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The Next Generation: Our Kids, Our Community
Community Forums
Riverbend Elementary School
February 12, 2007
Question #1:
Describe the learning environment that you don’t want in the high schools:
Teens in black trench coats skulking in the halls, despised by teachers and other students. Smart, privileged kids getting the best teachers, cloistered from the rest of the student population. No are and music class, foreign language, shop. No rivalry.
No hostile/bullying/militant environment. Not segregated. Don’t want increased dropout rate. Don’t want teachers with low morale. Don’t want shortcuts with ed/sped curriculum.
Unsafe. Sterile/disengaging. Monoclimatic. Shallow/flat. Unresponsive. Tech poor. Overcrowded. Unfair/unjust.
I can’t want one solution that supposedly fits everyone. That includes learning styles, class sizes, etc. I really don’t have too many concerns at this point—just opportunities and options. I would not want to see intolerance, racism, any obvious demographic differences between the two high schools. I don’t want two campuses of one big school.
I do not want one high school split between JD High and the new school. I do not want a “falcon” for a mascot. I do not want crowded classes.
Open campus. Large class size.
I do not want crowded classrooms.
Classrooms to be typical chairs in a row—more relaxed environment. Not specializd classes here or at JDHS to have to split.
I do not want a more limited curriculum outside core academic subjects, i.e., continue foreign language, drama, shop, band, etc.
All types of history. I have noticed that a lot of kids today do not understand what brought people to America. World History? United States History. Do not want short version of history. Smaller classes. Closed campus. Vocational.
It to be a “black hole” where students enter and they get lost in the dark. It to be the “rivals” of JDHS but part of a learning community. To be “resource and staff poor” or overcrowded. To be TRACKED with kids from a higher SE background. Kids “hanging” out –smoking and littering. An open campus.
Do NOT want to see students unmotivated, detached, and unchallenged.
The nice part of growing up and going to high school in Juneau was that it was a huge melting pot and most people were friends with one another…I have heard that at JDHS it is not that way anymore? There is a segregation of groups, which is something I do not want. I especially do not want a cast system. Everyone deserves access to the arts, sports, and academics.
Overcrowded class sizes. Open campus. Lack of votech classes to work with Alaska’s economy. Change the name—Avalanche.
Autocratic administration/teaching. Large class sizes (PTR). Limited learning opportunities. Disengaged teachers/students. Minimal expectations for student achievement. Minimal expectations for professional achievement. Inequity.
Question #2:
Describe the learning environment that you do want in the high schools:
Kids engaged in a learning environment conducive to all learning styles and choices. Interdisciplinary, Reciprocal Teaching where students will have the same teacher for two years. Relationships with all kids. Quality teachers who care about all kids and who have high expectations for everyone of them.
Sense of community and belonging. Low PTR. Teachers and students actively engaged in learning and social opportunity. Differentiated curriculum designed for maximum learning for all students. Opportunities for community involvement. Low drop out. Family involvement welcomes.
Brightly lit hallways. Lots of art projects—celebrating diversity. Smiling faces—young and old—relationships. Engaging classrooms that overcome student apathy. Small classroom population. A well-rounded program. Closed campus. Well stocked library. Staff accustomed to authentic collaboration with each other.
Engaging for all (students, parents, staff). Positive treatment for ALL. Motivating. Caring. Diversity. Innovation. Equity. High standards with meaningful/ achievement/ outcome. Strong tech prep and voc programs. Closed campus/ safety. Healthy kids and staff.
A spacious, light facility—artwork, prominent library, plenty of classrooms with future growth potential. A diverse, balanced (between new an experienced educators) staff with a small teacher to student ratio. Closed campus and nutritious lunches. Challenging curriculum and plan to address abilities of all students. Family involvement. Diverse methodology such as Montessori, Charter Schools, etc.
I want to see classes where everyone can find success. Art for every student, not just those who are gifted. I want to see two sports teams so that everyone who wants to can play—at least JV. I want to see closed campus because I think teens need boundaries. I want to see academics with a cultural significance as I had in h.s. I want to see after school clubs and activities.
Closed campus. Smaller class size (15-20). Separate sports teams from the other h.s. A structured learning environment. After school clubs. Healthy lunch program.
Traditional teaching—history, science, biology, etc. etc. Make the kids think . Make them use their imagination. Test what they feel and think. Pool Small classes. Vocational training. After school clubs.
Better teacher student ratio. Closed campus. Full sports and student activity opportunity competition. More elective classes that fit into Alaska’s economy. Lower the drop out rate.
A pool. Full size gym. Closed campus. More technology courses. A full sports program for both high schools. A positive atmosphere.
See engaged, motivated students learning to be disciplined, contributing, and engaged—seeing the relevance of what they learn to their lives today and in the future. See relevant vocational curriculum for the future—STRONG core curriculum. Teacher survival skills—life skills.
I would like to see a closed campus with healthy lunches provided. I would like to see a low drop-out rate. I would like to see classrooms with adequate resources. (computers)
Classes where the ids are involved an a part of what is being taught. Keep a closed campus. Pool. Smaller class sizes.
I want more (lots and lots) of manual/hands on training, not limited to vocational ed. Call them life skills—cooking, bookkeeping, outdoor survival, technology, auto 101 (so you don’t get ripped off by your mechanic), handicrafts, art, shop, parenting, and things EVERYONE needs to have a more fulfilling life. It should not be voc/tech vs. college bound—everyone needs life skills and college bound students are least likely to spend their college years taking these classes (taking Calc II instead). School lunches. Choices. Pool. Full extra-curricular opportunities at both schools.
Question #3:
Describe your student when he/she graduates from high school:
Engaging, curious, motivated, self-directed, altruistic, enterprising, resourceful, adaptable, happy, enthusiastic, life-learner and contributor, likable, healthy, prepared for her next steps in life.
Confident in abilities. Optimistic about future. Capable of navigating, functioning, and contributing positively in society. Idealistic. Well-spoken, literate. Resilient. Capable of accepting guidance. Care for others—empathetic.
Self-actualized, motivated, and continual, life-long learner who is motivated to pursue her goals. Understands her learning style and has tools necessary to succeed—computer skills, foreign language. Physically and mentally healthy. Want her to love her h.s. Well-spoken, caring, financial savvy.
He has had a positive school experience. Whereas he is literate in all subjects, yet his emotional IQ has been fertilized and he is a self-actualized, healthy teen. Compassionate, charitable, drug/alcohol free. Techno savvy, and he can build a deck, balance checkbook, count back change, and change the oil in his car. Oh yea, and throw a pot, draw a bird, and love the art.
I see a gifted student who may not be gifted at art but loves it. I see a student who is a star basketball player an maybe football too. I see a student with a lot of good friends who has lots to do after school and on the weekends at the high school. (Because it is part of the community.)
To be able to make correct choices on their own from their educational background. Somebody who has enjoyed their education.
Smart, beautiful and full of positive energy and a “can do” spirit. Ready to take on what life has to offer. Athletic with, hopefully, a scholarship to pay for college.
CONFIDENT that choices will be ones they can handle—Academic preparation in CORE subjects to enter workforce OR college. Academic preparation that allows CHOICE.
A literate young person who senses her/his inner potential and feels empowered to take the next step in life, whether it be college, the first “real” job, or travel the world.
Student leaves high school with a diploma, has good foundation in basic academic subjects, has had a well-rounded experience, is prepared for life after high school.
A student that has chosen a direction, has a vocation or a field that will take them to a position or job they will like and be able to support themselves and family. A student that can go out in the world and survive what’s out there.
Happy. Confident in themselves. Eager to learn more—want to continue their education (college) Not disappointed with education). Adventurous—not afraid to take risks.
Problem solver. Skilled in everything it takes to survive in our modern world—vocational and avocations. Able to succeed in college OR vo-tech school. Literature Curious. Critical thinking skills. Well-disciplined. Energetic. Enthusiastic about life and its opportunities. Caring—others, self, community, nation, planet. Worldly view. Risk taker.
Vibrant young person eager to continue her education. Excited about the future with a four year scholarship to Stanford. Great high school experience.
Question #4:
What advice do you have for making he best learning environment happen?
Fencing between RB campus and high school. RB gets access to kickball field. Closed campus at both schools—similar policies at both schools or one that draws form both schools. Two varsity teams. Need a performance space. Fair and practical boundary lines. Programs should be based upon best practices and what works.
Engaging community development at all levels (students, parents and teachers) is essential. Prioritizing tools and infrastructure to support this including reasonable class sizes, program richness where tech prep/vocational offerings are strong is important. Limiting drug/alcohol exposure and attendances issues= Closed campus is A MUST.
Keep expectations high. Have regular communication with student body and parents. Continue to learn about what is available. Support staff development. Smaller class size. Closed campus. Public performance/theater spaces.
Hire a principal with experience. Interview student s where he/she was principal—committed to diversity, rigor, and understand the school as a community. Don’t let the union transfer their poor teachers to a new building. Make it safe physically and emotionally. Intramural sports.
I think choosing a principal is important. The district really needs to pick someone who can facilitate a fair and healthy community. Ron Gleason was awesome. I think that there should be some vocational training and a pool.
Learn from other already successful programs from around the country. Don’t try and recreate the wheel. Think of what is best for the kids and don’t get caught up in the politics.
To have teachers that are willing to get involved with their students and education, not just to receive a pay check. A positive place to learn to keep the kids coming back for more.
While envisioning the new high school, I also think we need to think about the elementary years and the kids that will eventually be at the high school. Being a Montessori parent, consideration of diverse learning—Montessori needs a space that brings them all together—one place that will house 1st thru adolescent and possibly pre-K and kindergarten. Positive atmosphere.
Make best LEARNING environment. Faculty and student ratio managed for optimal learning (may vary). Experiential learning opportunities. Atmosphere of respect at all levels. High morale in faculty and students. Fresh curriculum.
Maintain a closed campus. Low teacher-student ratio. Involve parents and community in school activities.
Keep on keeping the community involved like you have tonight. Keep your ideas fresh on learning techniques/curriculum.
No such thing as a dumb question. Having teachers that want to be teachers, who enjoy kids and what they do.
Remember that we are teaching YOUNG ADULTS and not subjects and their needs come before the needs of the staff, schedule, etc. Staff/school needs to be flexible to adjust to the changes that WILL occur before my kids make it into high school. Create structures that facilitate this. Development of relationships with schools (school within a school, etc.). Good luck! Watch out for “that’s the way we’ve always do it” won’t solve new problems.
Actively listen to each other and community. Open mind to “outside the box” thinking. Hire a good mix of experienced and young, idealistic staff. Build an expectation of collaboration. Expect excellence and respect. Provide adequate resources. Build community.
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