lae.org News

LAE Wins One for Teachers 

October 20, 2005

Baton Rouge, LA

The Louisiana Association of Educators (LAE) achieved a major win for teachers today regarding the Louisiana Comprehensive Curriculum (LCC) at the Board of Elementary and Secondary Education (BESE). After testimony by LAE, BESE requested and was given clarification of the Department of Education’s (DOE) guidelines for implementing the LCC.

At issue was the flexibility granted to districts to determine the curriculum to be used in schools. LAE testified yesterday before the BESE’s Student and School Standards/Instruction Committee about problems many teachers and school systems are facing with implementation of the Louisiana Comprehensive Curriculum.

Those testifying before the committee were: Carol Davis, LAE President; Melinda Mangham, gifted education teacher and Lafayette Parish Association of Educators President; Janet Davis, Title I School Site Curriculum Coordinator and LAE Member in Monroe City Schools; and Wayne Free, Director of Instructional Advocacy.

The Louisiana Comprehensive Curriculum (LCC), implemented this year by BESE, was designed to align content, instruction, and assessment. The alignment is necessary for continued academic achievement for students. LAE supports the concept of an aligned curriculum, but opposes the manner in which it has been implemented. While the DOE testified in committee that local school districts had the flexibility in implementing the

LCC, LAE members gave real-world examples that indicate such flexibility is not evident. In addition, members testified that some districts are requiring teachers to teach all activities within the LCC without being provided the resources necessary for the activities.

Teachers testified about their concern that strict adherence to the LCC would rob students of the skills needed to score well on the state’s mandated tests. Teachers also objected to the limitations placed on their ability to exercise professional judgment for adjusting instruction to meet the special needs of children.

“Outstanding teachers believe that the Comprehensive Curriculum sets a mandatory level that is far lower than what teachers are currently achieving,” said Mangham.

Janet Davis expressed her fear that adherence to the timelines would mean that children would not know how to read because teachers would not have time to teach the skills necessary.

“The district confusion and teacher frustration have led to a distortion of the positive purpose for which the curriculum was designed. An aligned curriculum is a needed resource for teachers, but anything that limits a teacher’s ability to make professional decisions about what is best for children hurts not helps,” says Carol Davis.

Today’s clarification allows districts to adjust the number of activities needed to achieve each grade level expectation and to allow variation in the mode of delivery and materials used for activities. Districts may authorize decisions regarding instruction to be made at the district, school, or teacher levels.

“Instructional decisions have been returned to the professionals best suited to make them,” said Carol Davis.