Responses from the Community Forum

October 26, 2011

(Below is the summary from those that attended the Forum. If you would like to add to these ideas, you can click on the link on the left, and complete any of all of the question sections. All responses will be given to the school board.)

WHAT DO YOU WANT YOUR SCHOOL TO BE?

• Consider partnership with St. J. Academy;
• Prepare students to be part of 21^st century;
• A school that values improvement as well as achievement;
• A school that provides the programs and support necessary for every student to improve and aspire towards greatness.

• Involve Select Board in cooperating with making the school a part of the community;
• Use technology, best practice in assessment, and narrative reporting to customize education and engage parents.

 Add Your Thoughts  (Click Here) 

I believe that…

1.  school should teach:

• to produce a well-rounded community member;
• the whole child through focused instruction that will get students ready for the future and bring each child to his potential;
• all the students need, such as music;
• reading, writing, math, offer art, PE, music;
• life skills; self-respect; shop, home ec; organize time and stuff; money skills; safety; new technology-how to use and manage;
• reading, writing, arithmetic;
• life skills, wood shop, history, public speaking large and small groups;
• respect; civility; good reasoning; computer skills; home economics and wood shop; physical sports as well as mental sports like yoga;
• math, reading, science, social studies, and physical education;
• question things – have students have a PC;
• basics to start – math, reading, etc.  I believe textbooks are important.  Respect for all;
• basics; life skills; health & wellness.

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2.  a successful student is able to

• focus, be respectful;
• develop good character, independence; proficient in basic skills which allow them to make life choices which will help them be lifelong learners ready for life; interact with peers and adults; feel safe, happy, and ready to learn;
• have a successful life;
• be confident in themselves and their abilities;
• perform to best of ability; understand (with instruction) how to complete work (and does so); has an active interest in learning and engages in the school environment;
• perform grade appropriate tasks at an average level or better;
• perform to their best ability, and feel comfortable at it;
• adapt their education to real life skills – literate in reading, writing, and math; attention skills; well fed and cared for; listened to and one-on-one with teacher and/or mentor;
• understand what is being taught;
• think for themselves; learn how to do research; attentive; has time for 1:1; be listened to; adapt to real life skills;
• Read, write, do basic math.  Use brain.  Talk to teachers, administrators, etc. about problems at school;
• Have aspirations for the future and knowledge, skills, and disposition to achieve them.

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3.  an effective classroom is one in which

• students pay attention to teachers;
• the needs of each student are being met;
• students show enthusiasm to be together to learn, respected, and safe; engaging; objectives are clear; active; problem-solvers; student-centered;
• all students can work to their own level;
• the students feel they are all treated fair regardless of their ability, i.e. smart kids vs. slower kids;
• all students’ learning styles are supported; all students are valued;
• where learning is fostered.  The basics are the foundation to a higher level of achievement;
• the teacher has command of the class and uses technology to teach it;
• there is mutual respect; organized curriculum; equal parts arts and education; appropriate goal-setting at each grade level;
• physical ed more diverse; yoga, etc.; have options;
• all students are learning and parents are welcome to visit at any time;
• gives access to what students are interested in; develops autonomy; ability to make good choices.

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4.  an effective school is one that

• teaches its subjects so that the students understand what is being taught;
• supports its staff; has strong partnerships with the community; has positive PR;
• clearly stated objectives and clear plan for achieving goals; is a community of caring learners and has the support of community at large; respects the needs of the community; respects rights and needs of all levels of learners;
• teaches each student at their own level to succeed;
• supports the kids in the community; is current with what is being taught for the “times;” one that has a strong foundation;
• reaches out to parents who can’t come to school; communicates effectively with students, parents, and community members; values all students and expects all students to learn, think, learn problem-solving; tool kit for each parent – hamburger paragraph, model methods, curriculum, etc.; to have parent engagement; administration and teachers need to be enjoyed as well; continuity of programs through changes in staff, admin, teachers; clarify administrative roles; ongoing, timely communication;
• meets school’s expectations; students are ready for rigors of school; addresses full needs of students; high standards; creative thinking; makes good use of community resources; climate of respectfulness (students/parents; teach parents how to help with homework (new methods);
• can motivate all the students to meet the goals of the school;
• communication effectively; supports its students; listens to the parents and community;
• teaches the basic skills for life; teaches children to use their brain, not a PC;
• has an IEP for every student; the community wraps around each student.

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5.  an effective format for school administration is

• to be able to listen to parents and community;
• presence, strength; clearly defined roles;
• not top down – all parts must have input; parents, teachers, community;
• drives instruction of all students;
• participatory, communicative; collaborative; visible;
• one that uses both educational experts and professions to teach life skills;
• teachers available (accessible) students and parents for questions – work to accommodate schedules;
• being available and willing to answer questions from parents, teachers, and community members;
• one that is supported by the community.

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6.  a quality instructional program includes

• text books;
• time for teachers to breathe; time for everyone to experience everything so they can find where they learn best (multiple learning styles!);
• modern tools they need to teach/learn connections to larger educational resources;
• modern tools and good teaching;
• a competent “teacher” “leader,” ability to follow through with it; engaging for who it is targeted towards;
• goals; how the program works to meet life skills with technology;
• a diverse curriculum; the basics are covered but allowing for some choice on the part of the student; catering to the students’ interests;
• TEXT BOOKS – they also help with reading; remember not all children have access to PCs, smart phones, etc.; poor people can’t afford them;
• guarantees value-added, besides a strong core; has remediation and enrichment.

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7.  an engaged community member is one who

• offers ideas and attends meetings;
• supports the entire school community, provides communication with educators/administration;
• participates; realizes they are an important part of the process; has an informed opinion about their school and is willing to support progress through whatever means they have available;
• participates and helps;
• listens to what is said; gives their opinion; is part of the solution;
• knows what a school’s issues are and attends school functions relating to these issues;
• speaks up about good and bad; volunteers their time; promotes the school;
• involves themselves in forums, seminars, mentoring programs;
  
• cares;
• cares enough to support the school; seeks to understand how school is meeting goals, and how they can help; believes they can make a difference.

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8.  an engaged parent is one who

• is involved in their child’s learning and school;
• brings the learning/education into the home.  What do interested parents look like?
• takes interest in their child’s education and supports his/her progress and potential to succeed; communications; willing to be part of learning process; perseveres in a positive manner; not afraid to set limits;
• follows his children to know what they are doing;
• supports and advocates their child; gives feedback and input to teachers and kids; helps/gets involved in the education of their child;
• keeps track of how his/her child is doing in school; attends parent-teacher conferences; helps his/her child learn and develop an interest in learning;
• knows what’s going on curriculum/approach/involved with teachers at school; advocates for child and school; supporting at home; supports non-academic growth; focus on your child;
• supports their child; creates an environment where the child can grow;
• one that continues education past classroom time and supports the classroom instruction;
• asks about their child’s day; engages in conversation with their child;
• cares and is willing to see that their child learns the basics;
• communications with teachers, supports homework.

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• Start with a strong foundation in reading, writing, and arithmetic;
• TEST, assess, measure (several times a year); improvement plan; TEST;
• Students need to be competent in grade-appropriate skills;
• Study skills/hall as part of the school day;
• Partnership with Academy to structure curriculum to what they are looking for in a successful student;
• Competition is a good thing.  Reward success;
• Have classrooms put weekly assignments on-line;
• Basic skills – adapt to real life situations;
• Diversified curriculum - yoga; home ec; wood shop; checkbook;
• Personal finance-how to open savings, checking, budgeting, etc.
• Try to have each student have own PC;
• More diverse staff;
• Teachers and administration more accessible to students and parents for questions;
• More community involvement – plusses as well as negative!
• Teach life skills studies;
• Public speaking;
• Integrate technology into lessons;
• Better marketing of programs available through the school;
• Clarify administrative roles;
• Ongoing, timely communication;
• Tool kit for every parent (bridge the gap between parents’ and students’ learning methods) – math methods, curriculum for the year, hamburger paragraph examples;
• Continuity of programs (through changes in staff);
• Teach new technology.

1. Improve parent involvement by bringing a group of community members, parents, teachers, administrators, and School Board members together to create a focused action plan.  Also encourage vertical teaming between all educational providers in town.
2. Bring together an effective school team, then support that team with resources and respect for the team’s professional knowledge.
3. Represent the needs of the community through fiscal oversight and staying on budget.
4. Provide resources for the modern tools of instruction.
5. Support student strengths with a well-rounded curriculum that includes arts, athletics, and guidance programs.