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The Next Generation: Our Kids, Our Community
Community Forums
Juneau Community Charter School
January 30, 2007
Collective Statement
Describe the learning environment you'd like to see in the high schools.
I would like to see a learning environment in the high schools that is a place of joyful excitement, a place that is safe and encourages students to share ideas and solve problems together--where kids can imagine a future. The high schools we see offer meaningful learning through hands-on experiences--project and community-based learning. A common belief is that the high school is an institution of higher learning. Parents are actively involved in school in a significant way.
I would like to see a learning environment that is a place where our child can feel valued and where the values of hard work and high ethical standards are instilled through the curriculum and community service. The learning environment I'd like to see is a place where the values of a successful society are not merely taught, but modeled. This means zero tolerance for discrimination, making fun of kids, and wasting time on pursuits that are unhealthy and unproductive.
The high schools need to be a place where alternative programs are available to all but do not isolate vocational options to one school; this could create negative tracking. I would like to see optional, alternative schools within a school. The program offers relevant curriculum that follow the kids in classes, which are not 40 minute periods but at least an hour. The high schools offer a positive learning environment: stimulating to all in a variety of ways; safe and healthy; with good, healthy food offered on campus; and, that start at 9 am or later.
We would like to see a school split into two grade groups where the two schools are either 9/10 or 11/12 grades (Note:9 of the 16 participants mentioned they liked that idea) to help maintain diversity. Both schools would belong to all of us. Different programs would be at each building, not the same program divided by two. City bus transportation would be providing frequent transport between the schools for kids who need to take a course at the other school or want to engage in specific sports and after school activities. There are opportunities for all kids to be involved in any activities that interest them.
Smaller learning communities and smaller class size (Note: 10 individuals wrote this concept on their card) allow every child to be valued by staff and peers. These are places where students can develop meaningful relationships with teachers, they are places that keep kids connected and engaged and excited about learning. Advanced classes could be larger, if needed, because those kids are often able to focus and offer fewer disruptions for the teacher. We would like to see each freshman assigned a staff member, who is their advisor, who gets to know them and follows them until graduation. There is appropriate, useful on-going guidance for all students, involving a mentor who cares for each child. There are inspirational teachers who love being there, share from the heart, are knowledgeable, are appreciated and excellent at what they do--and paid well. Teachers know a bit about students and care about them as individuals.
We would like to see a place where learning is valued in all of its forms and individuality is treasured. We would like to see a place that feels like a community.
Question #1:
Describe the learning environment that you don’t want in the high schools:
I feel that the current
environment is a total failure. Students are not being taught skills
that they will use in life and are not captivated by the materials and
content. The teaching methods are not up to date. The student to
teacher ratio is not acceptable. Teaching styles should be more
varied. Students should have more of a choice in what direction they
are going with their education.I don’t want cases in which everyone
does the same thing, in same way at same level—NOT ability grouped,
standards driven. I don’t want no choice! I don’t want high
student/teacher ratio. Kids doing things because they have to, instead
of because they find it relevant, important, exciting, and of
interest. I don’t want AP kids and current privilege successful while
other courses tiresome, kids wasting away. I don’t want a focus on
classroom punitive management at the expense of knowing children and
their contexts, goals, etc.
Don’t want big classes, anti-academic attitude, cliques, anti-school
attitude, stupid, unmotivated, un-passionate teachers (as were some of
mine in high school). Large bureaucracy- unfeeling/unaware teachers
and administrators whose “hands are tied because…” Can’t see/address
kids as individuals. Cookie-cutter teaching (packaged curriculum).
Inflexible scheduling/structure, feeling that the jocks are the “cool”
kids. Open campus.
Large class sizes in which teachers do not learn the names of their
students and understand generally the background and interests of each
student. A teaching program which has as its essential purpose
providing a basic amount of information that will enable 50% of the
graduates to be admitted to college, but that does not address the
needs of other students. No open campus, at least for 9th and 10th
graders. Lax discipline where respectful behavior, dress, conduct does
kids no favors for the future.
Do not want understimulating classes. Want qualified, good, skillful
teachers. Prefer small class sizes. I do not want a physical
environment that is too noisy, too hot, too cold…no seats. I don’t
want a lack of school spirit. Prefer high school later in the day.
Don’t want a limit on class choices and availability, i.e. art, shop,
AP classes. Bring the Phoenix program back. I need my child to fee
safe at school.
Don’t want disconnected kids with no guidance, mentorship, no
direction, sense that no one cares, no one knows them. Schism between
academic tracks, i.e., the “college bound,” the “techies,” the “artsy
kids,” – ability to flow between these tracks. Lack of options for all
kids, not just those that fit a type or have outside advocates
(parents, social workers, etc.)
Poor school spirit (learning is a lifelong joy inspiring kids to like
learning). Disrespect/ talking back → too loud for children to
properly learn in a classroom setting. Absent opportunities to travel
with group i.e. people to people, band, etc. Music in ears. iPods,
cell phones, no clothes/dress code.
NO open campus. BIG classes. Unsupervised lunchroom. Early start
time (research shows that teens do much better with late start). Rigid
homework. Chaos.
Don’t want overcrowded classes. I do not want any bullying or
undercurrents of violence to be tolerated towards students or
teachers. I do not want kids anywhere on the academic continuum to
feel unwelcome or unchallenged. (i.e., there should be something for
kids wanting a more vocational education to those who aspire to the Ivy
League.)
Impersonal environment. Disconnected from the real world and the
community. Geared mostly toward college prep. Lack of hands on
learning. Big classes. Kids who felt they don’t fit in and are not
valued or helped to find their unique talents.
I do not want an environment where only kids in advanced classes and
programs have access to a counselor who acts as their strong advocate.
All kids need tremendous guidance and support to successfully navigate
through course choices, then have someone follow up each semester to
see whether they are succeeding.
I do not want a learning environment that assumes one teaching
technique works for the majority of kids. There needs to be a variety
of methods and ideas to develop exciting learning.
Coerced learning environment.
I don’t want the situation where either advanced or vocational courses
are in short supply and difficult to get into. There should be enough
of these classes to accommodate all interested students regardless of
whether the district thinks they should be interested. I don’t want an
open campus—the best way to keep kids out of trouble is for parents to
know where they are an who they are with. The open campus makes that
impossible, since kids are allowed to go where and with whomever they
wish.
I do not want: 1) teachers not to know students—not just their names,
but what they are like, 2) any learning style or need to be given
either a priority or a back seat, 3) chaos, 4) anyone to feel unsafe or
disrespected, 5) any time-wasting busy-work, 6) too much homework, 7)
bureaucratic rigidity that makes, say, a valuable 3 week trip somewhere
a huge hurdle, 8) students to have to be there too early.
Lack of choices for kids—inability to take the courses they want due to
a shortage of class offerings. (All kids should be able to study AP
History if they want to!) (All kids should get into shop if they want!)
Question #2:
Describe the learning environment that you do want in the high schools:
I would like to see a place where learning is valued in all its forms.
Individuality is treasured. Exciting, kids want to be there, and a
parent and community work place. A place that feels like a
community—lots of small schools within a large school—and that there
small schools can create themselves. (i.e., the teachers, kids, and
parents have huge say). Schedule is innovative: e.g., 2 week break
from semester for wildly different classes. Lots of field trips—as a
class, as small groups, as familia. Way for art, music to be
emphasized, available for all. No grades—just teacher evaluation.
Lots of incorporation of real world—like ROPES at DZ, but more projects
that students create and carry out in real world (not just a cookie
cutter service projects). NOT 40 min. periods—at least an hour. I
agree with other speaker—2 schools should be different, free transport
to school of choice, double up extra curricular activities.
Support for all learning styles and bents. Enough classes at enough
times. Order AND openness. Flexibility and guidance. School starting
later (or at least that option for those that want it). Small class
size. Good counselors for all students. Safety. Enough opportunities
(so duplicate extra curricular staff) for all kids to be in any
activities that interest them. Respect (of students as well as
teachers). More options for part time (right now Homebridge is limited
to 2 on-campus classes). Joyful excitement in the students. 9/10 one
school, 11/12 other school (thus diversity). Focus on learning, not
teaching. Not too much homework.
I HS building for 9/10 and 1 HS building for 11/12. Both schools would
belong to all of us with transportation (city buses) providing frequent
transport between the schools for kids who need to take a course at the
other school or for sports, after school activities, etc. Good healthy
food offered on campus. Excellent, well paid teachers. Class size
optimal for learning, i.e., small especially for math, science, art.
Smaller class size, no more than 20:1. Advanced classes could be
larger, if needed, because those kids are often better able to focus
and offer fewer disruptions for the teacher. Schools hours are based
on current research as to teenagers’ needs and best learning times.
Teachers and administrators value family and travel opportunities
outside the classroom and willingly help students to make up work if
the student shows motivation and takes responsibility. (Small class
size supports this flexibility.)
Want small class size. Meaningful focus on each student’s needs—not a
one size fits all teaching process. A place where each student has a
teaching staff member to whom they can go for guidance, mentoring and
advocacy. A school where teachers and students treat all with
respect. Alternative programs available to all but do not isolate
vocational options to one school which could create negative tracking.
Take advantage of unique community resources, building trades,
seafaring, government, legislature for which students can obtain
credit. Have high expectations for each student and demand.
A place where students don’t get lost in the crowd. Meaningful
learning through hands on experience (project/community based).
Vocational options—maybe splitting up by grade or vocational tract?
Low PTR so students can develop meaningful relationships with teachers
and have a good learning environment. An advisor that stays with child
through all four years—relationship building, helping student meet
academic goals, encourages retention. Options to branch off in subject
areas based on interest. AP classes that offer college credit.
Motivated teachers who don’t feel overwhelmed. Alternative program
options. Duplicate extra curricular activities.
A place where our children feel safe, safe from ridicule, bullying,
humiliating brainless assignments. A place where the values of a
successful society are not merely taught, but modeled. This means zero
tolerance of discrimination, making fun of kids, and wasting time on
pursuits that are unhealthy and unproductive. A place that puts a high
value on good teachers, where teachers are expected to be part of the
learning community. A place where our child can feel valued. A place
where the values of hard work and high ethical standards are instilled
through the curriculum and community service. A place that is
physically pleasing, not “institutional,” safe bathrooms, smaller and
more of them, civilized, healthy eating areas.
Stated and practical effort to meet all needs. Holistic education at
secondary level. Diversity of course offerings. Appropriate, useful,
ongoing guidance for all students. Parents actively involved in school
in a significant way. Create smaller learning community. Choice that
meets needs of student body in terms of focus, structure of school
day. Relevant curriculum—follow the kids! Warm classroom
environment. Keep at eye on everyone!! A place that is safe and
encourages students to share ideas, solve problems together. In-depth
(i.e., emergent curriculum) instruction, encouraging creativity and
critical thinking. Focus on learner, not on teaching. Student
centered education.
I would like to see an environment that caters to every student.
Student community involvement. Programs like future
fisherman/miners/farmers of America. More parental involvement in
classrooms (trades/temporary instruction like a visiting professor
would at a university or college. More open learning life skills
(balancing a check book, managing personal finance). Safe unbiased
counsel (counselor to student ratio). Counselors that know current
choices and direction for trade schools or colleges. More involved
student government. Split 9/10 one 11/12 the other school. Two
different schools –not repeat. Smaller classes. More classes.
Different programs at each building, not the same program divided by
2. I like the idea of 9/10 at one building and 11/12 at the other.
Smaller learning communities, alternative programs for everyone, that
keep kids connected and engaged and excited about learning. Kids that
can imagine a future. Do NOT isolate vocational training in one
building and college prep in another; this will create a divisive
environment.
I would like to see a smaller class size first and foremost. A variety
of learning environments that include technical and life skills. A
mentor (who cares) for each child. I would like to see the schools
divided by grade—9/10 and 11/12.
Small classes. Interested and challenged kids who like school and are
enthusiastic about their futures. Teachers who know a bit about
students and care about them. 9/10 11/12 idea is intriguing.
I’d like to see every child valued by staff and peers. Stimulating,
safe, variety of classes, sports, music, debate, theater, choir,
vocational courses, classes and school spirit. Inspirational teachers
with creative teaching styles. Two week intermission between
trimesters. I like the idea of splitting the two high schools into a
9/10 and an 11/12 school!! This would keep one sports team. School
starting at 9:00 or later. Hot lunches provided on campus—closed
campuses. I’d like are and computer science—small classes—lots of
adults invested in the lives of these children. Positive experience.
A positive learning environment: Stimulating to all in a variety of
ways—intellectual, creative, real-world relevant, political, social
cultural… Flexible i.e. not a bureaucratic “hands-tied” attitude.
Safe and healthy. Environment (physical) personal and comfortable.
Tolerant and inclusive of all. Teachers who love being there, share
from the heart, are knowledgeable, appreciated, and excellent at what
they do.
Like to see an environment based on a common mindset, beliefs,
principles, and practices (K-12). There has to be consistency.
Parents, students, teachers, administration, and community has to have
a common belief that the high school is an institution of higher
learning.
I’d like optional alternative schools within a school—like the Phoenix
program they used to have or Native Culture, or Montessori, or a
foreign language immersion, etc. I’d like each freshman to be assigned
a staff member (teacher, aide, nurse, anyone) who is their “advisor,”
gets to know them, advocates for them, follows them until graduation.
I’d like the two schools to be different (vocational courses at one, AP
courses at another, or traditional classes at one and schools within a
school at the other, grades 9/10 at one and 11/12 at the other, etc..
Students would have the option of attending other school with
transportation provided. I’d like extracurricular activities (band,
sports, clubs, choir, etc.) to be duplicated between the schools so
that more kids get to participate. I’d like a wide variety of
vocational courses offered.
Question #3:
Describe your student when he/she graduates from high school?
An appreciation for the high school years and experiences. That they
want to gain more knowledge and experience to give back to society.
Habits of timeliness, respect for self, others, their work , and for
learning. A critical thinker and good citizen. Self confident,
inspired to continue the pursuit of education. Feeling positive about
the past four years of education, adolescence, and the life experiences
combined by these years and opportunities that were in place. Full of
promise; finds scholarship for higher education.
Self-confident, lifetime learner, caring and capable of empathy, has a
background that enables her to make good choices, liked and respected
by teachers and peers, excellent communicator, semi-fluent Spanish
speaker (bilingual), possesses a strong and varied knowledge base,
willing to ask questions, knows how to search for answers, ethical.
A sense of accomplishment. Self-reliant, hardworking, curious, becoming and contributing member of society.
They are bilingual, self-aware, but not self-centered, confident, well
educated, musical, artistic, healthy, happy, and looking forward to the
next 4-6 years in college.
Still curious and excited. Able to think critically. Able to think
through choices, make choices, not focus on regrets. Able to make
course connections. Confident about her ability to deal with what life
brings. Conversant with and respectful of other views than her own and
competent in practical matters of life.
Confident, active, excited about future, good memories, academically disciplined, ready for the next chapter.
Self motivated, confident, real world ready, passionate, forward thinking, good citizen.
A graduated kid will be 1) a skilled writer, 2) able to gather
information and learn from books, 3) comfortable with mathematics, 4)
have knowledge of a foreign language, 5) be knowledgeable about other
areas of the world, 6) be able to analyze media critically, 7) be
familiar with events in US and world history, 8) able to manage their
own finances, 9) comfortable expressing their ideas—opinions, 10) able
to make healthy choices, 11) comfortable with people of different
races, incomes, religions, etc.
Competent---emotionally, academically, physically, socially.
Confident, curious/inquisitive, compassionate, creative, thoughtful,
willing to take intelligent/useful risks academically, poised, well
rounded (not physically), happy with herself/himself.
Confident and healthy. Can imagine a future for himself. Wants to
keep learning. Has the life skills he will need to become more
independent. Knows how to ask for and get support and answers to
questions. Interested in lots of different things and open to new
ideas. Excited about his future. Happy. Excited for this future.
Well-prepared. Open to new ideas. Empathetic.
Sad to be leaving their school community. Nervous/excited to go and
see and do. Self-reliant. Proud of themselves. Ethical. Critical
thinker.
Self confident, ethical, happy, independent thinker.
Confident, well prepared for his future, excited about the world,
organized, independent thinker, caring of himself and his community and
passionate about the world, full of knowledge and eager for more,
socially well-adjusted, physically and mentally healthy, full of
promise and prepared to fulfill that promise, multiple-skilled.
My student graduate, ideally, will have a passion for his future, and all the skills needed to go forth.
Student will be 1) a graduate of high school, 2) enjoys learning, 3)
optimistic about their future, 4) has meaningful relationships with
some peers and teachers, 5) received a solid education in core,
academic subjects, 6) not afraid or suspicious of any person based on
race, ethnic background.
Happy, confident, stable, independent, hard working, thankful.
Question #4:
What advice do you have for making the best learning environment happen?
LISTEN TO US! Do this—make choices for the future, as if your own personal future depended on it.
Listen to stakeholders—students, teachers, parents, community. Offer
options of a defined future and help students achieved their desired
future. Hold stakeholders accountable for success and failure.
Parent involvement, educated, skilled role model teachers with limited
class size. Closed campus. 9/10 and 11/12. Hot lunch at school.
Community involvement in schools. Variety of classes and
extracurricular opportunities for all. Later start time. Bus/city bus
options. Ending of No Child Left Behind mandates.
I think that all students have the ability to succeed and prosper in
the world. Have high expectations and be willing to demand/expect
disciplined behavior, hard work, respectful conduct from all students.
Create opportunities for each student to be successful and be rewarded
for their self discipline and hard work. Small class sizes; if larger
required, have them be AP classes. Seriously consider 9/10, 11/12
split. Actively poll current and recent h.s. grades/non-grads for
their inut. Assigned mentor to each student.
Have forums like this one targeted at 18-25 year olds. They may well
not have kids in school and are not reached b the planned list of
meetings, but they have recent experience in JDHS and good ideas about
what works and what doesn’t. Lobby the legislature for more money! So
many of the desires mentioned at this meeting are difficult to achieve
at the current funding level. Split schools into grades 9-10 and 11-12.
Do whatever it takes (find the funding, make the tough choices) to
drastically reduce class size. Pair every child with a teacher or
counselor who will truly act as their mentor and advocate throughout
high school. Smaller class size helps free up staff to become mentors.
Teachers not to exceed 100 students and to teach them well. Infuse joy
into physics/chemistry, geometry, etc. Kids need to know how to write,
compute algebra and basic sciences before being on team sports.
Critical thinking discussions. Life skills classes—parenting,
financing. More open to parents. Community involvement.
Be willing to fund education. Parent/community involvement. Teacher support.
An ideas has come to me during this meeting RE: guidance and
mentorship of high school students—A program modeled after Big
Brothers/Big Sisters where community people hook up for four years with
a student to advocate, advise, assist, comfort, support, etc. People
who have been trained, who keep in contact with teachers and school, a
well as the student(s). Seems that asking that of teachers might be
too much? But having a cadre of “connective” might be possible and
extend connections in many ways beyond the school walls. This for all
kids, not only those identified as high risk. Second advice—Listen to
all this input and use opportunity of new building to make change.
Keep classes small (esp. in the elementary school) 15-18/class! Hire
teachers who can create an atmosphere where children feel valued and
safe and able to learn. Give the children some choice to follow their
interests. Make sure kids aren’t too hungry. Full spectrum
lights—windows!! Books, supplies, equipment that is clean and in good
repair.
Ample class choices. Small class size—as small as possible. Providing
consistent academic/vocational counseling. Insisting on a safe/healthy
environment. 9/10, 11/12 split would prevent town/valley split.
Better for young kids.
Do not repeat the current environment! Take a chance and do what the
people want not what is popular or political rend. The children are
the future. Remember that.
9/10- 11/12 split between schools. All extracurricular activities at
each school. Class starts at 9 or later. A mentor assigned to each
student to follow her through the four years. Smaller class size,
with larger classes (if needed) in advanced and AP classes. Closed
campus. Presumption favors broadening. Trips that take up school
time, rather than presumption against such trips. Change Homebridge so
more than 2 classes can be taken on campus and still be eligible.
Do something different. Make big changes. Listen to new ideas. Try something new. Don’t make excuses; take action.
Know the kids! Help each child get excited about something positive.
Small autonomous groups. Think long/out of the box (as in try new
ideas). Have it be okay to make some mistakes along the way. Follow
through with suggestions. Don’t adopt a set program from somewhere
else—look at them all and figure out what works best for Juneau. What
Juneau kids, teachers will get most excited about—so they can make it
their own. Don’t use much hot pink paper—it really is hard to
write/read from. MORE $$ FROM LEGISLATURE—RAISE TAXES. Do 9-10//11-12
split.
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