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The Next Generation: Our Kids, Our Community
Community Forums
Juneau Douglas High School
February 5, 2007
Question #1:
Describe the learning environment that you don’t want in the high schools:
I don’t want the learning environment to be muffled where questions and opinions cannot be voiced. I don’t want it to e a biased, apathetic atmosphere that engulfs the motivation and enthusiasm to learn from the staff and students. I don’t want the environment to be inflexible. I don’t want the learning environment to be based on strictly-structured curriculum that is followed with an unworried way.
I do not want same sex classes across the school—just physical ed. I do not want exclusion of rigorous curriculum to any student willing to take the challenge.
I do not want to have the business department in one school or the other, and if that were the case, I believe the business department should only be downtown and the art in the valley.
I do not want to see two high schools trying to build two equal or duplicate programs, resulting in two weak programs because the resources are spread too thin. Also, I don’t want to see a school with crowded classrooms.
Shallow curriculum. Competitive—not enough resources, allocated inequitably. One community/two schools.
Rigid. Punitive
Fear Based. Limited in offerings.
An environment that is not relevant as a stepping stone to student’s future in areas of a) behavior, beliefs, philosophy, and b) work.
Do not want a duplicate copy of the current JDHS style. I do not want to see private contractor teachers who are not communicating with each other.
Diluted JDHS. Two high schools with mediocre programs (in advanced studies, sports, drama). We have limited resources and the idea of diluting our resources worries me.
Overcrowded classrooms. Poor teachers that are well known to the community of parents but due to tenure, remain in their jobs.
No lecture style “learning” situations. No oppression. No mean teachers.
No overcrowding in classrooms. No separating out IEP students unless they and parents choose a separate curriculum—i.e. choice o.k. No separating valley from Douglas and city kids. No restricting curriculum opportunities now offered to student.
Burned out teachers need to retire. Crowded. 19-20 students per teacher. More neutral in opinions—liberal/right wing.
Do not want large classes. Do not want limited electives. Student friendly!
I don’t want 80% of the curriculum directing students toward college when only 20% of jobs require a college graduate.
Do not want an environment where any student believes that he or she is threatened or that his or her needs are not addressed respectfully.
Not rigid, one educational plan fits all students; frustrated students and staff; narrow avenue for students—“only college bound” or “drop-out.”
Limited class offerings. Limited grade levels (like 9&10 in one school and 11&12 in other). Competitiveness—with haves and have nots. Voc ed/arts in only one school and not offered in other. Not enough staff or diversity of curriculum, staff and voc programs.
Scarce electives, stereotypes, inflexible schedules/structures, and systems. Crowded classrooms. Social tension. Strong ability tracking. A boundary.
Do not want limited resources, uncaring or uninviting, lack of student choice, unorganized, inflexible. Lack of supports needed to help disenfranchised youth. No administrator availability to parents/public.
Disengaged students. Compromise to one size “fits” all. Tracking. No student choice. When many kids are unknown. Teacher centered learning environment.
I do not want a high school environment that does not foster creative learning. I want students to have options of many kinds as all students are not the same.
Impersonal, inflexible, caters to one type of student. Low expectations of students and staff. Low respect. Exclusion.
I do not want a learning environment that fails to recognize each child’s unique learning abilities and capabilities. I do not want a learning environment that is mechanistic or rigid, though I do expect it to provide solid basic skills.
The learning environment I do not want would be one that would limit a student’s ability to expand or explore various methods of learning.
The learning environment I don’t want is where all levels of abilities are thrown together. Students should be able to work at their own pace and not be held back by others that don’t perform at the same level.
Standardized education that establishes the lowest common denominator and teaches to the test as its measure of success.
I don’t want an environment where you don’t think outside the box. I don’t want watered down curriculum. I don’t want an environment where kids can’t go back and forth.
Do not want an environment that does not address the perceived advantages of h__ high schools 1) lower teacher-student ratio and 2) less crowded halls. Do not want a high school that limits opportunities due to lack of facilities or increased overhead due to additional plant/administration.
Question #2:
Describe the learning environment that you do want in the high schools:
I would like to see all students challenged to do more than what comes easy to them.
I would like to see communities of learners who are connected—students taking courses that have a twist or focus that really inspires them—working together for a greater understanding and courses that are connected to each other.
Less emphasis on “dotting the I’s and crossing the T’s.” More discussions led by students. Smaller classes. More choices. Teach to different learning styles.
Would like to see an environment that emphasizes a learning process (such as the problem-solving process) rather than an infinite list of factoids. Focus on useful skills/outcomes, e.g., writing brief(concise), cogent papers that effectively present ideas.
Innovative determination of where students attend—not geographical. 1) 9/10 at one, 11/12 at other 2) boys at one, girls at other. Both would probably enhance the learning environment over the status quo. Foster sense of community—call both Juneau Douglas High School (Can Thunder Mountain!)
Smaller classes. True introduction time between middle and high school, possibly big brother or sister for each child! Do away with tenure and/or include clause related to their being let in future contract. More counselors—so students have better interaction with counselors. Continue ways to tie in college.
Traits: leadership, trust, character, being, beliefs. When they are in school, students should know they can stand for something.
Friendly atmosphere. More electives that are relevant (freshmen). Community involvement. Hands on learning. Open boundaries.
Happy and ready to teach (loves their job). 19-20 per teacher. Kids scoring their teachers.
I would like to see ongoing discovery and recognition of each child’s developing strengths and an education plan personally tailored to nurture those strengths. (Following the IEP model we have for SpecEd kids, but working to develop strengths instead of focusing on weaknesses).
I would like to see the two schools divided by grades 9/10 and 11/12. 9/10—more structured. 11/12—more choices. Each student has an IEP with personalization. Large offerings of courses with collaboration.
Accommodating to meet each student’s needs. Various levels of learning. One school 9/10, one school 11/12. One school, two campuses.
High standards/rigor. Respect/acceptance of all students. Community involvement/support. Small class sizes. Continuation of excellent extra curricular programs. I think 4 years of high school is too long for most students. Discussion based classes.
Curriculum that recognizes different levels of academic preparation. Education that prepares students for entry into their next endeavor—college, trades, trade school, work. Gives students a chance to take risks and requires personal involvement in arts, sports, student government, journalism, clubs, volunteer activity.
I would like to see a learning environment where every student is challenged and inspired to excel to their greatest level or ability in what ever area of interest.
Individualized. Goal driven. Measurable outcomes/products. Students learn to problem solve and develop solutions. Engaging—future driven.
I want a school of choice where students and parents are assisted in navigating the desires and talents of their children in academics that focus on humanities and fine arts, voc tech, science and math. Written and vocal expression with emphasis on debate and were ALL students begin discourse in law and community politics, volunteerism and fundraising. Suspension not an option.
A learning environment that is challenging, pertinent, engaging, and rigorous. This environment may be different for different students, but should be “rigorous” for all. Rigorous may be interpreted differently too. This would best be met by separate 9/10 and 11/12 schools.
I would like to see a positive learning environment that supports all students’ learning styles. I would like a comprehensive high school that supports the arts (music, art, drama), all academic areas, and a school that fosters life skills (esp. training skills for those that are not college bound). I would like to see some flexibility—I would like to see smaller class sizes. I don’t want to see programs diluted or generalized.
One high school—two campuses. Friendly, inviting, supportive for all kids. Diversity of programs and shuttle transportation or some scheduling that allows movement between both sites. Comprehensive program available to all kids no matter which site they primarily attend. Voc ed/arts/languages available at all levels.
Small learning communities to meet needs of kids who need those supports. Inclusive, friendly staff that feel supported and allowed to be creative. Available administrators and counselors for all kids. No competitiveness of resources between both sites.
Student choices/interest. Diversity of offerings/program richness. Open boundary. Innovative pedagogy. High standards—academic and social. Diversity in the classroom. Celebrates often. Rich arts/humanities/music. Biologically appropriate schedule.
We would like to see teach to different learning styles. Warm and caring staff. Small class size. Clean neat building. Students wanting to be here and are engaged. Closed campus. Thinking and working outside the box. Relevant offerings for all. Who says a kid can’t take 2 or 3 of the same subject if they’re doing good and are here—choices. Respect of diversity. More caring administrators like Bernie. Collaborative projects involving multiple departments. Increase in graduation rate. Alternatives. Staff gets to know students well. Spec ed. Students increase numbers in passing HSGQE.
Engaged, personality, passion driven curriculums integrated and options with lots of flexibility for both students and teacher—choice. A community in the school—deep and rich partnerships that garner internships, job shadows, apprenticeships. School to cover and help students graduate with options—not options decided for them because we did not prepare them to their potential. One community 2/3 schools.
I’d like to see a learning environment where the student-staff bond is strong and is based on trust. Where the staff is involved and enthused by students and their activities. That encourages new ideas and questions. That is welcome to constructive criticism as well as compliments. That features an array of teaching styles that match the needs of students. That honors the staff for what they do. Approaches providers and the concerns of the community with a realistic point of view. Where teacher qualifications are highly taken into account.
Integrated/cross disciplinary educational courses. All courses available to all students. Stimulating. Integrated into community High cross over of community engagement. Collaboration. Adequately funded.
Inclusive. Creative. High expectations for all students’ achievements. Appropriate learning supports for students and staff. Engaged and invested participants. Range of offerings in academic and non-academic areas.
Offers curricula that accommodates a variety of learning styles, e.g. kinesthetic, visual, aural, as well as lecture style, reading, etc. Offers strong programs that accommodate a variety of school to career options that are not all college bound, e.g. voc ed., arts, trades, etc. Smaller class sizes. Teacher evaluations and appropriate performance expectations that are enforced. Mentoring programs that take students at risk of failing and/or dropping out and work one on one with them to model and help integrate. Focus on cooperation, rather than competition.
I would love to see both schools offer all the classes at the freshmen level and after that break up into different environments in what they’re interested in. One high school—two campuses.
Small learning communities, each of which offers practice in legislative, judicial, and executive matters. Strong community involvement. Integrated curricula. Biologically appropriate bell schedule.
Question #3:
Describe your student when he/she graduates from high school:
Will have a balanced education, will be able to communicate well—articulate, know how to participate in public decisions, able to plan and manage a plan to solution, has some knowledge of and respects other cultures, has a set of basic knowledge, skills, and abilities that can help them secure and keep gainful and meaningful employment. Has some personal belief in own abilities and can use those toward a life of learning.
All graduates should be well in process of being able to function as adults: responsible, employable, independent.
Confident, willing to try new things. Have a strong knowledge and skills base so can go on to college or whatever he chooses to do.
Prepared for a) be able to hold a job and be independent if that is choice, or b) community, technical, or 4 yr college that favors her future learning, c) belief in her own desire/beliefs.
Happy. Self-confident. Self-sufficient. Hardworking. Thankful.
My child will be proud of having worked hard to accomplish many aims. He will be eager to widen his horizons based on solid grounding.
Comes out healthy, happy, clean and ready to face challenges. Looks back with fond memories of 4 years of high school. Gets invited to both class reunions.
Confident. Educated. Excited about future. Communication.
My student will know what they’re doing next (what ALL of their options are not just the options their parents/peers expect of them); be a responsible citizen; be creative; be aware; be able to have a job that is related to her passions; be interested in others; and know how to proofread! Can sound and write like they know what they mean. Can support their ideas.
Have basic skills to become a successful member of society.
Self reliant. Well adjusted. Focused on future. Positive self-image. Prepared for the next step. Work ethic- strong. Willing to take risks. Socially adept. Good writing/problem solving skills.
Confident. Self starter. Problem solver. Goal oriented. Prepared for next endeavor—academic, personal.
He has a very good understanding of his ability. Has achievable goals in place and knows that he may need to make some adjustments along the way.
Happy, skilled, competent, an agile learner, eager, socially responsible.
Confident about who they are with skills for a variety of areas. Literate and math. Know what their next steps are.
Ready for the next step! Have good friends from school—i.e. all kids feel included in a community.
A healthy, energetic, happy person that has self-confidence and skills to succeed in the world. Someone who has an appreciation for all cultures, including an interest in the arts (music, drama, art), etc.
Well rounded, able to advocate for self. Can pursue whatever dream they have and can be successful. Will have a love for learning. Will like to read. Be a team player. Good communication skills, have a strong work ethic. Have been involved in a life long activity that started in school or home and continues. Desire to do well. A vision for a career area.
Curious. Skills at seeking information. Critical thinker. Challenged by possibilities. Growth is continuous. Generous contributor to society. Vision for future self. Secure in the present. Self-sufficient and motivated. Satisfied with h.s. experience.
Creative problem solver. Resilient and risk taker. Culturally responsive. Caring. Trustworthy. Confident. Read, write, speak, listen with treat proficiency. Math/tech –with great skills and confidence. Strong work ethic. Vision for career. Self-sufficient. Physically, mentally fit.
Self sufficient, motivated, happy, self-directed, clear-headed.
High ethics and moral values that include honesty, humility, fairness, compassion, reason, and logic, empathetic. A love and curiosity for learning. An appreciation and basic understanding of many subject matters. A world view that is open-minded, compassionate, inclusive, fair, just, understanding, wise. Well-rounded in the arts and physical education. An understanding of the political process as they can participate in the public process with confidence and wisdom.
Someone who is knowledgeable academically as well as emotionally. Someone with strong goals who intends on finishing them. Someone who is prepared to walk into the working world with a positive attitude. Someone who is satisfied with their educational experience. Someone who is socially adjusted. Someone who is independent, has a strong work ethic, who strives to win, but can stand to lose. Someone who searches for challenges, and optimistic for the future, and content with the past. Apply virtues to everyday life.
Proud. Smiling. Shoulders back, face lifted, confident. Looking forward to what comes next and a clear idea of what that is. Competent in making choices to direct own life in positive and contributing ways.
Question #4:
What advice to you have for making the best learning environment happen?
I believe that with this new high school you need to focus on trades and that you should be able to take more than one class on a subject. And have a class on Alaska work.
Develop support groups specially concerned with specific leaning environment future structures. LISTEN to their suggestions—possibly modify strategy to include their concerns. Keep learning groups and classes small sizes! Have appropriate monitors to observe in different classrooms teaching situations—offer suggestions.
Listen to our students—what are they REALLY saying. Don’t be afraid to take risks, be creative for the good of ALL students. Find out NOW if there’s option of one community/ two schools is an option.
Trade classes Teachers learning. Progressive programs. Open to new subjects.
Focus resources WHERE learning happens (classrooms—students—teachers). Hire and retain excellent teachers. Physical environment is HEALTHY and BRIGHT and SPACIOUS. Establish measures for grouping quality and assess periodically. Invest in diversity (not repeating or duplicating). Involve community in any and every way possible.
Move away from the traditional model of education; move toward a new paradigm based on best-practices. Find curriculum that is relevant, engaging, and accommodates all learning styles. Open process for gaining public input.
Vision is shared and supported by all. An environment where change can be common, not scary. A caring staff with high expectations, lots of energy, choices for students. Staff feel supported and trusted by administration. An environment where it’s ok to take risks. An environment where all students can be successful. A building and staff that is conducive to learning. An environment where everyone is an asset, not a liability. An environment of respect. Diversity. An environment where all students are engaged in class work and activities.
Retire teachers who no longer want to interact with students. After soliciting information, integrate it into the solution. Maintain ongoing participation in school vision and actualization. Behave trustworthily. Redirect district administrative bureaucracy into teaching staff. Continue supporting/expecting skill development of teachers in learning styles. Not exclusively rewarding content area competencies. Lowest possible student/teacher ratio. Trust: Deserve it. Hold/create a clear vision of success for students. Manifest Diversity. One Community. 2 Schools.
Ideally—turn new high school into new elementary school—pull 9th graders back to middle schools, 6th graders to elementary schools. Realistically: One high schools with two attendance centers. One sports, arts, musical program (combine both schools).
Decisive leadership from the committees, school board, and administration. There must be accountability written into the planning and approval process (A show me or drop dead time period). There has to be follow through once a plan is in place-- Everyone from students, parents, teachers, and school district needs to understand their role and responsibility.
Small classes “PTR.” Relevant electives and learning. Assess individual students—adapt to learning styles. Invite the community in. More hands on student involved learning. Give classes together. Keep public informed.
Fire the dead beat teachers. Teach with passion and pride in their profession. Safe, healthy environment. Light, air space.
If it is decided that some offerings will not be at both schools, provide a way for students to take classes or participate in activities at both schools. Be flexible—embrace change—let kids take a risk—Need to incorporate the middle schools into the process. Each student should have a plan for success based on his or her desires, abilities, and needs. The school district needs to move rapidly toward decisions on attendance areas, curriculum content, and materials for the schools.
Get community buy-in for major education improvement as has been happening SLC→ Next Generation. This will ensure longevity for real change. Make sure that ALL teachers can work in a new education paradigm; pay attention to learning research. Have a week (one period/day, one card per day) at the h.s. dedicated to Next Generation for among h.s. students. Empower ALL the students by listening.
Able to express ideas without fear of ridicule. Classes that are engaging and allow discussion and sharing of ideas. No fear on campus. Evaluate what a child know and not just how good they are at being organized. Engaging teachers. Make classes relevant.
Examine the best practices. Provide teachers time and training to work on those best practices. Look at what quality schools are doing. This process has been done before. We need to listen to what works elsewhere and tweak it to our needs (but not be afraid to try that which has been successful elsewhere). Expect greatness form all players in the game—students, teachers, community. Not to be overwhelmed with all of the voices!
Have a comprehensive (9-12) high school that is positive. This includes smaller class sizes that encompass a large variety of programs. Look at the current programs that are working at JDHS and analyze WHY they are working well.
Small classes. Good amount of teachers and students. Interaction. Teacher is engaged. Students engaged.
Community support. Commitment from staff, from administration, from district. Staff development. Closed campus for 9th.
Small class sizes. Discussion based verses lecture. Dress code. Athletics in school. Writing, problem solving. Kids take care of their school. Students do jobs at school. Closed campus.
Develop district alternatives to provide a whole education to a variety of students with different skill levels, educational requirements. 9/10 11/12 Educational centers. Moving faculty. Moving student body. Make the educational alternatives match the diverse population.
Education on time and on demand that is multifaceted to attract the variety of interest that cause children to want to learn.
Small classrooms.
Small groups/learning communities. Excellent teachers—well motivated/compensated. Highly involved community integration. Smart use of resources.
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