Reconsideration of Instructional Materials Report The Adventures of Huckleberry Finn March 12, 2016 Reconsideration Request North Clackamas School District received a Request for Reconsideration of Materials regarding use of ​
The Adventures of Huckleberry Finn​
on January 12, 2016. Because this is an instructional material common to more than one school, a district committee was formed to conduct the reconsideration process as outlined in NCSD Board Policy/AR II/IIA­AR(2). Committee Members: Superintendent Appointed Chair*: Assistant Superintendent*: Staff Support (Note Taking)*:
Director of Secondary Education: Principals (2): Teachers (3): Site Council (2): Parents/Community Members (4): * Non­Voting Members Maureen Callahan, Executive Director, Teaching & Learning Tiffany Shireman, Assistant Superintendent, Education Shawn Pickle, Executive Assistant Cindy Quintanilla, Executive Director, Secondary Education Kathleen Walsh, Principal, Rex Putnam High School Dianna Ngai, Principal, Happy Valley Elementary Susan Harvey, Teacher, Scouters Mountain Elementary School Rashonda Lewis, Teacher, Rowe Middle School John Stewart, Teacher, Clackamas High School Carrie Blythe, Teacher, Alder Creek Middle School Tracy Vanden Berg, Teacher, Milwaukie High School Casey Layton, Parent, Milwaukie High School Becky Wilson, Parent, Rex Putnam High School Fred Douglas, Community Member, Clackamas High School Rick VanBleek, Parent, Rock Creek Middle School & Sunnyside Elementary Committee Charge based on Policy II/IIA­AR(2) The Committee was charged with the following scope of work: Review the challenged material considering the theme, concept, vocabulary and illustrations as they apply to: ●
The appropriateness of the material for the instructional objectives established for the lesson(s) in which it was used, including its presentation and follow­up; ●
The appropriateness of the material’s level of difficulty; ●
The appropriateness of the material for the age group(s) with which it was used. Review and discuss the possible options for recommendation, including: ●
Continued use of the material as used, with no reservations; ●
Restricted or modified use of the material in terms of subject area, grade level, etc.; ●
No further use of the material as a part of the regular or supplementary curriculum in the district. Relevant Policies Policy and procedures relevant to Reconsideration that were shared with committee members: ● Studying Controversial Issues
INB ● Studying Controversial Issues Process
INB­AR ● District Equity Policy
GCCB/GDCB/IKAAA ● Instructional Resources/Materials
II/IIA Meeting Dates and Overview of Meeting Outcomes Wednesday, February 3, 2016 (Attachment A: minutes) ●
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Monday, February 22, 2016 (Attachment B: minutes) ●
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Building common understanding of committee charge Agree on working norms Provide information/process to date Generated questions raised by committee Generated information needed by committee Distributed ​
The Adventures of Huckleberry Finn​
, along with policies and processes Came to consensus on collection of information, process for hearing oral information at 2/22/16 meeting and process for receiving written information prior to and at the 2/22/16 meeting Committee charge and norms reviewed Parent who submitted reconsideration presented information to the committee Student also presented the impact of the book on her learning experience Clarifying questions were raised by committee and responded to by both the parent and the student Public Comment was open and four NCSD staff addressed the committee Discussion began A committee member made a motion: ​
There be no further use of this material as curriculum in the district. Discussion continued, then a motion was made to ​
postpone the motion until the next meeting​
. The committee agreed to receive no additional oral or written testimony Monday, February 29, 2016 (Attachment C: minutes) ●
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Committee charge and norms reviewed Reviewed the parliamentary procedures Each committee member shared their current thoughts related to the committee charge and the motion on the table The committee continued discussion related to the motion There were were multiple motions and amendments made throughout the discussion and action that progressively led to a focus on providing training for teachers regarding the use of ​
The Adventures of Huckleberry Finn​
in the future. Decision (11­1 vote): ​
That there be no further use of this material for a minimum one year, not to exceed two, during which time Teaching and Learning is charged with establishing a diverse representative study group to include members of this committee if willing, to evaluate the instruction of this novel, how to best support our diverse student population in our instruction, of this novel, develop and provide required training for our teachers to teach this novel, and how our administrators can support our teachers in their instruction. Sampling of Pros/Cons for use of ​
Adventures of Huckleberry Finn The following sampling of pros and cons is not an all inclusive list, nor are they recorded in any order of priority. Pros ●
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Cons American Classic It’s a satirical attack on slavery, hypocrisy, and prejudice. Compels students to look at injustice of slavery and racism within a democratic society. Aligns to ELA CCSS ­ CY.RL.11­12.9 ○ Demonstrate knowledge of eighteenth­, nineteenth­ and early­twentieth­century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. The book can, dependent on classroom climate and knowledge of students, be used to teach social justice by actively countering the racism and prejudice present in history and today’s society. Compels teachers to create a safe learning environment where the identity of each student is acknowledged and celebrated. It’s the first and most influential novel of the Realism movement. ●
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A parent and student described the pain from the use of the book. A parent and student reported it being offensive. A student described the impact on them personally as another student called them the n­word during the introduction of the book. “Nigger”​
is used over 250 times throughout the book, and recounts the darkest times in American history. Minimizing the potential risk to students’ well being is dependent on a teacher highly skilled instruction with an equity lens, creating safe learning environments, and the ability to adjust content when students are potentially negatively impacted. Do students have the maturity to understand the implications of this text? Written by Twain from a white adolescent male perspective If used in isolation tells only one perspective, instead of multiple perspectives Degrading, specifically to African Americans Action Items Completed: Committee completed charge to review the challenged material considering the theme, concept, vocabulary and illustrations. In addition, the committee reviewed and discussed the possible options for recommendation, including continued use, restricted or modified use, and no further use. ● Agreement was made, by 11­1 vote, on the following: ​
That there be no further use of this material for a minimum one year, not to exceed two, during which time Teaching and Learning is charged with establishing a diverse representative study group to include members of this committee if willing, to evaluate the instruction of this novel, how to best support our diverse student population in our instruction, of this novel, develop and provide required training for our teachers to teach this novel, and how our administrators can support our teachers in their instruction. ● Suspend the use of The Adventures of Huckleberry Finn for a minimum of one year from 2/29/16, not to exceed two years (2/29/18) ●
Action Items Pending: ●
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The North Clackamas School District Teaching and Learning Department is charged with establishing a diverse representative study group to include members of the Reconsideration Committee to do the following: ○ Evaluate the instruction of this novel ○ Identify strategies to support our diverse student population in instruction ○ Develop a training module for teachers who want to teach the novel ○ Provide training for interested teachers ○ Identify specific leadership strategies to support teachers in their instruction Collect ideas from teachers, administrators, and committee members Create a process to elicit interested parents, teachers, administrators, and possibly students to co­write the plan described in bullet #1. Communication Plan for High School English Language Arts teachers regarding the decision from of Reconsideration Committee Estimated timeline: ○ Convene project committee
April 15, 2016 ○ Draft plan completed
June 30, 2016 ○ Collect feedback from Reconsideration Committee July, 2016 ○ Implement the plan Beginning in Fall of 2016 Respectfully Submitted by: Maureen Callahan, Executive Director, Teaching & Learning Tiffany Shireman, Assistant Superintendent