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The Next Generation: Our Kids, Our Community
Open House
Tlingit-Haida Community Center
April 10, 2007
What model or models do you have an interest in?
What do you see as the strengths of the models?
Proposal #5: multiple choices, three different schools doing three different preps. At this time this would be best, but busing would be an issue. But I want to see personalized schools, less students per class, stress extra energy on the freshman. Combine part of proposal #1 and Proposal #2 with #5.
Proposal #4: Career Academies. I like but I feel a lot of kids would not want to go on to college and become more of a vocational tech school that would miss out on a lot of general academics.
Proposal #3: 9/10-11/12. Like part of developmentally appropriate culture with strong relationships among students and teachers, explicit expectations.
Proposal #2: 9th Grade Academy and theme based. Two schools. Extra energy on 9th is not enough.
Proposal #5: Don’t like choice to be so free—you lose structure.
9/10-11/12 model not a good plan—is more of the same and the current model doesn’t work for anyone—60%+ dropouts of all students. Need to have as many options as possible for ALL students. Academies and career model is best. Need to hire native teachers and staff.
A bit of each model, but not one model specifically.
Personalized Schools: Advisory programs; promoting personalized education for academic excellence; provide engaging curriculum and activities with continuous staff development and support.
Two Reformed Comprehensive Schools: Freshman Academy. Access to a wide variety of activities, athletics, and clubs.
1 School/2 Campuses: Focus on 9th grade success—only thing I like about this model. I believe young people would benefit from the diversity provided by 9-12 vs. 9/10-11/12.
Academies: Great concept. But would each academy be replicated at each school—or would they be segregated into different buildings? If you diversity the offerings between the schools, I think you’ll get a good mix of students at each school. Mix it up a bit.
3 Facilities: I like inclusion of Yakoosge in this model. What I DON’T like is JDHS as the larger school and Thunder Mt. as the smaller school. Creating elitism within the district, and losing diversity that is possible when you have students with varying interests, skills, and dreams.
Acquiring college credit in high school. Strong mentorship/counselors for students. LOVE idea of segregating based on age. Like one school/two campuses because reduces school on school violence. Please focus on 9th grade success. Multiple choice-offers variety and best of all programs demonstrated. Love, need, want eager, eye to eye, enthusiastic teachers who care and notice when kids are not thriving. Need more Native Teachers.
Thoughts on activities/sports:
I’d like to see sports and extra curricular activities available to all students, especially those who wish to participate in these activities.
Other comments:
Please focus on ENGAGING young people through quality teaching, not dogma about school models.
Good work! Thank you for all your hard work. These models require buy in from the community, and educating students (starting in kindergarten) and their parents. My concern is that the teachers I’ve seen @ JDHS are not necessarily going to roll up their sleeves and willingly change their attitudes and behaviors, because that is what each model requires. This is not the same old- same old. I just don’t see how any model will address the racial issues that permeate throughout the district (not just the high school).
Additional Verbal Comments—
What would make a difference for Native students?
Hire Native teachers to build a rapport with kids.
More opportunities, especially athletics and activities that are affordable.
Help teachers within the school to be more accepting of Native students.
Find something in the school that Native students can be a part of.
Equal access to resources—technological support, financial support, and adult mentoring for students to complete classwork.
Too many kids—need to reduce the number of students in order for teachers to spend quality time with students.
Support in passing the qualifying exam—offer support and classes during the school day.
Students need to find something that Native kids can connect with—band, etc.
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