The Next Generation:

Appendix I:  Questions and Answers

1. How was it decided that two comprehensive reformed high schools would be best meet the needs of the students and community in Juneau.

The Advisory Committee created five models for the community to consider for implementation.  From the community forums and open houses, there was interest in the model of the 9/10-11/12 split, the two reformed comprehensive high schools, and the academic and career academies.  There was little support for the five smaller personalized schools or a comprehensive high school at JDHS and smaller high schools at TMHS, although there was interest in some of the components within these models.  The Advisory Committee further investigated the 9/10-11/12 split, reformed comprehensive high school, and the academic and career academies.  The model of the reformed comprehensive high school and the use of theme based academies were chosen because it best supported the program developed by the Advisory Committee.  When applying the research and models of best practices to all models, especially around the area of personalization and reducing the achievement gaps, it became obvious that the two comprehensive schools would best meet the academic needs of all high students in Juneau.

2. A number of community members indicated that they preferred a school configuration of a 9/10-11/12 split, essentially one school:  two campuses.  Why wasn't that configuration selected?

It is true that numerous Juneau community members expressed both interest in and preference for this model.  In fact, it was the community interest in this model that led the Advisory Committee to bring forth the proposal for it.  After they created and shared the proposal and interest from the public continued to run high, they analyzed it more thoroughly to see if it would be the best "fit" for Juneau.  Individual conversations were held with school district personnel where schools had this configuration in place as well as with districts where similar studies to ours were completed and then other structures were decided upon.  An audio conference was also held for Advisory Committee members to allow them to hear first hand from administrators in these buildings and to ask their "burning" questions.Advisory Committee members came away from this conference with deep concerns for the model.  The model appears to exacerbate several concerns that exist in Juneau.  

• First, in 9/10-11/12 splits, the added transition between 10 and 11 is an issue. Some students simply don't show up at the new school. In a district attempting to explicitly address the drop out issue and raise graduation rates, this creates a major red flag.
• One of the major goals of the Juneau Public Schools is to create strong relationships for students. This desire was voiced strongly during the community forums. The best practice research is also very clear about the effect of continuous relationships between teachers and students throughout their high school careers. In the 9/10-11/12 schools, not only were the relationships of shorter duration (two vs. four years), but the administrators stated that there seemed to be some question about who "owned" the kids-Whose responsibility was it to search out students who didn't show up for eleventh grade? Since the "new" school didn't already have relationships with these students, there was less active one-on-one recruiting and problem solving to make sure all kids made it into the system. The committee felt that a four-year advisory program would help create strong relationships and address the desire that they heard from the community for "personalization," and these would not be possible in a split.
• School staff reported that the 9/10 schools had a "glorified middle school" feel to them. Without the maturity and mentoring available from older students, they felt there was a void of leadership that resulted in an increase in behavioral issues.
• When students fail to earn required credits during their freshman and sophomore years, there is a greater issue of what to do about these credits and their placement. Do they stay at the 9/10-11/12 school? What about electives? If they go on to the 11/12, how do they earn the missed credits? These were all issues in the split schools.
• Advanced students spent time traveling between schools as there were not enough students in the 9/10 to offer sections of advanced mathematics, foreign language, etc.
• The state of Alaska has some pretty clear directives in terms of funding. In order for the school district to receive $1.4 million in operating costs for the new school, it MUST be designated as a separate school. It can have different grades, but it must be a distinct entity.
• On the other hand, in order for students at a 9/10 school to be able to participate in athletics/activities at an 11/12 school, they CANNOT be designated as separate schools; in fact, the only students allowed to participate in athletics and activities in another school must come from an "alternative" school.

Thus, the Advisory Committee decided that while a 9/10-11/12 split would allow Juneau to continue to host one athletic/activities program, it would not provide equitable access into it for all students, and it would make improving the graduate rate and drop out rate issues even more difficult.  

3. How will the school district address the community's desire to remained unified?

It was clear from the community forums and open houses that the community wanted to remain unified through their high school program.  There was a concern that two high schools would create a divisiveness and unhealthy rivalry between the two schools.  The Advisory Committee was also concerned about this and recommends the following strategies to maintain a sense of unity within the community:

• The Secondary Planning Team and entire school district must be deliberate in creating structures and activities that promote unity. It will be up to the adults and especially the leaders to promote this sense of unity through their own actions and role modeling. As one member of our advisory group said, "We need to build a new culture of unity that is based on shared interests and activities that can be scheduled on a regular basis."
• The priority of choice is a major component of this plan being recommended by the Advisory Committee and specifically addresses the issue of unity. Since it is not being recommended that there be geographic boundaries, students will have a choice on which school to attend and promote the concept of having students from all over Juneau attending both high schools. This will help avoid creating a spit based on where students live.
• Themed academies from both schools will work in partnership with community organizations and agencies throughout Juneau to provide authentic learning environments.
• Both schools will work in partnership with the University of Alaska and Juneau workforce.
• Broad representation of students will work together from both schools through academic programs and extra-curricular activities.

4.  Why pay attention to careers at the high school level?

Students become more engaged with relevant, real world applications.  Too many Juneau High School students drop out. Following are two research examples:

Research by Boston College, David Blustein (2002) indicates that if students have a clearer idea of their career goals they are more likely to engage in academic tasks.  

Teachers College Columbia University (2004) research indicates that young people have high ambitions and high expectations for their careers yet research has found many have not had the chance for coherent plans for achieving their goals.  Themed academies provide students with the opportunity to learn and practice the skills of career planning and goal setting.

5. How will college-bound students benefit?

According to a 2002 report generated by the Federal Department of Education, although 97% of students aspire to enter college, only 63% enroll in the fall following their graduation from high school, and only about half of those earn their bachelors degree by the time they are 29 years old.  A 2006 report from America's Career Resource network (www.acrna.net) maintains that informed and considered career decisions are linked to improved educational achievement, attainment, and efficiency.

The number one reason that students drop out of college is lack of career focus.  Even if they do stay in college students spend more time and money to earn a degree.  With advanced planning students enter college well informed and focused on a career goal.  If your student is to make good career decision they must explore and investigate many careers.

6. How will a 9th grader make a choice of which school to enter?

Incoming 9th graders will be included in a process through much of their 8th grade school year to help them make this decision.  Possible supports include counselors, teachers, and students making presentations to middle schools, open houses at the high schools, night meetings, a website, brochures, and other information that will be made available to help students and parents with these choices.Parents and students need to understand that this choice is real.  It is compelling-everyone must make a choice based on what's best for him/her.  All theme based academies need to be high quality and prepare students for post secondary training and high level career employment.

7.  How does a 9th grade student transition into one of the academies, and what happens thereafter?

Each student in the 9th grade transition program will draft a 4-year (plus 2-year post secondary) career academic plan.  Various exploratory assessments and curriculum activities will enable each student to select a theme academy that closely matches the interests and/or goals of the student.  Using the college model, each incoming tenth grade student will identify an interest (academy) and take electives/core courses geared to that interest with the option to change that declaration at the end of the semester.  Once the student completes tenth grade, he/she may opt to continue within the same academy, or select a new one.

8.  How can you ask a student to pick a career at so young an age?

Although students will be provided with experiences that help them to identify aptitudes and asked to examine potential post secondary destinations related to those interests, they will not be asked to "pick a career."  You cannot predict what a teenager is going to do for a living; you can simply allow them to learn the possibilities.

9.  Can students take classes in other academies (Advanced Placement, etc)?

Yes.  Should a specific course not be offered within an academy (i.e. A.P. Physics), the student may "cross" academies to take the desired course.  Each academy will have dual enrollment and advanced placement opportunities.

10.  Are "advanced" clasess being eliminated?

No.  However, in cases where students have options to take Dual Enrollment (D.E.) instead, grade 11 and 12 students are strongly encouraged to take advantage of the opportunity to gain college credit.  The student may receive more personalized instruction allowing for the student to be more "college-ready."

11.  Do all academies accommodate higher levels?

The goal is for all students to receive the same rigorous high level of instruction.  However, if an academy does not contain within it, the higher level course desired, the student may cross over to another academy. For example, if the Arts and Communication Academy does not offer A.P. Physics, the student may cross over to the Architecture, Engineering and Construction academy to take that course.

12.  Will course offerings be restricted-thereby jeopardizing admittance into four-year universities?

Absolutely not!  Students must still take all courses required for graduation (4 years of English, etc.) complying with the Juneau School District Policy and state requirements.  

13.  Won't student choice be limited?

No. Students will not only have more choice, but they will also have input into what those courses should be.  Dual enrollment courses as well as new elective courses are being added.  Further, research shows that smaller learning communities promote increased enrollment in A.P. courses.

14.  What are "Theme Academy Electives?"

These are the electives that relate or "connect" to various themes (or areas of interest within each academy).  For example, one of the proposed areas of interest in an Academy of Architecture, Engineering and Construction, is Computer Programming and Design.  A student in an Academy of Architecture, Engineering and Construction who was interested in this area might choose to take the recommended elective "Digital Electronics."

15.  Do students have a choice of being excluded or included in an academy?

No.  All students in grades 10-12 must be associated with an academy.   However, their levels of involvement might differ.

16.  What is meant by "level of involvement?"

A student's degree of involvement in the academy might differ.  For example, one student interested in Natural Resources may opt to take, in addition to the anchor courses, as many recommended electives as possible throughout grades 10, 11, and 12.  However, a second student may opt to take only the required anchor classes in grade 10, switch into a different academy in grade 11, and opt for a dual enrollment course and/or executive internship course in grade 12.  The levels of involvement for both students are quite different (personalized), yet equally effective.

17.  What happens if the academy chosen is full?

Research suggests that in schools the size of the Juneau high schools, as long as the interests/careers are represented, the diversity of the student population will result in a "branching out" into all the academy areas, making first choice possible for all.

18. Why is it recommended that JDHS and TMHS be of similar size?

This entire recommendation is based on the belief that smaller schools help more students be successful.  The goal is to make sure that students receive the most personalized education possible and also maintain an equity in what is offered in each school. Also, in order to receive maximum funding from the state for school operations, the schools need to be as equal in size as possible.

19. How do you ensure that the academies and schools be of similar size and represent the diversity of the community?

First, all schools need to be of high quality and responsive to students' needs and interests.  Students and parents need to be involved in a well-thought out process for making choices. The themed academies also need to represent the uniqueness of the Juneau community.  In districts that have restructured into smaller learning communities of choice, a process has been developed for capping schools at the desired enrollment level and enacting a lottery if needed.  School districts that follow these principles and utilize choice as a key component report that equity of student enrollment can be achieved.

20. With choice of schools and the addition of Thunder Mountain High School and Yaakoosge Daakahidi as a 9-12 option, will the district still transport my student?

Yes.  Bus routes will be established to accommodate the transportation of students to the school of their choice.  The established guidelines for distance from school and locations covered by routes will not change.

21.  Will classes be "closed"?

Yes. However, closing classes is not a result of this structural change.  Juneau schools always have had to cap classes by class size, teacher availability, and facility requirements. This will continue to be the case.  

22.  How can we meet new people if we are constantly surrounded by the same group of peers?

Although students are in one academy for a large portion of their school day, they will have opportunities to travel outside their academies to participate in other courses at their school site, other campuses, the university, or community work sites.

23.  Will extracurricular activities and school-wide spirit suffer?

No.  Research states that more personalized learning communities promote increased student participation in extracurricular activities and an increase in school spirit.  

24.  Will the credits from one academy transfer to the next academy?

Absolutely!  The curriculum is driven by the district and state standards, not the content.  However, to meet those standards, materials are sometimes interest/academy-specific.  A student in Arts and Communication Academy who completes English II, and who decides to switch to the Academy of Community and Human Services will then be taking English III in the new academy.

25.  Will the school day change?

Schedules of secondary schools will be coordinated through the Secondary Planning Team in order to provide flexibility and access as well as honoring theme academy blocks.

26.  How will class curriculum be changed to accommodate academies?

Again, students will be taught those standards as required by the Juneau School District and the State of Alaska.  That will not change.  The standards will drive the curriculum.  However, those standards can be met through the presentation of interest-based, academy-specific curriculum materials.  In addition, teachers may also choose to address these standards through standards-based integrated curriculum projects.

27.  Is this similar to middle school?

No.  The Juneau School District High School Educational Plan is implementing a model known by industry standards as the "college model" and the "coaching model."  Interestingly, many universities across the country have implemented rigorous, personalized smaller learning communities as an effective method of reducing student attrition.  

28. What is the influence of parent's on their child's selection of a career?

Research by the Division of Psychology in Education at Arizona State in June 2006 states that parents are the single most influential factor in the career development and choice of their children but are not adequately informed about how to help.

29.  What do parents consider important?

Educators and parents share common goals for high school students.  They want the high school experience to be academically challenging, instructionally relevant, and students well prepared for the challenges of a global society; and they value a safe and positive environment.  

30.  What is Executive Internship?

The Executive Internship Program provides an opportunity for high school seniors to gain experience and first-hand knowledge in a professional career working directly with an executive sponsor.  

31.  How do students provide input?

It is the intent that all the academies form a student advisory group. These students are actively involved in organizing activities and in providing input as to how to make the academy program better; and, as representative of the academy, they are educating others about the benefits and structure of the academy. They also provide leadership in creating unity within their campus and across the Juneau Secondary Education Campuses.  

32.  It is a misconception that friends won't see on another if they are in different academies?  

Yes.  Students will still have lunch together, participate in extracurricular activities together, and possibly share some classes...just like now.