Teachers urge school board to improve curriculum for special education and ASL students

During a recent San Francisco school board meeting, educators voiced urgent concerns regarding the adequacy of the district's curriculum, particularly for students with special needs and those learning English. The discussions highlighted a pressing need for accountability in the selection of educational materials, with calls for evidence-based resources that truly support diverse learning requirements.

Rebecca, a concerned educator, emphasized the lack of appropriate curriculum for American Sign Language (ASL) classes, noting that many ASL students currently lack essential literacy materials. She urged board members to ensure that any curriculum purchased is thoroughly vetted and scientifically supported, stressing that the current offerings do not meet the needs of all students.

Chris Kaus, a special education teacher, echoed these sentiments, criticizing the district's decision to spend $1.7 million on backpacks that may not effectively support student learning. He pointed out that the biology curriculum used in his classroom is not designed for special education needs, making it difficult to implement effectively. Kaus argued that funds should be redirected towards improving curriculum rather than on items that may not have a significant impact on educational outcomes.

The board also addressed several items on the agenda, including the approval of summer learning loss initiatives and personnel actions. However, the discussions surrounding curriculum quality and resource allocation stood out as critical issues that directly affect the educational experience of students in the district.

As the meeting concluded, board members were reminded of their responsibility to prioritize effective educational strategies that support all learners. The call for change reflects a broader commitment to enhancing the quality of education in San Francisco, ensuring that every student has access to the resources they need to succeed.