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The Next Generation: Our Kids, Our Community
Community Forums
Filipino Hall
January 22, 2007
Collective Statement
Describe your student when he/she graduates from high school:
{My student} will have a fairly wonderful experience at the JD High graduating in or near the top ten percent of her class with more challenging classes than not, more caring engaging and challenging teachers than not and getting into at least one of the schools of her choice. (We hope the student is) happy, self-confident, independent stable and reliable. Confident and equipped with the academic and life skills needed for success as well as those needed to overcome failures and disappointments. I hope my graduate will be excited about the future, with learning skills that will allow her to tackle any problem, knowing that with perseverance, relationships and knowledge, anything can be accomplished. My graduate should look back at high school with appreciation for an environment that called for the best in her, supported her, and encouraged and supported meaningful relationships as well as the development of academic competence and extra curricular interests.(We hope the student is) open minded, hard working, the ability to live an interesting life, interesting/interested, sense of humor, helpful, know the importance of calling their mother regularly, forgiving, compassionate, knows how to manage finance, enjoys a good book often. (We hope that the student is) educated, responsible, confident, trustworthy, anxious to continue learning, be a contributor to the community, be a role-model for younger kids. A once bright, trusting girl who never lived up to her academic potential because she never fit in w/the EL crowd. She mentored struggling kids in regular classes. She learned that "everybody does drugs" because it was right in front of her everyday. She was too shy to fight for a chance to perform in drama and so missed that experience until her senior year-- she couldn't want to get out of school because it was so unpleasant. On a happy note, she's really enjoying college! When he/she/graduates: has a clear plan for past h.s., he is confident in himself as a young man, citizen, knows the value of being a lifelong learner, appreciates the amount of time, frustration and celebration of his family, appreciates and respects others differences, knows who they are culturally and is proud, has learned from any mistakes as a juvenile to avoid the adult legal system, has respect for authority, is a contributing member of community, family. I would want my daughter (and other students) to be well-grounded in the basics (i.e. competent a reader, writer; communicator good knowledge of math, science); I'd want her to know how to take responsibility for her own life-long learning (i.e. know how to look things up and find thins out/ and finally I'd like her to have a sense of community and a respect and compassion for others. When my child graduates he has good high school friends that he wants to stay friends with, he has taken rigorous academic classes that have challenged him, he is prepared for "The nest step" and he has had a teacher or coach or two that have mentored him that he will remember forever. When my child graduates he has good high school friends that he wants to stay friends with, he has taken rigorous academic classes. My best hope is that she has been given the tools to make her way in the world with the ability to have the relationships to enrich her life, the knowledge of how the world works and interested in learning more, the ability to cont4ribute to it and a desire to make it a better place in which to learn. (We hope for a student who is) confident of his/her place in the world, full of anticipation, wistful about the ending of a wonderful experience, civic minded and prepared to fully engage in the democratic process, a critical thinker, an independent learner, compassionate, prepared for the next challenge. A student who feels competent to contribute to any social structure. An individual who acknowledge the past and beyond duplication. Who has the desire to create the future. (We hope for a) graduate - looking forward to next stage - work, voc ed, college-travel, etc. enjoyed their last year in high school - have maintained a good relationship w parents/friends have a sense of social justice/injustice independent - develop a good attitude for working and a school set a high bar, and likes to have fun and a good sense of humor. I would hope that they are excited and comfortable about future learning opportunities. I would hope that they are self confident and ready to head out into the world. I would hope that they are aware of the many opportunities beyond high school and feel good enough about themselves that they are not hesitant to make lofty goals for themselves.
Question #1:
Describe the learning environment that you don’t want in the high schools.
I don’t want to see a system where kinds can’t choose a “path” that interests them. They should have more choices about classes that relate to their culture, interests and future. Then they would be more interested in working harder to learn.
Less dichotomy between “haves” and “have nots” (i.e. tracks)
I don’t want to see two high schools that are rivals. I don’t want two schools that are just watered down versions of the old JDHS, with less excellent programs in sports, less excellence in drama, less excellence expected in the classroom (i.e. less AP classes). I don’t want 2 mediocre high schools that aren’t rigorous in our children’s education.
I don’t want to see large classes. I don’t want to see a limited or reduction of sports/vocational/academic/arts options. There should be not academic compromise of teachers trying to teach a class which they are not qualified to teach. I feel that this can be accomplished by having one high school with 2 campuses.
Segregated tracking and no place for special education students because no one thought to include their needs in the planning process. One school being “the one” wants to attend because programs are diverse and content is rich. Specialization – both schools must provide equal opportunities for kids.
I don’t want to see overcrowded class rooms. I don’t want to see kids performing at a mediocre level because they are bored, conversely I don’t want kids giving up before they even get started because they re overwhelmed by the curriculum, i.e. they don’t have the rudimentary skills to perform.
Undisciplined apathy where learning is not cool.
Less diversity of students in activities. Not excited about school and no integration. Separate programs. Rival high schools like middle school. Limited choices for courses.
High school should not be routine/mediocre, all the same for each person and 4 years with no variation. Blind spirit with the wall of a building, accepting of stereotyping, under funded and with a vanilla staff.
Divided and selective with non-accessible structures with a mission not shared by advanced students. With unclear educational goals; selective support systems; with week communication channels; with rigid curriculum options.
Impersonal, irrelevant, inflexible imposed
Impersonal, limited classes, distinction of a “smart school” and one that isn’t – boundaries that don’t make sense.
I don’t want teachers to have such huge loads of students so it makes it so difficult for them to have personal relationships with students and classrooms in which students are disengaged : 1) because they don’t see relevance in the curricular or 2) the lesson has not been differentiated to account for students who need more support, they give up.
I don’t want to see a coercive learning environment.
Don’t want to see the new high school be in a place where a student doesn’t find a niche to match their learning interest ore where a student cannot find friends and develop relationships with caring adult mentors. I don’t want to see students who feel like a number or who don’t have the tools they need to learn and grow.
I don’t want to see a learning environment that goes backwards to what is currently happening. That is: inequitable, that is not grounded in rigor, relevance and relationships in all aspects, that is formed for some and not all and where students are intimidated or afraid to be in.
I don’t want to see all students under achieving because of low expectations and below average standards of performance.
I don’t want to see a learning environment that is rigid, where children are constantly being given or losing points and those most successful at following the rules are the winners. I don’t want a environment which fails to appreciate and adapt to individuals learning styles. I don’t want an environment that fails to stress the importance and value of being a content learner.
Fights, drugs, disinterested students/staff, lack of extra curricular activities and sports, large overcrowded classrooms, lack of supplies, equipment, shortage of AP/honors/special ed/esl/tutorial opportunities, lack of needed electronic equipment, lack of supervision/rules/graffiti/unkempt.
Question #2:
Describe the learning environment you’d like to see in the high schools.
I would like to see some “magnet” type program that would pull kids in. They wouldn’t be tracked for high or low level kids, but is inclusive and honor what every student brings. It would be very real world.
I would like to see a learning environment that is inclusive, supportive and respectful of the representative cultures in the community.
Welcomes all families and values and in which all students are able and encourage to connect with each other and with teachers and staff. In which students participate meaningfully in decisions about their learning environment and nobody feels disenfranchised. Every student is engage and challenged and challenged academically. Offers every student the opportunity to be involved in music, athletics and/or leadership roles, extra or within the curriculum.
That extends beyond school hours, prepared students for life beyond, is supported by the community, education is place-based, engages all students, respect is seen everywhere, where students take of their education with purpose and meaning, reflects the community, is personalized and where all students are excited to be.
Respects the individuality of each student and supports diversity of opinions
Safe, welcoming, supportive, respectful. Every kid known and appreciated. High standards and expectations. Engaging class choices that kids see as relevant to their goals. Environment (kid Culture) that rewards academic and art achievement, as well as sports. Where kids don’t hide academic achievement. Welcomes parents and community members, educational partners who the education process values their contributions. Integrated into post secondary learning. Caring, knowledgeable and enthusiastic.
I would like to see a learning environment which assists our children to become competent adults, members of our community and successful lifetime learners. Our learning environment should provide the tools and resources for our children to be effective citizens, capable of making informed political decisions, earn good livings and contribute to their community.
Engaging programs challenging courses, variety of academic voc. ed courses to meet student’s needs and smaller classes, personalized education tremendous effort in helping students early in h.s. 9th, 10th.
Teachers who well versed in best practice in both their content area and in generally effective pedagogy. Teachers who create relevant, innovative and engaging curriculum because they are passionate about community content to students. Teachers who interact with each other and develop integrated curriculum. Students who take great pride in their learning and strive for excellence and are supported by the entire school community. A dedicated and informed community of families and business leaders who are deeply involved with the educational structure.
Consistent, connected to global community, communicated, understood and relevant.
I would appreciate an environment that is open to participation of all kids that reflects learning methods and content of our Alaska community on a way that recognizes and appreciates our cultural diversity and encourages students success’s the learning environment that engages all kids, holds and values high expectations for students from all social-economic groups.
Place based at both schools – rigorous and engaging challenging, relevant, curriculum with teachers with teachers enthused with what they are teaching. Want athletics teams to persevere through this shift. Remain competitive and yet inclusive.
Awakens passion for learning-- individuals discover their space. Students are active participants in their learning is shared and competitive learning. High standards that foster academic competencies that redefines itself according to its people where re students are not duplicates of the past.
I’d like to see a learning environment that is like a co-op pre-school where all participate – teachers, assistants, students and parents. Personal skills development is stressed and fun with lots of field trips take place, hands on and each person looks forward to the next day. Like the last 2 years of the Phoenix Program.
An open supportive environment where community and parents are fully engaged with students. Success in sports and academics and the arts.
Where all kids are eager to go to school everyday – where they don’t think their teachers don’t know a thing.
I would like to see a learning environment where all students are engaged and feel included and requires multiple approaches, feel challenged. Also a learning environment that prepares children for their next step, what ever that may be – rigorous university of the work world.
I would like to see an environment in which students have multiple educational opportunities which appeal to the wide variety of students attending school. I want the school to maintain diversity.
I would like to see a learning environment that respects the individuality of each student and supports diversity of opinions. I’d like kids to have the support to pursue specific areas of interest beyond the classroom. I’d like kids to feel comfortable expressing themselves without fear of ridicule. An absence of cliques.
Question #4: What advice do you have for making the best learning environment happen?
I agree with one school concept – 2 campuses,
I think will cost more for separate schools even with additional funding, more controversy.
Listen well to the options; include ways for the underserved to have a voice. We need to preserve the academic integrity of schools. Only intramural sports allowed and a single sports team representing the high school might serve the issues of the athletic program proponents. So, one athletic program for BB and football, one athletic program for VB & soccer – pick the school. Don’t divide the schools with 2 comprehensive sports programs.
I am convinced that the only way we can achieve the high schools the high schools we desire is by radically restructuring the community’s involvement in education. Ultimately, children’s attitudes towards school will reflect their community’s attitude towards schools. Schools should be integrated with the daily activities of our communal life, from the fire department to the hospitals to the city hall.
Regardless of structure, staffing curriculum or all of the other major decisions to be made, find ways to increase parental involvement in the as their own child’s education’s develops.
Systemically: check itself for access and opportunity. Study the community and be mindful of its changes. Be ready and willing to respond to its needs.
Select a STRONG principal as a leader who can lead the school staff through change. We need to do things differently ore we will continue to get the same results. Staff development to guide best practices we know about.
Keep in mind the diversity of the communities needs and learn from successful models.
Advise the committee and school district to make it happen. Assume leadership, assigned rules, responsibility and accountability for success of students. Hear f rom students in the plan. Look when school starts these.
Listen well, consider all options/ideas, including those you disagree with. Utilize vocational opportunities for students of various communities, university education, government enterprises near the new high school…options beyond metals, woods, auto. Consider transportation options/staggered start times to allow use of vocational center near/or JDHS campus by students from both schools.
More counselors, career education beginning 9th grade, with off school learning programs in all career fields. More parent involvement.
Small learning communities with the 2 high schools. Students/parents would have to pick a school environment that works for them; examples, community based, Phoenix/ AP/Vocational.
I believe the only good solution is to have 2 campuses for one high school grades 9 & 10 at one campus and 11 & 12 at the other campus. There would need to be a busying system to allow for students to move from one campus to the other so as to allow students to benefit from program/classes available at one campus but not the other (e.g. vocational, downtown). This would be far less expensive than trying to maintain the opportunities currently available with one school. This would keep the sports program competitive with the rest of the state.
Listen to community members and seek common threads. Remember there is more than one community you want to hear from, but whose children will go to the high school. i.e. poverty, ESL, parents of FAS students. Someone will have to think about these kids of all the dreams and hopes are to be accomplished. The contracts (teachers, classified) must be considered. Why don’t we have a learning environment like the described at the meeting? Will a new building change our practice?
Each child is taken into account, each has a learning plan that is personalized & goes beyond. Provide release time or extra summer contract time for staff to adequately plan and transition. Continue to involve community, don’t make promises you can’t keep, more student voice in needs. Don’t leave any groups out and take the responsibility of actions, think outside the box. Equity is a focus in all aspects.
Address the drug problem, afford more opportunities for all kids to play in the band, be on 2 sports teams, learn a vocational skill, be in a play, take all the art they want, provide a safe learning environment where all students can succeed, feel connected and valued.
Question #4:
What advice do you have for making the best learning environment happen?
I agree with one school concept – 2 campuses,
I think will cost more for separate schools even with additional funding, more controversy.
Listen well to the options; include ways for the underserved to have a voice. We need to preserve the academic integrity of schools. Only intramural sports allowed and a single sports team representing the high school might serve the issues of the athletic program proponents. So, one athletic program for BB and football, one athletic program for VB & soccer – pick the school. Don’t divide the schools with 2 comprehensive sports programs.
I am convinced that the only way we can achieve the high schools we desire is by radically restructuring the community’s involvement in education. Ultimately, children’s attitudes towards school will reflect their community’s attitude towards schools. Schools should be integrated with the daily activities of our communal life, from the fire department to the hospitals to the city hall.
Regardless of structure, staffing curriculum or all of the other major decisions to be made, find ways to increase parental involvement in the as their own child’s education’s develops.
Systemically: check itself for access and opportunity. Study the community and be mindful of its changes. Be ready and willing to respond to its needs.
Select a STRONG principal as a leader who can lead the school staff through change. We need to do things differently ore we will continue to get the same results. Staff development to guide best practices we know about.
Keep in mind the diversity of the community's needs and learn from successful models.
Advise the committee and school district to make it happen. Assume leadership, assigned rules, responsibility and accountability for success of students. Hear f rom students in the plan. Look when school starts these.
Listen well, consider all options/ideas, including those you disagree with. Utilize vocational opportunities for students of various communities, university education, government enterprises near the new high school…options beyond metals, woods, auto. Consider transportation options/staggered start times to allow use of vocational center near/or JDHS campus by students from both schools.
More counselors, career education beginning 9th grade, with off school learning programs in all career fields. More parent involvement.
Small learning communities with the 2 high schools. Students/parents would have to pick a school environment that works for them; examples, community based, Phoenix/ AP/Vocational.
I believe the only good solution is to have 2 campuses for one high school grades 9 & 10 at one campus and 11 & 12 at the other campus. There would need to be a busying system to allow for students to move from one campus to the other so as to allow students to benefit from program/classes available at one campus but not the other (e.g. vocational, downtown). This would be far less expensive than trying to maintain the opportunities currently available with one school. This would keep the sports program competitive with the rest of the state.
Listen to community members and seek common threads. Remember there is more than one community you want to hear from, but whose children will go to the high school. i.e. poverty, ESL, parents of FAS students. Someone will have to think about these kids of all the dreams and hopes are to be accomplished. The contracts (teachers, classified) must be considered. Why don’t we have a learning environment like the described at the meeting? Will a new building change our practice?
Each child is taken into account, each has a learning plan that is personalized & goes beyond. Provide release time or extra summer contract time for staff to adequately plan and transition. Continue to involve community, don’t make promises you can’t keep, more student voice in needs. Don’t leave any groups out and take the responsibility of actions, think outside the box. Equity is a focus in all aspects.
Address the drug problem, afford more opportunities for all kids to play in the band, be on 2 sports teams, learn a vocational skill, be in a play, take all the art they want, provide a safe learning environment where all students can succeed, feel connected and valued.
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