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The Next Generation: Our Kids, Our Community
Community Forums
Harberview Elementary School
February 12, 2007
Question #1:
Describe the leaning environment that you don’t want in the high schools:
I would not want to see an environment that pigeonholes kids into “vocational” or “academic,” particularly early on. I would not want to see less variety in opportunities at one school versus another, i.e., sports, music, advanced placement, etc.
Overworked teachers responsible for 100+ students. A school climate that fosters self-segregation. An unsafe school—drugs, violence, racism, sexism. Large impersonal programs that lose kids through the cracks. A system that is intimidating to parents who are already disenfranchised by public ed. A system that “greases the squeaky wheel”—Minority and less vocal groups not given a voice. Reliance on the community for large amounts of needed to fund-raise for activities. A school that does not prepare students for success after HS, no matter where their talents take them. Behind the ball with tech.
Anonymity. Students need to feel known—feel they are part of a community. Do not want a system that is too focused on only college as a goal. We need a strong academic trade and options for students not interested in college. Do not want to diminish voc-ed opportunities out of fear of tracking.
Segregation/Racism. Lack of respect for peers/teacher/school. Unsafe environment. Difficult parking/not open to parent and community involvement. Drug use. Students wandering downtown during school hours. Two hockey teams (each having to fund raise for travel and the $15,000 for ice time).
What I do not want is prejudice or intolerance or overcrowding to the point where a student’s opinions can’t be heard by his or her teachers. Or… a shortage of teaching materials.
Open campus at lunch. Insufficient AP classes on demand. An increase in drop out rate. Reduction in class offerings. Territoriality among staff/freedoms. Restricted choice of schools at least for early years.
No being able to throw snow. If there are fights or something like that, the teachers will do something besides giving them a write-up or Saturday school because it does NOT help!
Open campus lunch. Inappropriate clothing. Freshmen or sophomores not get into good/fun classes because only room for seniors and juniors. Students being placed in Study Hall because all classes are full.
I do not want to see a weakened music program. I do not want to see schools divided based on one school being the place to go if you want sports and the other the place to go if you want music/art. We learn by being around people of diverse interests. I do not want to se students “forced” to go to one school over the other in first five years. I do not want classrooms of 35 students. I want some lecture settings and small lab/ discussion groups. I do not want limited opportunities in Advanced Placement classes. I want there to be many vacancies for kids who desire these classes (yet no crowding).
Textbook driven teacher centered instruction. Classes that group students into inflexible tracks or do not have the flexibility of providing challenge at the student’s readiness level. Content of classes based on information accumulation and retrieval rather than practical application in complex real world scenarios. Teachers who are unable to engage students in their content area due to personal challenges or systemic lack of support. Leadership that is unable to provide the energy, inspiration and direction for change. Not like one format and pressed onto both schools.
NOT want…competitive system between schools. Bland “one size fits all” approach to educational needs. Large (25+) classes. Specific classes available at only one school. One school though of as the “smart” school and one as the “dumb” school.
A largely negative, adult centered environment, a top down, we know what’s good for you, environment. An environment where “diversity” is not honored and bigotry is ignore, allowed, or encouraged. An environment that is totally focused on “worker education” instead of on “whole student” education. Open campus
I do not want separation of class and ethnicity. I do not want students to not have all areas of subjects at each school. I do not want kids not to be able to afford extra curricular activities. I do not want kids to be afraid to learn or afraid to attend. I do not want the learning environment to be limited. I do not want campuses closed. I do not want to see one sports team representing both schools. I do not want the students to not have a choice between academics and vocational education.
I do not want a learning environment that helps an elite percentage while excluding the rest. For example, I think that college prep courses are geared at only a select group and not presented to other students in a way that is likely to interest them. Certain other programs are also only directed at a select “elite” group of students. Students should not be pigeonholed. Want students to take what they want. Extra-curriculars, b/c $$, some sort of credit, car policy, 0 hour and after school programs.
Question #2:
Describe the learning environment that you do want to see in the high schools:
Support for all learning styles and interests. EL/AP/accelerated classes at all schools. Diversity in thought celebrated. Strong arts/humanities programs. Excess capacity in all classes in all schools. Plenty of resources available (technology, counseling, etc.). No more than 28 per class. This from a guy with a daughter in a Swiss private school…
Student input into future class offerings to help balance demand for classes. More volunteer support for classrooms and outreach to community. Student review of teachers’ performance to supplement administrative review. More public forums for sports and student activities. Higher graduation rates.
More accessibility for extra-curricular and zero hour programs. Anyone who wants to can participate in a program. Policies: respect themselves, respect others, clothing, etc.—affects everyone’s learning.
An environment where students are known, where students feel connected to adults and cared about. I want a place where individual students can get what they want AND need. I want schools that the community feels positively about. A school where people have great things to say about the high schools.
I want two sports teams, two drama and debate teams, etc. I’d like to see art, drama, and music available to all kids, 9th-12th graders. I’d like to see voc-ed classes available to students. I’d like the students to have more flexibility in their schedule to include fun—find out if you like—classes. When you are on the college track—it is hard to try new subjects like art-shop—can’t fit in your class schedule. Offer classes at 0 and 7th hour that are academic.
Schools that make kids feel safe and significant with a wide variety of classes and programs, academic and vocational. Flexibility to allow each kid to have the opportunity to thrive. Closed campus. Flexibility for kids and parents regarding which school they’ll be attending for the first few years.
Exposure to experts, mentors, and other ways of life through technology and face-to-face interaction. An environment that is an attractive and welcoming place to gather and learn. A building that is a hub for community activities. Collaborative interaction between the two schools. Connection K-12 between schools. High expectations for students—affectively, academically, emotionally, etc. Blurring of the gap between haves and have nots. Current technology that works. Supportive staff, collaboration across curriculum areas. Make sure every student is VISIBLE.
Flexibility for growth and development of programs we do not yet anticipate. Equity in consideration of the needs of a highly, diverse community. Special ed programs that can grow with our growing population of special needs students. Adequate support for art, music, sports, activities, in addition to “core” subjects such as math, lang. arts, sci, soc stud, etc. Small classes—25 or less. Smaller learning communities that REALLY get to know students and families. Positive role models for students from all backgrounds. Practical, life skills taught to ALL students. Equal opportunities for ALL students to participate in activities that interest them. An environment and climate that is welcoming to minority families. Support for the emotional and social needs as well as academic needs.
I’d like to see one campus with two schools so kids can take best advantage of extracurricular activities. I’d like adequate funding to keep classes small and fundraising low. I want to see all kids successful. I’d like to see learning individualized for each student—learning plans developed through counseling. A vocational program that includes all vocational resources, e.g. includes UAS facilities, JDHS shops, etc. I’d like to see diversity encouraged. Look at Sitka’s vocational education program.
I would like to see a large lecture hall class to give all students, especially college bound, an opportunity to experience. Healthy food available on campus. Active administration and teachers working on an accepting environment. Choices. Vocational classes available to all. More involvement by local unions/mentors in the vocational programs. Up to date technology. Wide variety of extracurricular activities: intra-mural, kids involved in extra curricular activities less likely to drop out. Student ownership over programs and facilities.
A safe environment where students feel at home and comfortable. One school, two campuses. An environment where every student knows that their best is expected, and achievement is actively encouraged. An environment where there are choices that meet the needs of as many students as possible. An environment with many extra-curricular opportunities for students. An environment where teachers feel valued and supported. Flexibility for students to take advantage of programs at any of the three schools. One school, two campuses?
I would like to see a marching band. I would like to see a closed campus. I would like a variety of language classes. I would like to see the new HS start out as a two year only—with 9 and 10 graders, and then 2nd year 9, 10, 11, and 3rd year 9-12 grade students will feel ownership of school and pride. Well lit classrooms w/opportunities to go outside during the school day. Innovative, motivated, diverse teaching staff—well supported. Cooperation between HS and UAS for students to take college level classes w/support of HS—Sitka uses UAS and Sheldon Jackson. Sports/debate/music at both. Less skilled kids finally able to play. May mean weaker statewide, but is victory what it’s all about? Fully funded.
I would like to see a strong community where students feel connected, counted, attended to. I’d like to see students feel safe to take risks, be who they are—as they discover what that is nd not have to hide their eagerness to learn. I would like a true academic environment not a social club where learning sometimes happens but does get in the way of social life. I want a safe environment, tolerant, supportive. Small learning units is fine, but anything can work where students feel valued and also understand expectations and their part, burden, and role in creating a great school. Would like one school, two campuses. Best practices/choice/teacher engagement.
Two schools equal. They both offer activities and compete. This is one issue that sold tax payers on voting for another school. I was to see schools focus on vocational pathways—so when a student does graduate, he has the skills and an idea of the career he/she would like to go in. I want to see all the positive things a smaller school promises us.
Pretty colors, instead of the colors like dark blue or gray—have brighter colors like lime green or orange to make the school seem nicer. Plus it makes people happier. Have the chairs that lean back in certain rooms like the chairs at the DZ library. School will start later instead of earlier because in the morning when the kids are still tired it’s harder for them to listen and pay attention.
One campus, two schools. Small class sizes. SAFE environment (drug free on the school buses). Create environment where positive teacher-student relationships thrive. Maintain a robust program for EL students including UAS opportunities.
Students get increased responsibility as they get older. Any changes are based on best practices, are educated decisions, and follow through is consistent. Each school evolves its unique identity. Teachers are given a voice and “shared commitment” is built. Teachers have planning time to work in teams, develop interdisciplinary classes and use community resources to make more project based. Students have real choices both in selecting classes and selecting focus with classes. Schools participate in coalition of essential schools to get the support and mentoring needed to through changes. Process has long term goals with diverse means of assessing progress with priorities to drive focus. Students and parents recognize the school as excellent (becomes a model program).
Question #3:
Describe your student when he/she graduates from high school:
A confident, optimistic young adult with a broad base of knowledge and a curiosity about the world. A person with a sense of duty to their community and a desire to positively contribute. A person who believes they are responsible for what they become. Literate, numerate, fluent in technology and language.
She will probably be passionate about something creative. He will drive something for a living. He’ll have his fiddle close at hand.
Good problem solver. Strong work ethic. Independent thinker. Uses technology efficiently. Sense of place in the community. Respectful of the needs of others. Emotionally balanced. Skilled. High expectations for self and others. Feels valued and values others. Has a sense of their strengths and a sense of direction for their future. Aware of the scope of the world in which they live. A sense of global community. A good steward of their environments. Articulate, writes well, computes well. Speaks a language other than English or home language. Good strong base of knowledge.
Well educated in college prep classes, with four years of solid music training and/or sports participation if she desires it. Capable and confident in life skills. Strong character. Loves to learn and has the skills necessary to do it well. Ready to give back to the community. Respectful.
Confident—empowered. Ready for the world—emotionally, academically, physically. Known with in his community. Ready to learn more about himself. Knows how to learn. Open to all possibilities.
Eager to continue a lifetime of learning. Ready to make decisive positive choices and able to rebound and alter course if necessary. Knows that they are inherently good. Can be a mentor to others. Is a productive, voting citizen. Active in the community.
Independent learner. Comfortable dealing with a diversity of adults and students. Ready for college success. Responsible behavior. Well-grounded.
Has joy, happiness, compassion, kindness, confidence, strong sense of self. Willing to try new things. Knows HOW to learn --tools, skills, hard work—and how to open one’s brain to new ideas. Sees the wonder in knowledge. “So much to learn, so little time!”
Fluent in English and one other language. Prepared and confident for chosen post secondary path. Well grounded in math and science. Good understanding of government process.
Has developed a strong identity as an independent thinker and collaborator. Knows how to find and use informational and human resources. Loves learning. Has had a real world experience practicing as an expert would. Can write and speak articulately. Has experienced academic success. Has had opportunities to refine thins they are good at and take risks in unknown areas. Has formed close adult and peer relationships that support academic and personal success.
I envision a student with the skills to: succeed at college some form of the arts within them, some skills for everyday life (carpentry type), positive attitude, hopeful, large self-esteem and ready to tackle the world.
When she graduates, she will be smart, happy, and knows about what she will be and has been taught things she will need to succeed.
She will know which direction to go in and not be afraid and she’ll have the confidence in herself and abilities to be successful.
Question #4:
What advice to you have for making the best learning environment happen?
Listen. Be deliberate about hearing and attending to the needs of ALL segments of our community. Be available. Be visionary. Anticipate new direction in our kids’ future. Be flexible and responsive. Avoid becoming bogged down in systems that cannot change as our needs change.
Take the time to make this planning process work—don’t rush it. Provide multiple opportunities for ongoing feedback—website, suggestion box, student/parent, teacher/principal evaluations, commentary. Make sure UAS is part of the process since many teachers are “trained” there. Focus change based on prioritized needs but allow flexible growth. Send teachers to see “model” schools in action. Don’t reinvent the wheel. Get help from people and schools who have already undergone the process. If you ask for advice, make sure the “advisors” feel they’ve been heard and action is taken. Ask teachers what problems are and suggestions for solutions and take action.
Continue to work toward involving as many people in the community as possible in planning and schools. Seek out leaders of other representative groups in Native Community, Spanish speaking Filipino Community to help give voice to specific concerns. Continue to lobby city, state, and feds for adequate funding. Integrate JDHS, T&H, SEARL, UAS as educational partners.
Try to have the staff chosen and INVOLVED as early as possible. Continue to promote and welcome community involvement. Keep programs flexible to meet student needs. Send staff to visit model schools. Start the first year with only 9 & 10 grade. Move up to four grades.
Seek comments/input on details before decisions are made. Consider our chilren’s most basic needs (food, safety, time outside) as well as more loft needs. Consider starting these kids later in the morning—such as swapping w/elementary schedule—so that extracurricular activities can happen before school.
Hire a great staff. Have classes that include all students—diversity in classes. Secure/safe school. Small class size.
Find and reward the most passionate teachers who have the gift of reaching their students where they are. From the administration down to the teachers, stop making excuses (about lack of money, etc.) for not teaching. Let the teenagers get their sleep so they are physically and mentally ready to learn—START LEATER/END LATER. Develop FEEDBACK programs from parents and students. Study other great schools.
Find successful programs that meet our goals, study them, and implement their strategies in a way that is tailored to Juneau’s unique environment and community. “Don’t reinvent the wheel.”
Rigorous and diverse course offerings in BOTH high schools! Small class sizes. Ample learning resources for students and teachers. Integration of learning process with community.
Hands on learning. Teach the whole child. Require nutritious food served during the day. Bring in parents by improving communications—invite to the school. Have a potluck at the HS to get parents in. Extracurricular activities that are funded by the school so everyone can participate. Activities to start at ground zero—for example—basketball just to learn and play. Teachers—well qualified for the job.
It depends on the child and the child’s family. Smaller class sizes; calmer ace; each child connected to someone (more than one) teacher, community member, different adults from parents, etc… Really work on positive, welcoming, caring educational environment with high expectations for learning, behavior, dress, etc.
Safe. Diversity is encouraged. Each kid has a sense of pride of ownership of the school. Equal opportunity for extra-curricular activities. Small class size—less than 30.
Get rid of Saturday school/write-ups. They will not help. Play more games in class (the kids will like to be in that class more if it is fun). Be more creative with projects; kids will have more fun making a play of Ancient Greece than writing a research paper
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