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The Next Generation: Our Kids, Our Community
Community Forums
Glacier Valley Elementary School
February 7, 2007
Question #1:
Describe the learning environment that you don’t want in the high schools:
Do not want 1) noticeable segregation of advance/elite activities. 2) do not want “open concept” unrestricted environment. 3) do not want student/teacher time reduced by administrative activities.
Rigid, dark, overly structured. No choices, large classes. Same old way that doesn’t work. Don’t want us against them. Burned out staff. High drop out rate.
Rigid. Only highly structure—since some students don’t respond to structure. Focusing only on 4-year degree bound population. It would be nice to avoid the valley vs. downtown scenario. Class sizes not greater than 30. Nothing like my own h.s.
Don’t want high teacher-to-student ratios. Limited creativity in lesson plans—book work. Lack of family/loyalty of staff. Division between town/valley. Lack of technology.
Lack of choices. Large classroom populations. Lack of athletics or teams (athletic or academic). Un-experienced administrators. One way or the highway. Overemphasis on data.
Limited class and extra-curricular choices. Inequitable class or extra-curricular choices. Sense of separation.
Traditional-departmentalized structure—strict leveling by grades 9-10-11-12. Grades 9-12. Arts as an extra. Limited opportunities for “outside” experiences.
I don’t want to see divisions of curriculum where science never meets language, math never sees social science. I don’t want huge groups moving around in the factory model of efficiency. I don’t want the grade or credit being the focus of everyone’s activity.
One that pushes students out. Pits one against the other. Low expectations. Cold, not welcoming. No meaning/no focus. Where one is college focused and the others are not.
Overcrowding. “Dinosaur” resources.
A lot of remodeling during the school year.
Question #2:
Describe the learning environment that you do want in the high schools:
Focused staff. Low numbers of dropouts. Relationships between teachers and students.
Color blindness when it comes to expectations. Each school to be its own school—builds community. Where a student is seen as a whole person—not only as their deficit or asset. Exciting/fun/active place you want to be. Students able to take the classes they want or need (availability). Teachers who understand the needs and desires of teenage students. Personnel who communicate with parents and students willingly and effectively. Opportunities for all learning styles. Clear accessibility to support or scaffolding for students who are in need.
Hands-on lessons. Science and math emphasized. Art/language standard. Technology available for every subject. Practical applications of subjects. Project-oriented learning. Cooperative working between high schools. Limited “lesson time” compared to “work time.”
Choices in style so all may succeed. Flexibility. Choices on where we go to school. Closed campuses where students do not roam. A place where all students feel challenged. All students develop a love of learning and feel included. A staff that feels supported and creative. Different teaching styles.
S/T ratios of 24 or less. Balance of class opportunities for academic/vocational choices. Fully developed school campus. All equipment and materials needed for all classes. Onsite/offsite opportunities for experience. Noticeable recognition and community involvement for all student activities. Adequate funding.
Where the classes that are engaging to students have NO waiting lists, i.e., enough sections are offered for all. Where the PTR is low enough that a student who is struggling is immediately identified and intervention occurs quickly. Where sports are available but SECONDARY to academics. (I really don’t care if we have 2 teams for every sport.) Closed campus for 9th and 10th grade, optional open for 11th and 12th (a privilege that is earned).
Variety of class and extracurricular options. Warm inviting—yet challenging with high expectations. Includes and encourages parental and community involvement. Small, personal instruction.
Flexible- “Place Based,” Performance Based,” “Project Based,” outdoor, business centered—where students can opt for application of skills and learning of skills in less “book driven” ways while still offering traditional classes for those who refer that style. More flow of community instructors in school and teachers in community. Students in a variety of schedules—somewhat like community college.
That is equitable re: access to curriculum, resources, activities, etc. Community and parents are involved and have an active voice. Personalized and responsive. Where the goals of district are visible in student work, activities. Student learning and success is at the core of all activities and discussion.
Students/teachers grouped in learning environments when possible for core academic subjects. Students engaged in meaningful learning opportunities. Learning opportunities structured to allow for different learning styles and abilities. High and consistent expectations for behavior and performance. Tech. used to enhance the learning experience. Outside community partnerships developed, for example, internships.
Accommodating to all different learning styles. Warm, positive, highlights students, supportive (work/talents/differences.
Question #3:
Describe your student when he/she graduates from high school:
Well educated.
College bound with foundations of how to learn. Vocational school bound—knows what opportunities are available. Confident—ready for the next step.
College bound. Ready for college in all areas—well rounded—(math, science, English, etc.). Eager to learn more, to see the world. Confident, hungry.
College ready. Strong skills in 3Rs, science. Has tools to solve problems. Feels good about HS experience—social and educational. Has broad experience in the non 3Rs.
Ready for the “Next Step” in life→ prepared for more learning whether it be at a college, trade school, on-the-job training program, etc. Prepared to participate as a citizen of the community in which they live—vote, attend meetings, volunteer. Thinking “wow” those past few years were worth it.
Has the ability to weigh options and make a decision that is for a forward intent. Has been experienced with multi programs, cultures, and people types. Has practical life/adult insights. Is aware of the directions they can go, based on exposures to academics/vocational. Has succeeded in meeting requirements to be accomplished.
A person who will not just get into higher education but thrive. A person who is an asset to the community. A person with healthy lifelong friends, both peers and adults. A good communicator. A confident young adult. A knowledgeable young adult. A good citizen focused beyond self. A person who can look back with satisfaction and forward with focus and anticipation. A person someone would be anxious to hire A person with options.
Confident with themselves and their skills. Already a part of the community and aware of their involvement in world around them. Able to go to college and test into classes at college level. Be prepared with business skills to enter workforce.
The graduate is confident in him/her self, has established healthy relationships with peers and adults in the school and community, has established a repertoire of skills and knowledge from which to make post-secondary choices that may or may not include college, is ready to continue a transition to the adult world that began during high school.
A confident and competent person who enjoys learning, knows how to learn, and is prepared for life (high self esteem also) whether college bound or not.
Confident with post h.s. path. Lifelong learner. Understand importance of active citizenship. Communicates well- written and verbal. Thankful. Team players. Has life skills, budgeting, etc…
Focused, but not quite sure of next step for himself. Very articulate and able to express himself. Confident. Struggling to decide between engineering and music as profession.
Question #4:
What advice do you have for making the best learning environment happen?
The best learning environment for my sons (and approximately 100 other district students) has been Montessori. I would like to see the district embrace all of the alternative programs and treat them with equality rather than as red-headed step-children. Approximately 10% of the students in district are in alternative programs; yet the placement of these programs is an afterthought and not part of any planning process. The Montessori community has a facility plan at www.seafom.org and has asked the district to help us find a permanent home. The facilities committee has indicated the Next Generation task group would be deciding boundary lines DISTRICT WIDE and that our plan should be directed to the task force.
Make 2 high schools which each have 2 “schools within schools” with a different focus, making “5” (alternative school) schools in Juneau. Let parents/families choose which “school” suites their child’s needs. All will supply a basic, good hs education. Parents get the choice and will be more empowered and satisfied. Each child needs a relationship with a teacher. Small TPR.
Choose an outstanding, confident, capable, experienced administrator who knows their students. Do not let the school’s population be by choice—it can create the good vs. bad scenario. Choose boundaries and let the schools become a community—exception is the first couple years w/present students. Schools do this all the time. Be creative in how/what teachers teach→ A language teacher that can also teach English. Keep the small school idea. Allow academic teams at both schools i.e. Debate, World Language. Do not have alternative programs to segment our high schools—i.e., Arts H.S., Montessori H.S., Privatize these.
Creative boundaries or NO boundaries. New training for staff on different learning processes and lesson plans. Everything else needs money—lower PTRs/more teachers, technology/supplies for classes, building/facility, many class choices. Facilities for alternate programs. Montessori program for high school.
Training- teachers/staff/administrators. Community→ “Here is a different way of delivering an education.” Keep focused on THE GOALS. Give it time!! Be flexible and open. Have all players study Best Practices. Get mentors from places where “it” has worked to help facilitate the “change.” Trouble shoot! Look for the positives→ be part of the solution for the issues that arise.
*Happy teachers*Happy Staffs. Teachers who are happy, who are supported and have adequate supplies, etc., make better teachers and our children benefit from it.
Keep community and parents engaged. Fully fund whatever goes forward. Seek student feedback on regular basis. Think future, not past. Make sure there is a system in place to check for equity in all areas. Seek true community partnerships that have meaning and relevance. Safe learning environment—make sure.
Make extra and timely efforts to keep students/families/school/community all together and engaged in positive relationship. Have progressive teacher/subjects to allow continuity from year to year—looping. Have transparency in the program planning with publicity about change. Have “community” feelings welcome and recognition for each student. Encourage expanded styles of lesson presentation that are engaging and provide real time experiences. Allow time/scheduling for non-mainstream outside learning opportunities. Have achievable and high expectations for students and staff.
Hire dedicated, energetic, flexible administration and instructional staff and provide them excellent support. Communicate and partner with parents and community. Commit to ongoing improvement.
Don’t allow inertia to keep things the way they always have been or how it works in traditional multi-school communities. Don’t allow what’s cheapest or most efficient to direct choices. Don’t created closed systems that make innovation difficult or impossible. Don’t create systems that easily become kingdoms where only the chosen are invited. Establish a strong staff development model that maintains forward focus.
Smooth transition for kids already in high school—choices for juniors and seniors. Making sure opportunities are available so there aren’t classes at one school and not at the other [EQUITY] and kids feel short changed. Quality and committed administration and staff. Staff development. Full funding.
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