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The Next Generation: Our Kids, Our Community
Community Forums
Gastineau Elementary School
February 12, 2007
Question #1:
Describe the learning environment that you don’t want in the high schools:
Lack of equity in program access. Lots of time spent on busing students back and forth between schools. Greater resources in one school than other (like access to counseling, etc.) Negative competition between schools—like one school being bigger so students decide they are better—“us vs. them” mentality. High teacher/student rations. Adversarial relationship. High teacher/student rations. SES unequal.
Arts, theater, split into one school and sports/vocational in another—that’s just a for instance. More money appropriated for extra curricular or academics in one school vs. another. Students’ opinions go by the wayside as it seems to be now in just one school (or as I see in middle school)
Split programs—core subjects, sports programs. Student population split—income, nationality.
Tracking that gives best resources to advanced students only. Isolating teacher with out direction on curriculum, pacing, grading, etc. Letting students fall through the cracks with problems (abuse, suicidal actions, heavy drug use). Violet disrespectful attitudes prevailing.
I do not want to see a hs learning environment that has no continuity or forethought to middle school and elementary curriculum, esp. leaving the middle school component to “flounder” on their own. I do not want to see a lot of rhetoric about differentiation for all students without the financial and training backup to make it happen—thus leaving untrained, under funded, and underpaid teachers to try to come up with ineffective, home schooled, separate curriculum for each student and no time to implement anything worthwhile for the students. I ESPECIALLY don’t want to see advanced course offerings watered down into a “differentiated curriculum.”
I don’t want some classes offered in one school and not the other, especially because of budget. I don’t want our children begin shuttled between the schools for classes. If people think it’s okay just to offer it, then not at all.
Having to travel between high schools to take a class. Lack of resources at JDHS/new high school and opposite issue at the other, i.e., school resources. Boundary exemptions to the new school because JDHS doesn’t offer as many courses, etc. Mass exodus from JDHS (teachers/students). Empty or overcrowded classrooms! Unhealthy climate at both schools—morale.
Vastly different programs at JDHS and TMHS. Don’t want one to be “arts” and one to be “voc ed” focused—both comprehensive. Programs, policies, practices that exclude certain portions of population. Place where students put in seat time for 4 years. Programs where the community and school are segregated. Kids to be disconnected.
Teachers with attitude that teens are out to cause trouble, before they even know the kids Power trips cause rebellion! Do not want more opportunities at one school than the other kids/parents should not have to choose between a love of theater to be able to take Spanish… Stressed out teachers and or students because they must commute to both schools to take part in their chosen curriculum. Competition between the schools, but this is inevitable.
Large classes, a lack of opportunity for EL students—reduced. More options at one HS over the other. Differences in educational opportunities UNLESS each school has separate PHILOSOPHY. Higher taxes to ay for duplication of services. Student time wasted on going to another building for classes. If that is to be, perhaps the TEACHERS should commute.
Do not want tracking kids by ability. Racism. Less opportunity. Less resources. Inexperienced teachers.
A lot of emphasis on sports.
Question #2:
Describe the learning environment that you do want in the high schools:
Strong academic programs (good extended learning type programs)
Teacher/administration/support staff that are happy to be there—students feed off of positive influenced! Students and staff feel as if they have some CHOICES (the teacher might get to choose where their room is, the students feel as if they have a voice to change things that aren’t going well). Open communication between both high schools, between staff, and between families. Make sure everyone feels welcome in BOTH high schools. Technology—make sure this is well supported in all the schools. Programs that are fully funded and supported. Ex: Don’t buy a program for staff and not train them how to adequately use it. Also make sure there is funding/support beyond 1-2 years. Safe campus without the feeling that they are in a prison.
I’d like to see an environment where all kids are excited to be at school and learn new things. An environment where kids are encouraged to be curious, to question, and to contribute to their own education. An environment that values families and the contributions and knowledge they can offer not only their own student, but other children. An environment that CHALLENGES students, so they can go on from h.s. and be productive and successful in their lives and whatever they choose to do.
Low student to teacher ratio. A sense of community. A place where kids feel safe and welcome. Advanced classes. Experienced teachers. A place where children believe they are getting the best.
Sense of community. Mutual respect from students AND teachers/administrators. Pride in school and community/school spirit. No prejudice. More informed, willing to help counselors. Respect, compassion and encouragement for students with ANY learning disability not matter how minor. Support, encouragement and praise for any student who is attending school, even if grades and attendance aren’t the best. Put downs do NOT foster the desire to change! Understanding that not all kids will have parents involved—don’t let them feel left out! I’d like to see 9-10 at one and 11-12 at the other. Juneau is too small to slit equally without rivalry. Kids WANTING to be there.
Small group projects (aka Phoenix model) with opportunities for connections to community. Ability to design some of their own program—choices. Access to counselors/teachers. Give teachers time for taking and meeting with students. Use mentoring approach—older students with younger. Hold Teen Forums—to listen to teens and their concerns. Support healthy life choices. Good food, comfortable place to eat, music, interesting posters, etc.
Happy, involved students who feel valued, safe in taking risks, and CONNECTED o each other and at least one adult. I want each student to feel there is an adult (or adults) at the school who truly care about them. I want every child to at least be NOTICED—nobody falling through the cracks. I want equal opportunity for all—no racism problems, no “special advantages” based on ethnicity, SES, etc. Focus on banishing/preventing racism. Lots of small groups. Supervision/guidance/support for teachers. More voc-ed opportunities.
Kids excited, engaged, involved in extracurricular activities—with positive, supportive activities director. Classes where kids are reading, writing, discoursing, arguing about weighty topics EVERY DAY. Rigorous, relevant curriculum for all. Kids feel connected to at least one caring adult. Kids have choices about courses.
Less harried to go from one class to another—time to socialize a bit. Higher teacher to student ratio. More counselors and with a more approachable environment. A new look at EL and the teachers teaching it (demands but room for mistakes). Allowing extra curricular activities to be open to all students (even without experience or judgment). More history emphasis—government-learning rights of America—voting (let them know they have these rights) 9/10 in one school. 11/12 in one school.
Cohesive academic programs that link history and literature, for example. Exciting methods that inspire teachers and students. Supervision/guidance for teachers—department chairs. Strong connections between staff and students, so staff is aware and able to respond when a student is falling behind the cracks with personal issues. Art, music, dance, drama, sports at both schools. Strong voc ed programs w/credential opportunities or apprenticeship programs to graduate into. Academic support for needy kids.
POSITIVE relationship between students, teachers, administrators, other staff. Equal opportunities at both schools. Sufficient AP classes. No decrease in elective options—but rather an increase. The two schools split by GRADE, perhaps 9/10 and 11/12. No loss of opportunity in extra curriculars. More attention paid to citizenship/kindness/positive behaviors.
Students wanting to learn and understanding the importance of an education. Students staying in school—fewer dropouts. More vocational education opportunities. Closed campus during lunch.
Question #3:
Describe your student when he/she graduates from high school:
Want my children to feel good about herself, feel confident, have a healthy self-esteem. Want my child to have the tools she needs to negotiate life’s challenges. Want her to have problem-solving skills, practical knowledge, decision making skills and a good solid base of knowledge in the big curriculum areas. Want her to have good social skills, respect and compassion for others, a sense of responsibility, a desire to give to her community. Want her to have had help developing any special gifts or skills she possesses. Want her to have had lots of positive role models, adults to reference as she grows and develops. PLANS for what is NEXT for her. Know what the options/choices are.
I would like to make sure all students pass the exit exams.
When my child graduates, she’ll be competent, creative, confident, caring. She will know about issues that impact our world. She will know how to formulate a logical argument for or against an issue and she will know how to distinguish fact from opinion in someone else’s argument. She will have choices about what she wants to do with her life—no doors will have already closed.
When my child graduates, I want her to be responsible enough to hold down a job but also have the awareness that there is more to strive for. I want her to have the academic background that will enable her to attend the college of her choice. I hope she will have fond memories at H.S. but will also have enough exposure to the problems of the world that she has compassion and perhaps a sense of what her calling may be.
Self confident. Excited about next stage of life, whether it’s going to a university or trade school, etc. Proud of himself. Proud of his school and community. Capable of the basics—reading, writing, etc. Healthy. A good citizen. Prepared for the next step. Supported just as much if he chooses not to go to a university.
Well rounded, balanced, strong, motivated. Knows what to expect after high school—life after college has a plan. Has had some experiences so they know what they want to do. Has the ability to adapt because things don’t always work out as we plan.
Very good understanding how to write and read. Very confident in their education. Inspired to move on to the next phase in their life. They have goals and dreams.
To be inspired, ready to take chances and make sound decisions. Know where to find whatever resources they need. Have the knowledge and skills to get into whatever college they want. Have a sense of how to be a good citizen, friend, community member. To be excited about life and future learning opportunities. To have acquired good life skills, including health, safety and maintaining relationships. To have a sense of direction or something close. To be self-confident.
I would like my child to be ready to tackle the next phase in their life with enthusiasm, curiosity, morals, connections (i.e. family, friends, and community) and focus and strong work ethic. I would like my child to have the academic and social skills and knowledge that has been provided through an education of excellence. I would like my child to be excited and prepared to move forward to college and a career, and not feel like graduating from high school was the “end” or a waste of time.
I’d like my children to feel empowered by their education. To feel they have choices that are within their reach. To have goals with high expectations and ideas aobut going for them. To have people skills—talking, asking for help, sharing ideas and knowing their opinion is valuable. To think about their place in the community—as home and a supportive nest they will use for strength when life is challenging.
Building upon the elementary/middle/high school experience—encouraged to take risks. Open-minded and read to challenge himself/herself with college and a career. Ready for college! Able to get into a college. Prepared for the next level. Positive and willing to get along with anyone. A great problem solver! Can comment that “school was great!” Able to deal with success and disappointments. GREAT communication skills! They should know how to compose a letter/email and to do this verbally as well. Seen as a success regardless of grades or career choices.
Feeling accomplished, proud, confident in himself or herself. Desire to travel, especially within our own country—be adventuresome. To not be afraid to leave home. To have several goals—not just one and have the ability to do one and move onto the next. Birth control options.
Question #4:
What advice to you have for making the best learning environment happen?
Consider phasing in the new school with limiting grade levels attending each school (JDHS-11/12—TMHS- 9/10). Offer incentives to teachers who stay at JDHS such as working on a model that is of interest to them. Involve the teaching staff in researching models.
Have expectations that all students will be involved in extracurricular activities. Develop guaranteed, viable curriculum as experienced in the classroom so that it won’t be such a lottery “if you get teacher A you’ll be okay, but if you get teacher B…” Advisory program so each kid has connection to one adult. This is critical. Safety nets for kids so no one falls thru cracks.
Teacher support—having access to the things they need to be the best and their time is focused on teaching. Opportunities for all the children in extra-curricular. A welcoming environment for the community.
Continued public process in decision making. Funding to the cap! (support of parent groups who lobby the legislature). JSD and community support (huge!!) of teachers and staff (accomplished through lots of dialogue between staff/parents—lots of opportunities for this such as tonight(?). Promotion of open/positive inclusion type attitudes. Low teacher/student ratio through adequate funding. Student involvement/ownership.
Train teachers and staff with problem solving techniques and community building specific to TEENS. Keep a beautiful and comfortable learning environment so that a quality standard is modeled and experienced. Hold weekly staff meetings for departments that support needs of teachers and students. Keep small leaning communities so that teachers know students and students feel teachers are accessible to them. Hold high standards.
Fight for more funding for all schools—The high schools will struggle if the elementary and middle schools are understaffed and under-funded! Treat teachers fairly—listen to their ideas. I feel that the school board and sometimes the district administration don’t heed teacher concerns. Listen to families—invite them in to school. If the state no longer offers retirement packaged, why would anyone stay or move to Juneau to teach? Lobby the state to reinstate a retirement program (FOR ALL ALASKANS)! Don’t play favorites. Both high schools should get equal billing.
Adults and students connecting to facilitate learning. Welcoming/comfortable learning environments. Interaction instead of “talking head” teachers. Updated technology and materials. Courses approached in inviting, fun way. Look at what makes some private schools so much more inviting to some families, and try to incorporate those ideas,.
We need warm, bright well lit classrooms. We need motivated teachers who are willing to enforce strict discipline when needed so that all students have the same chance to learn/grow. Smaller class sizes.
Best learning environment would happen by getting community input on what they want, and then not spend so much time writing the goals as actually IMPLEMENTING them and continuing to involve the community to make sure that it is an ongoing conversation of goals vs. implementation. Just because the goals state on paper that things should be happening doesn’t mean they actually are. The schools need to continue to hear from the community.
9/10th in one school; 11/12th at the other. Teachers that want to be there. Teachers that like kids. Support and realize that not all kids have parent involvement . Give the students ownership of their school. Communication.
9/10 in one high school. 11/12 in one high school. Constant mediations when there are conflicts. Kids’ opinions—allowing them, using them.
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