regarding the first issue, the Human Resources department found that the way in which the race unit at the Center School was taught did create an intimidating educational environment for a student.
 
• School Board Policies 3207 and 3210 require that we teach units in a manner that treats all students with respect, does not intimidate or harass students, and does not discriminate against students because of their race or gender.

• Based on the Human Resources finding, Superintendent Banda requested the Ad Hoc committee meet to review the curriculum.

In the second issue, the Teaching and Learning team is reviewing the Ad Hoc committee’s recommendation and making a decision on how the race and other course units are taught in the future.

Seattle Public Schools strongly believes that race and social justice should be taught in our schools. These are important conversations for our students and staff. But we don’t want to put any child into a situation where he or she feels so intimated by the manner in which these issues are taught that the course is no longer effective.
 
Michael Tolley, Assistant Superintendent for Teaching and Learning
Shauna Heath, Executive Director of Curriculum and Instruction
 
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