The Next Generation:

Specific Recommendations

Ninth Grade Learning Community

Local Data: A significant number of students do not find success in ninth grade.  During the Fall of 2006, 15% of the freshman class had two or more Fs for the first quarter.  Of these, a disproportionate number were Alaska Native. Also, 24%  (33 students) of all yearly dropouts in Juneau occur during the ninth grade.

Research:

In the research report out of John Hopkins University, Easing the Transition to High School:  An Investigation of Reform Practices to Promote Ninth Grade Success, the following points are made: 

• Research shows that making a successful transition to high school can help students form lasting attachments to school and increase students' likelihood of graduating from high school.
• The bureaucratic nature of most high schools challenges students to adjust to new rules and new expectations while offering little personal attention or adult support.  
• Students who do not successfully integrate into the school community make the decision to drop out early in their high school career, often during or immediately following the ninth grade.
  

In summary, the research shows that schools that address students' sense of belonging through small learning communities and interdisciplinary learning increase attendance, test scores, promotion, and the chance of graduating from high school.      

In every educational model that the Advisory Committee researched, personalization was a key component to improve schools.  Community members also made it clear that this was a priority for them as well.  Small learning communities, team teaching, and interdisciplinary work are significant to addressing this need for greater personalization.

Our Recommendation:

All incoming ninth graders will enroll in interdisciplinary, team-taught small learning communities (SLC).  These SLCs will allow a team of teachers to work with the same group of students in order to ease their transition into high school, establish strong relationships, and help students select the appropriate theme based academy for grades 10-12.  A counselor and special education resource person will also be assigned to each SLC.  The curriculum will be rigorous and address state standards.  There will be high expectations for all and focus on engagement and relevancy.  The design of the curriculum will include interdisciplinary learning with a focus on higher order thinking skills. Teaching teams will have a common planning period in order to plan content, focus on individual student achievement, and work together to address issues of equity.  Students will be able to take electives outside of their communities, but a large part of their school day will be spent in their chosen SLC.

This recommendation builds on the work that has already begun at JDHS.  The staff, under the direction of Principal Bernie Sorenson, has spent the past two years researching and planning for the implementation of two ninth grade SLCs that will begin during the 2007-2008 school year.
 
Small Learning Communities Based on Themes for Grades 10-12
Flexibility to Move Among Themed Academies
Core Content/State Standards in All Academies

Local Data:

During the 2005-2006 school year, 38 % (40 students) of all Juneau dropouts occurred during the tenth grade year and 21% (28 students) of the dropouts occurred during the eleventh grade year.

Research:

In research compiled by Northwest Regional Educational Laboratory and Breaking Ranks II, "Authentic pedagogy involving active student inquiry into real world problems with requirements for in-depth study and critical evaluation of information is associated with higher student achievement than traditional curriculum and instruction.  SLCs with documented success are those that have created engaging interdisciplinary curricula through collaboration with community-based partners and at the same time established high standards for student proficiency in key discipline-based content areas.  The most powerful programs encompass at least half the student's instructional day and more than one year of study.  Interdisciplinary teacher collaboration on curriculum and instruction increased the program's coherence and opportunities to reinforce essential skills and knowledge across multiple contexts."  (Smaller Learning Community & Breaking Ranks II, Erin McGary-Hamilton, Northwest Regional Educational Laboratory.)

Based on the recommendations of the research cited in Breaking Ranks II and the Redesign Network at Stanford University specifically, the goal of the curriculum should be designed to achieve the following:

• Intellectually challenging work (rigor)
• Curriculum linked to students' lives and interests (relevancy)
• Project based learning 
• Focus on in-depth learning rather than superficial content coverage
• Community internships 
• Preparation for higher education
• Explicit teaching of academic skills
• Differentiated instruction and culturally responsive teaching
• Connect content of curriculum to real-life applications of knowledge and skills to help students link their education to their future
• Extend the academic program beyond the high school campus
  

Our Recommendation:

Theme based academies will be developed at Juneau-Douglas High School, Thunder Mountain High School, and Yaakoosge Daakahidi High School, each with an open enrollment policy. Each academy will operate as a small, personalized, learning community that provides theme based instruction in the core subjects (reading, writing, math, social studies, science) and theme or career curricula. The academies, the content of which are to be determined, could include, but are not limited to the following groupings: Business, Management, and Technology; Architecture, Engineering, and Construction; Health Services; Human Services; Arts and Communications; Natural Resources and Sciences, Early Scholars, Early College, and International Baccalaureate.

In the academy system, all content, even core English, math, science, and social science, is taught in the context of the theme. The curricula will also meet industry standards in career fields.  Higher level classes such as Advanced Placement will be expanded as more students will be working at higher levels in fields in which they have an increased interest.  Practices will include shared collaboration with students, staff, community, college, trade, business, and K-14 curriculum alignment; mentoring, tutoring, and personalized guidance; flexibility in choice; and professional development. Students will also have the opportunity to enroll in electives that are outside of their academy.  Students will be able to transfer academies if they find that their original choice is not an appropriate one for them.  These theme based academies will be characterized by the following:

• Engaging learning environment around real world applications.
• Student choice based on individual interest.
• Maximize community involvement and expertise.
• Build life skills and knowledge through rigorous, standards based curriculum.
• Prepare ALL students for post-secondary education.
• Acquire college credit or professional certificate prior to graduation.
• Develop an individual career plan including the next steps to take after graduation.
• Open enrollment based on choice.

The schools will remain committed to teaching and being accountable to the state standards and adopted curriculum of the school district in language arts, science, social studies, and science, as well as electives in such areas as world languages and fine and practical arts.  In addition to the core academic subjects, curriculum must be designed to increase learning of 21st century skills as documented in the Mission Statement and Goals of the Juneau School District.  These goals are consistent with the literature in defining the skills necessary for students to be successful in the 21st century.  Theme based academies address all four of the identified community priorities: choice, personalization, equity, and unity.

The school district will need to develop a curriculum at the high school level that integrates the themes of each academy and is accountable for delivering the content of the core academic and 21st Century Skills.  An effective staff development program will need to be designed and implemented to help teachers develop new skills and knowledge to skillfully incorporate the new curriculum and instructional strategies into their daily teaching practices. Time will need to be provided for staff to complete this work.
 

Advisory Program

Local Data:  Juneau graduation rate:  65.8% for 2006

Research:  In a review of the research about an advisory program as reported in Breaking Ranks II, the following beneficial effects were reported (Changing Systems to Personal Learning:  The Power of Advisories, Osofsky, Sinner, and Wolk 2003):

• Academic achievement was improved, failing grades were reduced, and test scores increased.
• More students took college entrance exams.
• Forty-six percent [of teachers] believed they influenced several of their advisees to improve their grades.
• Student attitudes improved significantly (75% by one measure).
• Student-teacher relations improved.
• Number of dropouts declined.
• Transition to high school was eased.
• Liaison for the parents was provided.
  

In additional research completed by the Coalition of Essential Schools on advisories, the following key attributes were found:

• Increased sense of trust and belonging
• Strong atmosphere of equality
  

Our Recommendation:  All students will be part of a advisory program during their four years of high school.  An advisor will be assigned to a small group of students and act both as an advocate for these students and as a liaison between parents and school over their high school career.  Advisories will meet on a regular basis and include such activities as tracking credits; creating high school plans and post secondary plans for all students; administering interest inventories and participating in activities designed to assist students to select academies for grades 10-12; and providing an environment for students and their advisor to establish personal relationships. Advisories help to ensure that no student goes unnoticed.  This recommendation addresses the community priorities of personalization, choice, and equity.

Multicultural and Anti-Racist Teaching

Local Data:  Data collected from the key indicators of success for high school students in Juneau validates a significant achievement gap between cultural and socio-economic groups.  The data details how Alaska Native students and students from lower socio-economic groups are disproportionately represented among those with a lower graduation rate, a higher drop-out rate, achieve at a lower level on state assessments, significantly lowers enrollment in high level courses offered at the high school, and participate less in activities and athletics.  Schools that have had the greatest success in closing the achievement gap and helping all students find academic excellence a reality are systemically focused on addressing the equity issues of all culturally diverse students within their schools. 

Research: The best practice research sited throughout this document guides this High School Educational Plan's efforts to focus on multicultural and anti-racist teaching.  Through ongoing work in their equity efforts, Enid Lee is currently working as a consultant to Juneau School District in support of closing the achievement gap and helping all schools become more culturally proficient in meeting the needs of diverse students.  She writes that "Gaps are produced by systemic inequities and the related practice of individual teachers at very specific times and situations.  Racism is systemic and not episodic and must be addressed as such.  But every episode of racism must and can be confronted and interrupted at every turn as a means of reaching back to its systemic roots."  Lee recommends a framework that is based on the four following principles:

1. The work must emphasize both the situational and systemic inequalities.
2. The work must emphasize good teaching.
3. The work must emphasize the belief and realization that all teachers, and indeed everyone involved in educating our children, can learn to do better.
4. The work must identify inequalities based on race, as well as equity measures, as the path to racial equality.

The issues of equity and helping more students find success through the school system emerged in all of the community forums and open houses, and as a result, the Advisory Committee felt it necessary to create this as a distinct essential component for the educational program.

Recommendations from Cultural Groups:

An open house was held at the Tlingit and Haida Community Center for parents of Alaska Native students and other interested community members.  Here are their recommendations on how Alaska Native students can find greater success in the school system:

• Hire Native teachers to help with role modeling and build rapport with Native students.
• Provide more athletic and activity opportunities that are affordable.
• Help teachers within the school to be more accepting of Alaska Native students.
• Find something in the school that Alaska Native students can be part of.
• Provide equal access to resources -technological support, financial support, and adult mentoring to complete class work.
• Reduce the number of students that teachers see, which will allow teachers to spend more quality time with students.

• Competent minority teachers/staff/counselors to create a warm, rich learning environment
• Offer culture-enriching subjects, like Filipino history or dance as electives...
• Do something about pressing problems existing in the high school like racism, high dropout rate.

• A Hispanic district level representative to take suggestions, answer questions and solve problems.
• Encourage Hispanic parents' participation, to listen to them and to the students.
• I recommend more cultural sensitivity courses for teachers to help stop racism at all levels. I would recommend more cooperation.
• I would recommend that the district work closer with parents and students to create more classes and activities to support ESL teachers and students.
• Think of ways to provide information in Spanish to make it accessible.

• Provide a challenging and engaging curriculum for all students.
• Focus on creating classroom practices that are personalized and culturally responsive.
• Develop a strong staff development program that supports classroom practices that are personalized and culturally responsive.
• Provide equal access to participate in athletics and activities through the removal of barriers (socio economic, racial, etc.).
• Offer culture and language classes.
• Integrate culturally responsive education into the curriculum.
• Increase participation of culturally diverse students in Advanced Placement classes by opening up opportunities and increasing strategies to help prepare students to be successful in higher-level classes.
• Ensure that counselors and other staff open access for students into more rigorous learning opportunities rather than act as "gate keepers."
• Provide instructional time developed by teacher teams targeted to student learning needs, including remediation and extended learning.
• Provide college and career preparation for all students.
• Ensure student enrollment into themed academies is based on choice, interest and passion of students and not based on ability, testing, or other judgments.
• Ensure that themed academies accommodate a wide range of interests and career opportunities.
• Coordinate themed academies with each other on core content curriculum to allow for successful transfer from each academy.
• Give students the opportunity to demonstrate understanding and knowledge in a variety of ways.

Post Secondary Preparation

Research: The quality of courses completed in high school is a greater predictor of college success than test scores, class rank, or grade point average.

Students are more likely to pass high level courses than low level courses. Thus, the research suggests that increasing access by all students to advanced academic course work will improve student academic achievement.
Those who enter high school with test scores in the lowest quartile learn more in academically rigorous courses than they do in either the low-level vocational or general courses in which they are traditionally enrolled. Moreover, students enrolled in lower-level courses were more likely to earn a "D" or "F" in those courses despite their level of ability.
When minority students are required to take rigorous college preparatory curricula, they rise to the challenge.  For example, the San Jose Unified School District in California recently showed dramatic results after it required all students to take the A-G curriculum required for admission to the University of California system. Between 1998 and 2002, test scores of African American 11th graders increased nearly seven times as much as those of African American students across the state.  What's more, the more rigorous requirements have not resulted in the increase in dropout rates that some had predicted.

Taking a rigorous high school curriculum that includes math, at least through Algebra II, cuts in half the gap in college completion rates between white students and African American and Latino students. ("Research Says That..." Michigan Department of Education)

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.

Our Recommendation: The curriculum in all academies will provide students with the skills and knowledge to help them be successful in post secondary training, including college and additional career training. Core curriculum will include those courses that have traditionally acted as "gatekeepers" and kept students from experiencing success in college, whether they enrolled at age 18 or 28.  Through explicit activities in the advisory program, as well as the curriculum and activities in ninth grade small learning communities and the themed academies, all students will develop a plan to help them navigate their way through high school as they prepare for post secondary experiences.  Parents need to be partners in this planning.  All students will be required to create a career and academic plan.  This plan will include documentation of personal strengths and interests; plans for post secondary experiences, including college and career planning; financial planning; and necessary skills to be successful with this plan.  Mentorships, partnerships, and internships with community partners will provide students with real life experiences to help them see life beyond graduation and the school walls.  Partnerships between the schools and the university need to be formalized and extended in order to help achieve a seamless transition for students. 

A comment that the committee heard regularly from the community was the need to prepare students for success beyond high school.  One of our belief statements is to "prepare students to be confident, responsible, resilient, and prepared with 21st century skills for careers and/or educational opportunities in Alaska and beyond." Preparing our students for college and the 21st century workplace requires more than just meeting minimum graduation requirements. Graduation from the Juneau School District needs to represent that students have the skills, knowledge, and personal qualities to be successful in our ever changing global society. This recommendation supports the priorities of equity, choice, and personalization.
 

Improved Access to and Participation in Expanded Extra-Curricular Opportunities

Local Data:

2005-2006 JDHS Activities/Athletics Participation    

Percentage of Sub-Group Involvement

• Asian/Pacific Islander    50%
• American Indian    13%
• Alaska Native    27%
• African American    40%
• Hispanic    47%
• Caucasian    50%

A common concern voiced by community members, especially from members of the Alaska Native and Filipino community was that of equitable access and affordability for student participation in activities and sports.  Overall, 737 (47%) students participated in these programs, but as can be seen in the above chart, participation often does not reflect the demographics of the student population.

Research: "Student engagement in the classroom also is related to participation in extracurricular activities, especially among students from low-income families (Fredricks & Eccles, 2006). The authors say students who are involved in extra curricular activities outside the normal school day have been found to be more engaged in the classroom. Extracurricular activities provide students with an opportunity to develop a positive support system among their peers and adult staff, which also are key components of fostering student engagement in the classroom (Heller et al., 2003). Schools could assist in fostering student engagement in learning by offering "structured activity settings"-such as student clubs, sports teams, and volunteer activities-to students outside the normal school day (Fredricks & Eccles, 2006). If money or staffing is an issue, seek out adult volunteers from the community or local colleges and universities to sponsor these organizations and activities. Participation in extracurricular activities can be very beneficial to the academic, social, physical, and emotional growth of students (Fredricks & Eccles, 2006)." (from "The Center for Comprehensive School Reform and Improvement Newsletter."  April, 2007)

Our Recommendation: Comprehensive athletic and activities programs, including intramurals, should be implemented at JDHS and TMHS, with Yaakoosge Daakahidi offering its own extracurricular activities and sports program.

The school district should lead a community effort to work for stable and adequate funding to improve equitable and affordable access and expansion of extra curricular activities and sports.

The Advisory Committee makes this recommendation based on the following rationale:

• Athletics and activities keep students in school and engaged in classroom learning; in a district where a priority is equity and the goal is to increase student achievement, graduation rate, and reduce the achievement gap, increasing extra-curricular involvement in activities and athletics will help achieve this goal.
• The community recognizes, and research supports, involvement in athletics and activities is an important component in the total education of our students.  One of the key components for the Advisory Committee was to expand the opportunities for students to participate in activities and athletics.
• If Juneau were to continue with one sports team at JDHS, then students attending TMHS would not be able to participate in any ASAA (Alaska State Activity Association) sponsored activities. ASAA does not allow students attending one school to participate in ASAA sponsored sports or activities at another school unless that school is deemed an "alternative" school.
• If different schools offer different sports, then students will make enrollment choices based on athletics rather than their academic interests.  It will also limit choice for students who want to play multiple sports, because the school they attend might not offer these sports.
• The issue of funding and creating a more equitable funding mechanism is a significant community issue that is much larger than just the two high school programs.  The sports and athletic programs are a source of some of the inequities that currently exist in our school system and community.

Enrollment Based on Choice and Equity

Best Practice/Research:  According to the research presented in Creating Schools That Work by William Daggett at the Center for Leadership in Education, choice is associated with student achievement.  The Education Alliance at Brown University identified "choice-the need to examine options and choose a path" as one of six developmental needs that students have.  Choice and unity were identified as two priorities by the community in both the public forums and open houses. The Juneau community clearly saw choice as a way of eliminating a "have and have not" school system.  However, they were clear, as is the Advisory Committee, about the need to ensure that students have the flexibility to move between schools as the need arises.

Our Recommendation:  In order to allow for maximum choice and flexibility, no boundaries will be drawn for high school attendance.  Rather, students will select the high school that they want to attend based on the themed academies for grades 10-12.  All theme based academies will prepare all students for college and careers with high expectations and rigor for all.  In order to facilitate this selection, a process will be created that includes counselor visits to middle schools, open houses at the high schools for middle school parents and students, brochures and information on all academies, as well as additional methods for helping students and parents make informed decisions.  Ninth grade students will receive additional support for this decision in their small learning communities and advisories.

Implementation and Phase-in Plan Recommendation:  The Advisory Committee recommends a first-year phase-in to include ninth, tenth, and eleventh graders.  During the 2008-2009 school year, all ninth graders will participate in interdisciplinary, ninth grade learning communities. Tenth and eleventh graders will enroll in theme based academies.  Seniors will be allowed to complete their studies in a generalized, comprehensive program at JDHS.  This process will provide an additional year before themed academies implement their entire three-year program.  It is also recommended that some established teams (9th grade small learning communities from 2007-2008, Early Scholars, etc.) may move to Thunder Mountain High School in order to help with the initial transition, since they have created strong relationships within the smaller learning community experience. 

The committee recognizes that it will take a concerted effort and a strong, coordinated, community communications plan in order to make this implementation equitable and proportionately balanced.  A suggestion is to develop a website with very clear explanations for each of the themed academies, tools for students such as interest surveys and learning styles inventories, with the possibility for online student registration.  Targeted information and education for eighth and ninth grade students and parents will need to be provided in a clear and consistent manner over a period of time to help students make the appropriate choice.

Secondary Planning Team

Research:  Research supports the power of creating networks throughout the system. School districts that mobilize “the minds and hearts of peers across the district is the key to deeper, lasting reform.”  One of the most powerful means of fostering system or district identity is to strengthen peer relations across schools.  Purposeful interaction accomplishes two things: quality knowledge is shared and sorted; and mutual commitment is generated.  (Michael Fullan, University of Toronto, Leadership and Sustainability, 2005.) 

Our Recommendation:   The Secondary Planning Team will be made up of school district personnel working collaboratively as keepers of the vision for the High School Educational Plan.  The blueprint for their work will be the Belief Statements and Program developed by the Advisory Committee, as well as the key components and priorities of unity, choice, personalization, and equity emphasized by the community.

The planning team will focus on results using relevant data as indicators of success.  This planning team will become a permanent structure within the school system, coming together on a regular basis.  They will work together in an environment committed to the growth and improvement of all secondary schools.

The team will be charged with the following tasks:

• to guide continuous improvement for secondary education 6-12.
• to guide implementation and monitoring of high school educational plan.
  
• to use data to focus on achievement gains for all students.
  
• to establish a collaborative working relationship that supports the improvement of all secondary schools.
• to increase the sense of unity among the schools.

 
Initial Timeline Recommendation
While the Secondary Planning Team will not be personally completing each of the following tasks, the team needs to make sure that all are completed.  In order to do so, the team needs to establish roles for responsibility and assign the tasks in order to see that they are carried out.

June 2007:

• Organize planning committee for implementing an equitable, comprehensive athletic and activity program at JDHS and TMHS
• Create Secondary Planning Team and establish working norms
• Develop process for determining themes for academies
• Analyze facilities for possible adjustment
• Review district facilities plan for implementation of High School Educational Plan and possible cost saving strategies to avoid duplication of programs

July-August 2007:

• Create comprehensive staff development plan
• Teams work on academy development

September 2007: 

• Select core team for each school to assist with planning
• Create process and timeline with the unions for placement of staff to Thunder Mountain High School
• Identify key indicators and baseline of data to monitor progress
• Finalize the plan for an equitable, comprehensive athletic and activity plan
• Implement comprehensive staff development plan

October 2007: 

• Complete the design for the academy structure
• Finalize and communicate initial student enrollment plan
• Begin designing curriculum
• Finalize budget for implementation of high school educational plan

November 2007:

• Establish community partnerships to support academies 
• Create compatible school schedules to support transportation of students between schools
• First round of staffing for TMHS

February 2008: 

• Registration process

April 2008: 

• Master Schedule for each building completed
• Second round of staffing including staff for 2008-09 and identification of staff 2009-10 school year