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The Next Generation: Our Kids, Our Community
Community Forums
Auke Bay Elementary School
February 7, 2007
Question #1:
Describe the learning environment that you don’t want in the high schools:
I don’t want to see one size fits all. Teacher driven or centered. Inequities between schools. A single student left behind or invisible.
A singe emphasis on academics and striving to meet social, emotional, and work skill needs.
Not enough resources or staff or curriculums that are not relevant. I don’t want to see limited choices.
Don’t want to see dangerous environment/unsafe—drugs/bullying. Low expectations for some students. All students should be required to perform.
Lack of the ability of the administration to enforce school policies—school should have ability to take on unreasonable/difficult parents so opportunities are the same for all students.
Disconnect between parents and teachers and administration. Keep parents involved and open opportunities for communication. Lack of sports/supplies/teaching materials. Teachers who are not qualified to teach their subjects.
I do not want a closed campus. Don’t want a teacher teaching out of their field.
I don’t want to see a limitation on number of class space for classes that kids want for electives. I don’t want to see one school become the “academic” school and the other the school where the “arts” programs are. Don’t want disconnect between teachers and parents.
I don’t want to see large class sizes.
An increase in the dropout rate. One school being more “elite” that the other in terms of academics vs. votechnical. More kids falling through the cracks. One school being better equipped than the other—for academics (i.e. labs, autoshop, theatre). I don’t want having two schools to be divisive for our school community. I do not want our elementary schools split amongst the middle schools and then between the high schools.
The split done by taking the existing teaching staff of JDHS and simply assigning them to one school or the other so that one has the only orchestra/band and one has the only AP and so on. Students will be limited in their options because we have two schools compared to now. I do not want to see the kids of Juneau go through K→12 with the same half of the student population without any meeting or interacting with the other half of the kids (except as rivals over sports). In other words, I’d like to see the kids mixed up as they go from K-5 to 6-8 to 9-12.
I don’t want a learning environment where students are disengaged; our students separated and divided; the curriculum is not relevant. Having one campus two schools—one in Auke Bay.
Don’t want students disengaged. Don’t want students harassing each other. Don’t want students not having the opportunity to apply what they know in a meaningful way. Don’t want students to be doing what they already know how to do. Don’t want to see the teachers doing all the work—the ones doing the work are doing the learning.
I don’t want college to be the only goal for student success. I don’t want students to feel they don’t have a say in what they want and need to learn. I don’t want students to be adversarial between the two high schools. I don’t want placement tests to be the determining factor of how well students are leaning and teachers are teaching. Many students don’t test well, and many teachers teach to their students’ needs, not placement test requirements. All aspects need to be voiced equally. I do not want teacher incentives for student improvement.
Don’t want students to be denied access to educational options or extra-curricular activities because of which school area they live in.
I would not like to have students “tracked” academically (except for interest), especially in the first two years.
Don’t want to see “open school” concept, sometimes called “pod” concept. Don’t want to see rivalry between schools. Would like to see cooperation or combined sports teams, etc… Don’t want to see large class sizes. Don’t want to see limited course offerings at either high school. Don’t want to see restrictions that don’t allow a student to switch schools—do want to see more options for students who need a different program. Don’t want open campus. Don’t want increase in dropout rate. Don’t want disconnect between parents and teachers.
Don’t want: Open campus. Class before school hour—band, choir, etc. Large class size. Inability for freshman and sophomores to get into classes—esp. electives. Limited curriculum.
Question #2:
Describe the learning environment that you do want in high schools:
Safe: Respectful: Engagement: Challenging: Fun: Progressive through the years—experiences grow with student. Adequate preparation for after HS—career and life skills. Lots of opportunity for parent involvement—lots of connection between administration and parents. Sports opportunities—DURING THE SCHOOL—AFTER HOURS—until 5 p.m. No infringement on family dinner time/homework, etc. No early, early morning (regular) activities. Expectations are on students – not parents—provide reasonable workload with clear instructions to students. Do no email to parents. Hire qualified staff—hold staff to high expectations/ continue education/ teach area they are certified for. All students play sports they go out for---NO CUTS!
A welcoming environment to all. Students challenged, regardless of how they test. Two communities act as one. Diverse offerings for electives. Good communication between schools and families. Kids succeed—their strengths celebrated, their weaknesses made stronger. A community without divisiveness, without hatred and racism, and one with respect where everyone’s differences are honored.
I would like to see Chinese language offered. Small class sizes. Students respectful of teachers and each other. Collaboration between teachers and parents. Relevant courses. A well rounded curriculum. To know the classes will be available. A challenging curriculum. Pertinent counseling to help guide students to post school careers/vocation.
I’d like to see classes which prepare students (beyond core) for the real world, e.g., financial management, computer programs used in business environment. I’d like to see a learning environment where students have access to teachers and support if having a difficult time: counselors, tutors. Like to see opportunities for students to work in community,--establish mentor programs, job experiences, volunteer. Smaller class sizes! Improve drop out rate. Welcoming environment for all: students, parents, families, community.
Learn to think. Think outside the box. Credit for traveling to foreign countries (experiential education). More vocational ed! Promote body and spirit for business opportunities for future business.
Small school learning experiences. Students having access to specialty courses in either school. An emphasis on mutual respect and understanding of each other. Each student recognized as an individual and opportunities made available to highlight the students’ interests and talents. Students take responsibility for their own learning. Parents are often seen in the school, and they are meaningfully involved in the educational process.
An environment that’s academically engaging, incorporating relevant curriculum and focused instruction. Safe. Guided by stable, visible, and knowledgeable instructional leadership.
Programs other than academics only, such as vocational. Combined sports teams. Combined vocational or art or alternative programs. Small class size. Diverse options for classes. Parent community, family participation. Students able to attend physically closer school. University options. Low drop out rate—success. Alternative learning choices. More tech, computer, robotics, etc… One counselor that follows same student all 4 years. Challenges. Variety of electives. Respect! Option to take some AP or advanced classes even if low in other areas.
Closed campus. Extra-curricular/electives available during school hours (band, choir, etc.). Well rounded curriculum that can engage student needs and interest—diverse student body—diverse curriculum. Open environment where parents are welcome. Relevant and rigorous and diverse curriculum. Respectful environment for all. Opportunity for student to explore a variety of interest—not tracked into a limited class schedule/plan. Physical education a priority w/a variety of opportunities for varied abilities and interests.
An environment where every student feels a par of the school community, that he/she is valued, that they are learning what they need and want to learn for their individuality, and they have a say in their educational needs and goals. An environment where students, parents, faculty, and administration are welcomed as equal parts to a successful learning environment. An environment that is safe and fun. An environment that promotes individuality. An environment that engages students in all aspects of school life. An environment that values arts and electives as much academia.
One which allows students to explore a variety of courses, not just those tested by the state or considered “college prep” i.e.—art, music, home ec, and a variety of vocational/tech courses—“shop” classes, and classes or internships in health careers, It, etc. More school to work, school to apprenticeship opportunities; more access to UA classes in ALL areas (not just academics)—Counselors need to develop a broader perspective on what career options the students have besides college, which will provide them with a good standard of living and alternative options for life long learning.
Students are encouraged to participate in learning, choosing interest, enjoy school, try new experiences. Extra curricular available and encouraged. As students reach last year, encourage work/study—real world experiences. Teachers communicate with parents. Encourage oral communication skills.
I would like to see the number of students that a teacher is responsible for teaching at no more than 90 per semester at the HS level. I would like o see two separate stand alone high schools, but not identical. I would like to see two magnet schools. I would like to see enough advanced and AP classes to meet the demand.
A connection between the students’ content and learning to their goals for the future. A body of counselors and advisors accessible and ready to help and support design their education plan and opportunities. Have 9-12 grade. Schools career connections—business.
All students to have the opportunity to develop their leadership skills. Choices for students to explore interests. Rigorous classes that will prepare students to go in the direction of their choice upon graduation. Students to have the opportunity to set and meet goals, including traveling—their own performance. Student to have opportunity to contribute to their community.
I’d like to see each student challenged with the skills and habits necessary to be life long learners and contributors. Strong leadership to assure staff receive training on best practices and a culture of continued learning for all. Community involvement. Equity for all students such as advanced placement opportunities, extra curricular, learning needs met. Student choice. Increased support to help students prepare for the next step through counseling.
I want to see students who are engaged. I hope the students are given many choices and that the curriculum is rigorous and relevant.
Question #3:
Describe your student when he/she graduates from high school:
Communication skills. Conflict resolution/problem solving. Takes responsibility for his own actions. Work ethic. Academic skill to provide him or her with a variety of career options. An understanding of how eh or she fit into a local, national, and global context.
My student can write a coherent paper using the English language correctly. My student can gain admittance to and attend the college of his or her choice and not have to drop out because he/she cannot perform at the level of academics required by that school. My student will not look back at high school as the best years of his/her life because they did well at JDHS, but they cannot compete for jobs in today’s high tech digital world or in the academic environment they go into.
Confident; prepared for the next step; eager to go out on their own. Mastered basic skills of reading, math, writing, basic computer, etc. Socially secure—can adapt to different environments. Good network of friends and teachers (strong sense of teachers who have connected with them through academics, sports, music, etc.). Have had the opportunity to explore interests—Voc. Ed; arts; languages; etc. Prepared for a college environment if they are college bound, socially and academically.
Will have firmly set basic education of reading, writing, math, science, computers. Will have been exposed to a variety of challenging, enriching ideas from teachers who were knowledgeable and passionate about their subject. Will have memorable and fond memories of participating in variety of extra-curricular sports/school plays/volunteer/music. Will be left with a feeling of gladness to have been a part of the school, not just eagerness to “get out.”
I want my child to be employable, academically and socially. I want them to think inside and outside the box. Have somewhat of a direction in life. Be comfortable taking risks.
I have a 6th grade boy. I hope when he graduates, he is a well rounded individual, with exposure to the various opportunities open to him. I hope his decisions are informed ones and not ones that occur by default. I hope he is open- minded, able to think for himself both inside and out of the box. I hope he has the communication and technical skills required to “make it” in society and the knowledge that he can do what he sets his mind to. Resiliency…work ethic!
Wellness advocate. Knowledgeable about and takes care of their own health. Confident they have the skills to choose a career path they have a passion for because they already have at least one credit from UAS. Compassionate, has a sense of community and contributes to the community. Have a sense of humor.
I want her to be ready for college academically. I’m hoping she will be a good communicator, a good person with compassion for others and have a love for living and learning.
Confident, proud, prepared, risk taker, resilient, connected to adults, drug free, plan of attach for next phase, empathetic, good listener, problem-solver, contributor, good friend, thoughtful and supported, healthy mind and body.
Comfortable in her own skin. Secure in her abilities to become a well functioning adult in her community. Have high regard for her educational experience in the J-D School District. Feel she has been an integral part in her educational goals and learning experience. Have fond memories of the fun she had in school. Have great respect for exceptional educators she has had. Want to continue to learn beyond high school, in whatever arena she chooses.
An individual who feels and is competent to enter the work force and continue learning. A person who sees is ready for the challenge and opportunity.
Ready to leave home—to work, study—try something on their own. Feel ready to be in adult world. Have good enough reading, writing, and communication skills (oral) to continue learning as interest and opportunity occurs. To feel good about h.s. experience.
Able to read, write, and cipher at a true 12th grade level. Has had the opportunity to explore various types of training or work experience and can make informed choices as to post-secondary education or employment. Confident of ability to compete with kids from other parts of state or U.S. for jobs or educational opportunities. Respectful of other individuals, cultures, etc. Excited about learning or doing something new—not just glad to be out of h.s.
Respectful. Caring/empathy for others, environment, community. Basic skills survive—read, math, write, finances, political, history. Direction for a vocation or study. Look back and say, “I learned, it was fun at times, I did my best, I’m looking forward to new opportunities, I want to contribute to society. I can contribute. I am worthwhile.” Willing to take on challenges.
She is a confident individual with a positive outlook on her future who has the skills/knowledge she needs to follow the path she has chosen. She has had a variety of opportunities and experiences so that she has been able to make an informed decision about her next steps. She knows what opportunities exist and what is the best path for her at this time. She loves learning, engaging in new experiences, and enjoys life.
Question #4:
What advice do you have for making the best learning environment happen?
Plan, plan, plan! This is a good start. Involve as much of the community as possible. Find ways to bring parents into the schools beyond the elementary school years. Provide varied classes. Keep class sizes small. Dynamic teachers. Increase opportunities for participation in sports, clubs, extracurricular events, including community events. Mentoring of incoming students. Rearrange boundaries to keep school communities together from elementary to middle to high school.
Involve parents. More options or choice (and ability to get in desired classes) = more engagement higher grad rate. Flex schedule—more offerings in 2:20-3:30 period.
Keep doors of communication open with parents. You know academics—we know our kids! Periodic evaluations—programs/staff/etc. What’s working and what’s not? Learn from other (similar) successful schools. Use teaching methods, programs at the school based on success in other schools. Opportunities for all classes to all students. Teachers should be held to high expectations—to be respected by students and parents. Teachers should act appropriately—administrators should support teachers appropriately. Don’t let over-powering parents with lawyers set school policy/exempt their kids from school policies/grades, etc.
Do whatever it takes to get parents involved in the classrooms. Hire teachers that have worldly/global knowledge. (Think out of the box) More vocational courses.
Lots of options available for class types, academic abilities. Build in support for students—access to counselors, tutors, teachers. Insist on respect and kindness between and among students, teachers, staff. Make it easy for parents to track their kids’ attendance, grades, work progress, and contact teachers.
Have a “buddy” or mentoring program—a one on one connection between a teacher, administrator, counselor, upper class member for every incoming freshman, to help them navigate their first year of high school. Keep students excited about learning by making it relevant to their needs.
Smaller classes. Increased staff and increased choice. Rigorous curriculum. Relevant curriculum. Up community and parental involvement. Up vocational offerings.
Strong leadership. Small learning communities. Strong community-parent involvement. Responsive to individual needs. Assume that all students have a purpose. Challenge for all.
Raise the bar for rigor, high expectations for student performance. Strong support system. Access for all students to counselors.
Joint plan and present a two school model which clearly allows the public to see the relationship between the two high schools.
Listen to parents and the community workforce. Don’t just listen—also implement or act on above. Recognize that individuals are individuals---don’t necessarily fit a mold. Joint process so that both schools involved to make to benefit best environment for both schools. Complimentary process at schools. Incorporate parents in the school system.
Rethink the old view of vocational education. Rename of career and tech ed. Differentiate the curriculum, i.e. not a low track path—architecture, engineering, construction, CAD. Align the health sciences to nurse, tech aide.. Collaborate with the agencies/firms\trade groups to respond to current tech skills needed. Personalize—smaller communities.
This has been a waste of my time. The input we have given you supports the three”Rs” relevance, etc.—but how will that help you narrow down or formulate a two h.s. academic program. My advice is to hire a consultant who does not lead you through an exercise such a this—in a nutshell—get a better consultant—one that focuses on the issue of two schools. For example, the questions should have been 1) What are the negatives of having two schools? 2) What are the good things about having two schools? 3) Describe your student when he/she graduates from one of two schools in Juneau.
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