WE BELIEVE IN TRUTH & TRANSPARENCY AT ALL LEVELS OF THE EDUCATION SYSTEM IN LOUISIANA
WE BELIEVE IN TRUTH & TRANSPARENCY AT ALL LEVELS OF THE EDUCATION SYSTEM IN LOUISIANA
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Be The People A Call to Reclaim America's Faith & Promise available at booksellers everywhere
We Have Overcome: An Immigrant's Letter to the American People
These are the companies that the Department of Education has approved to provide training materials and support to teachers. Individual School Systems (called LEA's in the lingo) can choose others) Click Here for vendor guide
In support of Bulletin 741 §2325 and access to high quality AP programs, the AP Professional Development and Support Guide identifies a range of resources and support partners selected based on their verified experience and expertise in the areas of AP exam readiness and teacher training. Again, LEA's can choose another vendor. Click here for vendor guide.
The Partnerships for Success Guide provides school systems with a list of partners that can provide professional development to develop the capacity of educators to deliver specialized supports and organizations that can fulfill the direct service needs often required to support students with disabilities. Click here for a link to the guide.
Agenda for Children, located in Mandeville & New Orleans, offers Professional Development workshops with Conscious Discipline materials. They also mention briefly the use of GOLD, which we believe is the TS GOLD program which has serious problems.
Purchasing direct from Frog Street doesn't save you either. The Conscious Discipline materials are still imbedded, with SEL beginning right from the start.
We do not need to train our students to think in a Marxist Perspective.
Copy and Paste the following:
annette.ballard@cpsb.org, billy.breaux@cpsb.org, bliss.bujard@cpsb.org, russell.castille@cpsb.org, mack.dellafosse@cpsb.org, john.duhon@cpsb.org, glenda.gay@cpsb.org, damon.hardesty@cpsb.org, fred.hardy@cpsb.org, aaron.natali@cpsb.org, dean.roberts@cpsb.org, alvin.smith@cpsb.org, eric.tarver@cpsb.org, desmond.wallace@cpsb.org, mark.young@cpsb.org
To whom it may concern:
I am reaching out to express my concern with the possible adoption of Springboard for our high school ELA students.
As a textbook, Springboard guides the students through what seems like a vast reading list. The list begins to shrink if you consider the repetitive use of the authors and themes.
Springboard uses “primary sources” to offer a chance for critical thinking and interpretation. These “primary sources” are presented in a limited capacity and may not portray the full context. In English III, the students are given a set of laws from the Jim Crow era and asked a series of questions. The answers to these questions would be different if they had access to more of the discriminatory laws of the time as well as cultural information from the Civil Rights movement.
In English IV, students are asked to view works through a Marxist perspective. Activity 2.12 in English IV states, “Marxist criticism asserts that economics provides the foundation for all social, political, and ideological reality. Economic inequality is a power structure that drives history and influences differences in religion, race, ethnicity, and gender.” Students are asked to read the lyrics of Tracy Chapman’s song “Talkin’ ‘bout a Revolution”. The answer key says that the subject of this song is “Poor people are tired of economic disparity and are ready to rise up.”
Throughout English IV, students are taught to look at the world with Marxist criticism (based on social class), Feminist criticism (based on sex), Cultural criticism (based on race), and Historical criticism (judging the past based on today’s standards).
For the reasons above and the one’s we haven’t found YET, I respectfully request that the Board vote NOT to adopt the proposed Springboard ELA curriculum.
Sincerely,
[Your Name]
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