Well you have a hard assignment. Saying it shouldn't be taught at all crosses legal as well as practical lines. Here's what I would do...
I'd argue that public education is a place for developing practical knowledge and skills for students. While science is important, including biology, there are subjects within biology that do not necessarily get mentioned or fleshed out in detail. Thus we can see that it is not "all biological theory" or none.
Given the contentious nature of evolutionary theory in the public, and its less immediate applicability to students, there is no necessity for its instruction. Indeed given the rising importance of environmental/conservation issues, as well as diseases, it is arguably more important to spend time discussing how living beings function right now. Classification, anatomy, virology, ecology, even genetics. We can discuss these issues without having to theorize where it all began, and have students ready to deal with present challenges to the lives they are going to lead today.
Someone else has mentioned methods, and that could definitely be taught more in depth as well. Learn skills of contemporary biologists fighting real world problems like cancer, or HIV.
The one problem I see with this is it doesn't take into account what teachers are supposed to do if the question is raised by a student. Its sort of hard to suggest that teachers can't say anything or must lie about it. I guess suggest that students be told that evo is not part of the scope of their biology instruction, that they can learn more about it themselves by visiting museums and the library, and that they can research that later when they reach college and move into more theoretical issues for biology.
holmes
"What you need is sustained outrage...there's far too much unthinking respect given to authority." (M.Ivins)