Wednesday, December 15, 2010
Monday, December 13, 2010
AHS Weekly Update- Week of December 13th, 2010
A huge Thank You to all the parents, grandparents and families that helped sponsor the faculty appreciation luncheon on Friday. What a fantastic gift and an enriching time to share terrific food, conversation and reflections with colleagues. Thank you all for helping us make Animas High School such a special place to work and learn!
Please take a moment to review the following updates:
POLs
No POLs-What Happens Day 2?
PAC Meeting
Science of the Shred Project Week Update
Race to Nowhere Showing
POLs
AHS Students will be participating in POLs(presentations of Learning) this week on Wednesday and Thursday. Unique to AHS, POLs offer our students a chance to present their accomplishments and challenges to a panel of teachers, students and community members. Students will offer evidence, share anecdotes and present their reflections on their work from semester one. Students are evaluated based upon our POL rubric, their Digital Portfolios and their stand and deliver presentations speaking to their understandings and competence.
Students have been scheduled to participate in POLs either this Wednesday or Thursday here at campus. When students are not presenting, they will be paneling and supporting their peers. Students MUST be in professional dress and MUST attend POLs on their assigned day. Students who have the need to make-up their presentations will be scheduled for Friday. STUDENTS WHO DO NOT PASS THEIR POLs ARE EXPECTED TO MAKE THEIR POL UP ON FRIDAY! Students cannot be promoted to second semester without successfully completing a POL. Students who pass their POLs on either Wednesday or Thursday do not have to attend AHS on Friday. Questions? Ask your student. If you/they are still unsure of things, please contact your student’s advisor.
Good luck students!
No POLs-What Happens Day 2?
Students will be completing POLs either Wednesday or Thursday. Question: So what happens on the off day? Answer: Only one of the most fun days of the year!
Students who are not POLing are expected to join AHS staff for an activities day off site at the Stillwater Sports Complex in Durango. Students are expected to report to Stillwater at 9AM and will be dismissed there at 3PM. Students are expected to have A PACKED LUNCK/SNACKS, A WATER BOTTLE and WEAR ATHLETIC CLOTHING for a full day of fun and challenging activities.
We are excited to share this time with our students and our off-site activities days have consistently proven a hit with our student body. Directions to the Stillwater Sports Complex are available below. Students who cannot figure out drop off/pick up off-site can speak with Assistant Head of School Jake Lauer at jake.lauer@animashighschool.com or by calling the school’s Main Office.
Directions to Stillwater Sports Complex- The Stillwater SC is located out past Home Depot. Take the exit to Home Depot off of 160/550 and follow the road over the bridge. Stillwater is the big green building on the left hand side.
PAC Meeting
Animas High School’s Parent Advisory Committee will hold their monthly meeting TODAY at AHS campus. Meeting is at 12:30 in the Commons Room. Come and join the discussion today!
Science of the Shred Project Week Update
Science of the Shred Project Week participants received an update on their trip to Telluride this March. Students received an update to bring home on Friday. Remaining trip balances (minus student food allowances) are due to AHS this Tuesday. Questions or concerns, contact the school via telephone or email our front office manager at maureen.truax@animashighschool.com
Race to Nowhere
By Director, Vicki Abeles
December 16th at 7pm
The Smiley Building, Durango, CO
Film Synopsis:
A concerned mother turned filmmaker aims her camera at the high-stakes, high-pressure culture that has invaded our schools and our children's lives. Race to Nowhere points to the silent epidemic in our schools: cheating has become commonplace; students are disengaged; stress-related illness and depression are rampant; and many young people arrive at college and the workplace unprepared and uninspired. Race to Nowhere is a call to action for families, educators, and policy makers to challenge current assumptions on how to best prepare the youth of America to become healthy, bright, contributing and leading citizens.
For more information, call us at 925.310.4242
___________________________________________________________________
Please take a moment to review the following updates:
POLs
No POLs-What Happens Day 2?
PAC Meeting
Science of the Shred Project Week Update
Race to Nowhere Showing
POLs
AHS Students will be participating in POLs(presentations of Learning) this week on Wednesday and Thursday. Unique to AHS, POLs offer our students a chance to present their accomplishments and challenges to a panel of teachers, students and community members. Students will offer evidence, share anecdotes and present their reflections on their work from semester one. Students are evaluated based upon our POL rubric, their Digital Portfolios and their stand and deliver presentations speaking to their understandings and competence.
Students have been scheduled to participate in POLs either this Wednesday or Thursday here at campus. When students are not presenting, they will be paneling and supporting their peers. Students MUST be in professional dress and MUST attend POLs on their assigned day. Students who have the need to make-up their presentations will be scheduled for Friday. STUDENTS WHO DO NOT PASS THEIR POLs ARE EXPECTED TO MAKE THEIR POL UP ON FRIDAY! Students cannot be promoted to second semester without successfully completing a POL. Students who pass their POLs on either Wednesday or Thursday do not have to attend AHS on Friday. Questions? Ask your student. If you/they are still unsure of things, please contact your student’s advisor.
Good luck students!
No POLs-What Happens Day 2?
Students will be completing POLs either Wednesday or Thursday. Question: So what happens on the off day? Answer: Only one of the most fun days of the year!
Students who are not POLing are expected to join AHS staff for an activities day off site at the Stillwater Sports Complex in Durango. Students are expected to report to Stillwater at 9AM and will be dismissed there at 3PM. Students are expected to have A PACKED LUNCK/SNACKS, A WATER BOTTLE and WEAR ATHLETIC CLOTHING for a full day of fun and challenging activities.
We are excited to share this time with our students and our off-site activities days have consistently proven a hit with our student body. Directions to the Stillwater Sports Complex are available below. Students who cannot figure out drop off/pick up off-site can speak with Assistant Head of School Jake Lauer at jake.lauer@animashighschool.com or by calling the school’s Main Office.
Directions to Stillwater Sports Complex- The Stillwater SC is located out past Home Depot. Take the exit to Home Depot off of 160/550 and follow the road over the bridge. Stillwater is the big green building on the left hand side.
PAC Meeting
Animas High School’s Parent Advisory Committee will hold their monthly meeting TODAY at AHS campus. Meeting is at 12:30 in the Commons Room. Come and join the discussion today!
Science of the Shred Project Week Update
Science of the Shred Project Week participants received an update on their trip to Telluride this March. Students received an update to bring home on Friday. Remaining trip balances (minus student food allowances) are due to AHS this Tuesday. Questions or concerns, contact the school via telephone or email our front office manager at maureen.truax@animashighschool.com
Race to Nowhere
By Director, Vicki Abeles
December 16th at 7pm
The Smiley Building, Durango, CO
Film Synopsis:
A concerned mother turned filmmaker aims her camera at the high-stakes, high-pressure culture that has invaded our schools and our children's lives. Race to Nowhere points to the silent epidemic in our schools: cheating has become commonplace; students are disengaged; stress-related illness and depression are rampant; and many young people arrive at college and the workplace unprepared and uninspired. Race to Nowhere is a call to action for families, educators, and policy makers to challenge current assumptions on how to best prepare the youth of America to become healthy, bright, contributing and leading citizens.
For more information, call us at 925.310.4242
___________________________________________________________________
With so many great things happening and our students involved with so many impactful events, be sure to follow all the up-to-the-second action at:
www.animashighschool.blogspot.com
http://www.facebook.com/pages/Animas-High-School/129694133734262
www.animashighschool.blogspot.com
http://www.facebook.com/pages/Animas-High-School/129694133734262
Thursday, December 9, 2010
Top Test Scores From Shanghai Stun Educators
With China’s debut in international standardized testing, students in Shanghai have surprised experts by outscoring their counterparts in dozens of other countries, in reading as well as in math and science, according to the results of a respected exam.
American officials and Europeans involved in administering the test in about 65 countries
acknowledged that the scores from Shanghai — an industrial powerhouse with some 20 million residents and scores of modern universities that is a magnet for the best students in the country — are by no means representative of all of China.
About 5,100 15-year-olds in Shanghai were chosen as a representative cross-section of students in that city. In the United States, a similar number of students from across the country were selected as a representative sample for the test.
Experts noted the obvious difficulty of using a standardized test to compare countries and cities of vastly different sizes. Even so, they said the stellar academic performance of students in Shanghai was noteworthy, and another sign of China’s rapid modernization.
The results also appeared to reflect the culture of education there, including greater emphasis on teacher training and more time spent on studying rather than extracurricular activities like sports.
“Wow, I’m kind of stunned, I’m thinking Sputnik,” said Chester E. Finn Jr., who served in President Ronald Reagan’s Department of Education, referring to the groundbreaking Soviet satellite launching. Mr. Finn, who has visited schools all across China, said, “I’ve seen how relentless the Chinese are at accomplishing goals, and if they can do this in Shanghai in 2009, they can do it in 10 cities in 2019, and in 50 cities by 2029.”
The test, the Program for International Student Assessment, known as PISA, was given to 15-year-old students by the Organization for Economic Cooperation and Development, a Paris-based group that includes the world’s major industrial powers.
The results are to be released officially on Tuesday, but advance copies were provided to the news media a day early.
“We have to see this as a wake-up call,” Secretary of Education Arne Duncan said in an interview on Monday.
“I know skeptics will want to argue with the results, but we consider them to be accurate and reliable, and we have to see them as a challenge to get better,” he added. “The United States came in 23rd or 24th in most subjects. We can quibble, or we can face the brutal truth that we’re being out-educated.”
In math, the Shanghai students performed in a class by themselves, outperforming second-place Singapore, which has been seen as an educational superstar in recent years. The average math scores of American students put them below 30 other countries.
PISA scores are on a scale, with 500 as the average. Two-thirds of students in participating countries score between 400 and 600. On the math test last year, students in Shanghai scored 600, in Singapore 562, in Germany 513, and in the United States 487.
In reading, Shanghai students scored 556, ahead of second-place Korea with 539. The United States scored 500 and came in 17th, putting it on par with students in the Netherlands, Belgium, Norway, Germany, France, the United Kingdom and several other countries.
In science, Shanghai students scored 575. In second place was Finland, where the average score was 554. The United States scored 502 — in 23rd place — with a performance indistinguishable from Poland, Ireland, Norway, France and several other countries.
The testing in Shanghai was carried out by an international contractor, working with Chinese authorities, and overseen by the Australian Council for Educational Research, a nonprofit testing group, said Andreas Schleicher, who directs the Organization for Economic Cooperation and Development’s international educational testing program.
Mark Schneider, a commissioner of the Department of Education’s research arm in the George W. Bush administration, who returned from an educational research visit to China on Friday, said he had been skeptical about some PISA results in the past. But Mr. Schneider said he considered the accuracy of these results to be unassailable.
“The technical side of this was well regulated, the sampling was O.K., and there was no evidence of cheating,” he said.
Mr. Schneider, however, noted some factors that may have influenced the outcome.
For one thing, Shanghai is a huge migration hub within China. Students are supposed to return to their home provinces to attend high school, but the Shanghai authorities could increase scores by allowing stellar students to stay in the city, he said. And Shanghai students apparently were told the test was important for China’s image and thus were more motivated to do well, he said.
For one thing, Shanghai is a huge migration hub within China. Students are supposed to return to their home provinces to attend high school, but the Shanghai authorities could increase scores by allowing stellar students to stay in the city, he said. And Shanghai students apparently were told the test was important for China’s image and thus were more motivated to do well, he said.
“Can you imagine the reaction if we told the students of Chicago that the PISA was an important international test and that America’s reputation depended on them performing well?” Mr. Schneider said. “That said, China is taking education very seriously. The work ethic is amazingly strong.”
In a speech to a college audience in North Carolina, President Obama recalled how the Soviet Union’s 1957 launching of Sputnik provoked the United States to increase investment in math and science education, helping America win the space race.
“Fifty years later, our generation’s Sputnik moment is back,” Mr. Obama said. With billions of people in India and China “suddenly plugged into the world economy,” he said, nations with the most educated workers will prevail. “As it stands right now,” he said, “America is in danger of falling behind.”
If Shanghai is a showcase of Chinese educational progress, America’s showcase would be Massachusetts, which has routinely scored higher than all other states on America’s main federal math test in recent years.
But in a 2007 study that correlated the results of that test with the results of an international math exam, Massachusetts students scored behind Singapore, Hong Kong, South Korea, Taiwan, and Japan. Shanghai did not participate in the test.
A 259-page Organization for Economic Cooperation and Development report on the latest Pisa results notes that throughout its history, China has been organized around competitive examinations. “Schools work their students long hours every day, and the work weeks extend into the weekends,” it said.
Chinese students spend less time than American students on athletics, music and other activities not geared toward success on exams in core subjects. Also, in recent years, teaching has rapidly climbed up the ladder of preferred occupations in China, and salaries have risen. In Shanghai, the authorities have undertaken important curricular reforms, and educators have been given more freedom to experiment.
Ever since his organization received the Shanghai test scores last year, Mr. Schleicher said, international testing experts have investigated them to vouch for their accuracy, expecting that they would produce astonishment in many Western countries.
“This is the first time that we have internationally comparable data on learning outcomes in China,” Mr. Schleicher said. “While that’s important, for me the real significance of these results is that they refute the commonly held hypothesis that China just produces rote learning.”
“Large fractions of these students demonstrate their ability to extrapolate from what they know and apply their knowledge very creatively in novel situations,” he said.
A ‘Sputnik Moment’ for Our Schools?
A ‘Sputnik Moment’ for Our Schools?
To the Editor:
Re “Top Test Scores From Shanghai Stun Educators” (front page, Dec. 7):
The time for complacency is over. Not only did Chinese students finish first on a highly recognized international standardized exam, but they also totally blew away the competition. The United States finished 17th in reading, 23rd in science and 31st in math.
This milestone for China’s ascendancy and threat to our nation’s future must serve as a wake-up call for action. The pressing question is, does President Obama really mean it when he stated,
The time for complacency is over. Not only did Chinese students finish first on a highly recognized international standardized exam, but they also totally blew away the competition. The United States finished 17th in reading, 23rd in science and 31st in math.
This milestone for China’s ascendancy and threat to our nation’s future must serve as a wake-up call for action. The pressing question is, does President Obama really mean it when he stated,
“Fifty years later, our generation’s Sputnik moment is back”?
As a former Grumman engineer working on the lunar module, I can attest to the incredible creativity, drive and unity that the American people are capable of when faced with a challenge. As the former principal of the Bronx High School of Science, I recall how excellence in science and math education used to be a national priority.
Clearly, our nation’s priorities need a drastic and immediate realignment to ensure our future. The government must expand basic research, and the private sector must retool to provide the jobs that will attract college students to major in the sciences. Teacher training must be taken seriously so that America’s teachers once again become world class.
Our leaders must see the educational gap as a threat to our very survival. Let us not fail to recognize the gap as the “Sputnik moment” that it is.
Our leaders must see the educational gap as a threat to our very survival. Let us not fail to recognize the gap as the “Sputnik moment” that it is.
Stanley BlumensteinNew York, Dec. 7, 2010
•
To the Editor:
I didn’t know whether to laugh or cry when I read that Secretary of Education Arne Duncan received a “wake-up call” when seeing the test scores. He could have awakened sooner if he had asked an actual American teacher.
I have visited schools in small cities in China, and it is striking to see the students themselves as well as the teachers taking responsibility for learning. Believe it or not, American schools were once like that.
Phyllis O’ReillyPompton Plains, N.J., Dec. 7, 2010
The writer is a retired teacher.
The writer is a retired teacher.
•
To the Editor:
The abysmal scores by the United States on the Program for International Student Assessment might not suggest a radical failure of our public education system after all.
If the lower scores are the result of an alternative educational value system, one that rejects drill and skill instruction in science, math and reading, and instead focuses on integrating these skills into a curriculum of critical thinking and experiential problem solving, the trade-off between higher test scores in basic skills versus a well-rounded, critically minded student is well worth it.
Unfortunately, our students are not being successfully educated in these terms either. So the bad news is even worse than reported.
We are not competitive in reading, math and science, as the tests indicate, and we are not leading the world in educating our youth to be critical and creative leaders in politics or industry.
Eric WeinerWest Orange, N.J., Dec. 7, 2010
The writer is an associate professor of education at Montclair State University.
Eric WeinerWest Orange, N.J., Dec. 7, 2010
The writer is an associate professor of education at Montclair State University.
•
To the Editor:
American students don’t do well on international tests for a variety of reasons, but a major one is the poor state of the curriculum in most school districts. For example, the high school mathematics curriculum typically consists of a series of disconnected courses that do not build a fundamental framework for solving mathematical problems.
A better approach, used by most countries in the world, is an integrated math program that focuses on teaching and using key concepts from algebra, geometry and so on as students solve authentic math problems.
Only when we realize that our disconnected, fragmented curriculum needs radical change will we be able to significantly improve our scores on international math tests and our students’ mathematical abilities.
Elliott SeifPhiladelphia, Dec. 7, 2010
The writer is an educational consultant and a former professor of education at Temple University.
The writer is an educational consultant and a former professor of education at Temple University.
•
To the Editor:
According to your article about international test scores, the United States ranks near the bottom in math. This news comes as Republicans are expected to push through extended tax cuts for the wealthiest 2 percent of the population while continuing to bewail our deficit. One has to ask if there’s a correlation here.
Julian SheffieldNew York, Dec. 7, 2010
Wednesday, December 8, 2010
National League of Cities
It’s been a huge year for the youth of our community. After two years of work, the City of Durango has rolled out a youth government opportunity that has been enjoying tremendous success. The Mayor’s Youth Advisory Council began meeting this fall after the first group of youth delegates was selected from a talented pool of applicants. Our local delegates have been working diligently to learn all the procedures and protocols related to serving on a public council.
The youth council now runs their meetings using Roberts Rules of Order, they’re about to elect council officers and just last week, the delegation participated in the National League of Cities annual meeting held this year in Denver.AHS students involved in the local program include Nathan Youssef, AHS Class of 2013, Sam Kuenzel, AHS Class of 2014 and Youth Advisor to the Library, Aiyana Anderson, AHS Class of 2013.
Each year, the National League of Cities, a collection of public policy makers from all over the nation, meet for networking, collaboration and professional development opportunities. I was honored to help lead the local youth delegation to the NLC conference last week. Needless to say, it was a very busy and extremely exciting four days in Denver. In addition to networking with state and local officials from around the US, our local advisors attended key note speeches from national politicians and policy makers, attended the Colorado Municipal League’s Annual reception, collaborated with youth from around the country in break-out sessions, tracked a bill through both houses of the state capitol and explored more about what it means to be involved in a public service role.
Our group was enhanced by the presence of our local COYAC representative to the Colorado state senate. Daniel Fallon-Cyr, AHS Class of 2013, was appointed to the position this past summer and he travels to Denver four times a year to represent the youth voice in Southwestern CO. Together with members of Durango’s Youth Advisory Council, the students devised a plan to have Daniel bring the issues and concerns generated at the local level to the attention of the Colorado state senate. Daniel also has recommended legislation regarding the reallocation of correctional facility funds into a state college scholarship fund. The proposal, a result of thousands of COYAC surveys gathered from young adults state-wide, is currently working its way through committee.
It’s so inspiring to be working with these young leaders within our community. Through the dedicated and impactful work of people like Sherri Dugdale from the City of Durango, DHS Social Studies teacher Dale Garland and local professional facilitator Phil Bryson, I’ve watched these student representatives grow and develop into excellent leaders. Their poise, maturity and intelligence not only has impressed me, but manifested in recognition at the state level. Many Colorado officials at the NLC conference took note of the unique and progressive opportunities for youth in local government here in Durango. Our Youth Advisors provided these folks a real-life model of success and provided officials ideas and structures that they’ll take back to the youth initiatives in their own communities.
Congrats to all of the youth advisors. I look forward to more collaboration and success in the coming months. You have made us proud and it is an honor to have you representing us!
Claire, Daniel, Nathan and Sam work the Durango booth at the NLC conference.
We are blessed to have such strong, local, female leadership! Durango Mayor pro tem Christina Thompson, Sherri Dugdale Special Projects Coord. for the City of Durango, Amber Kairalla Grace Prep Class of 2012, Zoe Shultz DHS Class of 2012 and Claire Ochsner DHS Class of 2012 
Claire, Sherri and Sam take in the sights!
A working dinner for our delegation. Youth Advisors share their ideas and concerns with Durango Mayor pro tem Christina Thompson, CO State Senator Ellen Roberts and Durango City Manager Ron LeBlanc.
Monday, December 6, 2010
AHS Weekly Update- Week of December 6th, 2010
What an amazing return from Thanksgiving Break for our very motivated Ospreys! It’s been so exciting to witness our students representing Durango at the National League of Cities in Denver, promoting their school at last week’s Sparkle fundraiser and hosting one of the best (and craziest) bike races of the year this past Sunday at Buckley Park. Our students’ inspiring efforts continued through last night’s 9th grade exhibition event. A big congrats to Dave Heerschap, Erin Zarko and all of the physics students who exhibited their Rube Goldberg contraptions to a packed house.Way to go Ospreys! We’re looking forward to more events and a strong finish to semester one. Please take a moment to review the following updates:
Teacher Appreciation Luncheon
Parent Advisory Committee
Presentations of Learning
Animas in the News
Movie Announcement- Race to Nowhere
Teacher Appreciation Luncheon
A Teacher Appreciation Luncheon will be held Friday, December 10 from 11:30-1:00 at Animas High’s campus at 3206 Main Ave. Parents who are interested in helping with the luncheon should contact carol@durangoinstitute.com.
Parent Advisory Committee
The next Animas High School PAC meeting will take place Monday, December 13 from 12:30-1:30 at Animas High School. We welcome and encourage parent participation in this valuable forum.
Presentations of Learning
Student POLs will take place December 15 and 16 at Animas High School. POLs require students to present, demonstrate and display what they have learned over the semester to a panel of teachers and community members. Students have the opportunity to invite whomever they like to come observe their presentation. To find out specific POL times, please contact the student directly. Students needing POL make-ups will be scheduled on December 17th.
Animas in the News
Lacy Meek graces the front page of today’s Durango Herald. See her exhibition project here:
http://www.durangoherald.com/article/20101207/NEWS01/712079951/-1/News01/Six-step-wonders
With so many great things happening and our students involved with so many impactful events, be sure to follow all the up-to-the-second action at:
http://www.animashighschool.blogspot.com/
http://www.facebook.com/pages/Animas-High-School/129694133734262
Race to Nowhere
By Director, Vicki Abeles
December 16th at 7pm
The Smiley Building, Durango, CO
Film Synopsis:
A concerned mother turned filmmaker aims her camera at the high-stakes, high-pressure culture that has invaded our schools and our children's lives. Race to Nowhere points to the silent epidemic in our schools: cheating has become commonplace; students are disengaged; stress-related illness and depression are rampant; and many young people arrive at college and the workplace unprepared and uninspired. Race to Nowhere is a call to action for families, educators, and policy makers to challenge current assumptions on how to best prepare the youth of America to become healthy, bright, contributing and leading citizens.
For more information, call us at 925.310.4242
Monday, November 29, 2010
Welcome back to AHS! I hope this email finds you and your family re-charged and renewed after the Thanksgiving break. Please take a moment to review the following updates:Rube Goldberg Inspired Physics Exhibition
Spring Sports Swap
Sex Ed.
Student Representatives Head to Denver
Rube Goldberg Inspired Physics Exhibition
Animas High is excited to announce a 9th Grade Physics Exhibition on Monday, December 6 from 6:00-7:30 p.m. at the La Plata County Fairground’s Exhibition Building. Freshmen have been building Rube Goldberg Contraptions as they explore simple machines and energy. A Rube Goldberg Contraption is a device that completes a series of complex steps to complete a simple task. The challenge for this exhibition was for students, in groups of two or three, to choose a task that they could complete in at least 6 steps, including 3 simple machines. Help us spread the word about this fabulous event. We’ll see you Monday night!
Spring Sports Swap
Animas High School will be hosting our first ever SPORTS SWAP this spring! As the holiday season pushes us all to take a look at all the “things” we collect in life, we ask you to keep AHS and our spring sports swap in mind. The swap will provide residents of Southwestern Colorado an opportunity to consign their old athletic gear and sporting equipment. So as you clean out the garage and inventory the closets full of shin guards, baseball mitts and boogie boards, please put those items aside for the swap!
Sex Ed.
Sex Ed. for 9th and 10th graders has been postponed until semester two due to scheduling conflicts. We look forward to offering this essential training this spring for our students. Stand by for future info.
Student Representatives Head to Denver
Our local student representatives head to Denver this week for the National League of Cities Youth Delegates Congress. We are honored and excited to participate in this national gathering of student leaders from all over the US. The AHS Head of School along with Sheri Dugdale and Michael Rendon from the City of Durango will lead the 7 member delegation of students from AHS, DHS and Grace Prep to events in Denver starting this Wednesday. Representing Durango as part of the Mayor’s Youth Council will be AHS sophomore, Nathan Youssef and AHS freshman Sam Kuenzel. Also joining the team is Southwestern Colorado’s Youth advisor to the state senate, AHS sophomore Daniel Fallon-Cyr. We look forward to hearing a complete report from the Capitol when these students return!
Sunday, November 14, 2010
With only one more week until Thanksgiving vacation, our community’s focus this week is finishing strong! Please take a second to review the following updates:Project Week Update
PAC Meeting
Sex Ed.
HOS Reflection
Thanksgiving Vacation
Project Week Update
There have been many questions from families regarding 2011 Project Week. Last week faculty met to refine our project rosters and dial in the final question marks related to trip/project logistics. Faculty will once again be refining their plans at faculty meeting this Monday with the goal of solidifying projects before the holiday break. Thank you for your support and patience as staff work diligently to offer your student the best experience possible. Stay tuned!
PAC Meeting
There will be a PAC meeting this Thurs. Nov. 18th at 6pm in the AHS Commons Room. This meeting has been scheduled to allow parents to attend the sex ed meeting occurring earlier in the afternoon. Parents, this is your chance to speak to all things AHS! We look forward to seeing you there. Questions can be forwarded to pac@animashighschool.com
Sex Ed.
Animas High School is committed to offering our students a comprehensive and holistic secondary education. To this end, the school will be sponsoring two days of sexual education instruction after the Thanksgiving recess scheduled for 11/30 and 12/2. Students received an info sheet and pre-experience questionnaire that should be taken home to their parents detailing the curriculum and material to be covered during this experience. Please note that AHS has partnered with the physicians and professionals at the San Juan Basin Health Dept so that our students receive the most up to date and accurate instruction related to sexual health and behavior.
Parents- Got Questions? I’m sure you do! Please plan on bringing your comments, concerns, ideas and questions to a Parent Info/Overview Session to be held at school Thursday, Nov. 18th from 4:45 to 6 pm at campus. THIS IS NOT A MANDATORY MEETING but a time for parents who feel they need to investigate/learn more about the instruction before permitting their child to participate in this valuable experience. Instructors will be on hand to meet with you and provide clarification.
HOS Reflection
Animas Head of School Michael Ackerman has been attending the 2010 Charter Schools: Practices for High Performance Institute at Harvard University. Read Michael’s reflections on this experience here: http://animashighschool.blogspot.com/2010/11/reflection-refinement-renewal.html
Thanksgiving Vacation
A friendly reminder that Animas High School will be closed November 22nd through the 26th for Thanksgiving Vacation. Campus and the Main Office will be closed for the entire week starting Friday, Nov. 19th. at 3:30 pm. Classes will resume on Monday, Nov.29th at 8:15 AM sharp!
Reflection, Refinement, Renewal
When Animas High School was founded, there was an explicitly stated desire by our school’s founders to commit to continuously developing our staff. As educators, we push ourselves to be reflective practitioners, stay abreast of best practices and continually refine our instruction and operations for maximum student impact and benefit. To this end, I was extremely excited and honored to travel to Cambridge, Massachusetts for Harvard University’s 2010 Charter Schools: Practices for High Performance Institute.
This very full and challenging experience condenses many of the courses and instructional highlights found in much longer classes offered by Harvard’s Graduate School of Education. The roster of educators and in-sector professionals that facilitated this program was an incredibly impressive line-up. Additionally, fellow students in the course represented top charter movement leadership from throughout the country. Needless to say, this was an extremely fertile environment for learning, reflecting, networking and collaborating.
With outstanding Harvard professors like Stig Leschly- named in 2005 by the World Economic Forum as one of the 250 most outstanding Young Global Leaders under 40 , James Honan - a senior lecturer and case study extraordinaire of the Harvard Graduate School of Education and the Kennedy School of Government and Monica Higgins - faculty member for both the Harvard Business School and the Graduate School of Education, coupled with national charter leaders like Rob Riordan - Dean and co-founder of High Tech High, Sally Bachofer - Assistant Commissioner of the NY State Department of Education, Peter Frumkin - Professor of Public Affairs and Director of the RGK Center for Philanthropy and Community Service at the Lyndon B. Johnson School of Public Affairs at the University of Texas, Austin and Nelson Smith – a senior advisor for the US Dept. of Education, former director of the National Alliance of Charter Schools and former Education Secretary Rod Paige’s choice as one of 21 negotiators who developed federal regulations for the No Child Left Behind Act. All offering hours of instruction, it was difficult to pick (like students always do) my favorite instructor. Yet my time spent with Dr. Kay Merseth ultimately proved the most powerful.
Dr. Merseth is the senior lecturer at the Harvard Graduate School of Education. Kay’s ability to capture your interest and attention through her humor and dynamic instruction, along with her experience and expertise within the field of education is un-matched. Dr. Merseth’s teaching and wisdom has instantly became a milepost in my own development and understanding and I humbly and respectfully suggest her comments, articulated through her closing address, give us all cause to stop and reflect upon the greater charter movement in the United States.
In lieu of mentioning all the things we know charters are doing well, I’d like to summarize Dr. Merseth’s ideas on the obstacles to the future growth of the “movement”. Interestingly and refreshingly enough, the same old complaints of funding inequities, unlevel playing fields, etc., although acknowledged, were not at the root of her argument. Conversely, Dr. Merseth’s challenge to charter leaders everywhere is to change our practices locally before we insist on the greater public changing their beliefs and attitudes towards charter schools.
First, uneven authorizing and monitoring processes threaten to derail the movement. Dr. Merseth pointed out that just because you have the word “charter” in your school’s name, that’s no guarantee of scholastic and cultural success. Also, as more and more charter schools become part of or are opened within Charter Management Organizations, we have to make sure we aren’t just re-inventing a new central office structure found in traditional districts.
Next, it is essential that charter schools everywhere address the question of people resources and human capital. From teachers to administrators, executives to board members, will charter schools be able to attract and retain quality folks? Will schools get teachers that are willing to work 60 hour plus weeks? Will unions enter the charter world with greater force? Where will school heads come from and what skills will these leaders need to be effective and impactful in these new environments?
Third, will philanthropic organizations’ continued focus on larger, more established schools and charter networks detract and diminish their support for other in-sector players? Can a standalone charter school exist with all the financial and facility challenges schools face? Can Charter Management Organizations who offer an efficiency of scale really be a new approach to public education? Will we continue to see limited and shrinking resource availability to the mom and pops? (a la Animas High) And what happens if we find ourselves where charter schools soon outnumber traditional public options; will our programs fall victim to the same bureaucracy and dilution we lobby so hard against?
Finally, as a movement, we must not lose sight of our fundamental commitments to and the core enterprise of teaching and learning. We must constantly ask what are our students learning; academically, socially, emotionally, etc.? Are we assessing students appropriately? And to what degree are we empowering our students, engaging them in their studies and pushing them to take ownership of their educational journey in the years after high school graduation?
Overall, this institute embodied everything we try to bring to our students each day at AHS. Classes and discussions were filled with amazing perspectives highlighting new research and evidence. Through rich small group work and extended time with amazing professors, I had many opportunities to reflect upon our systems and practices which will definitely lead to refinement on the ground in Durango. Surrounded by so many talented, inspirational people, I now see all the avenues for advocacy we have within the greater charter movement. Ultimately it was this idea of renewal, a recharge of my batteries so to speak, that will allow me to continue to persevere and lead our school to ever greater success. The chance to feel like there are other Heads of School struggling with the same challenges and questions across the nation left me feeling connected and may well have been the greatest take away for me. I want to thank Harvard University and Animas High School for this opportunity. It is with a renewed sense of purpose, mission and energy that I look forward to advancing our mission and values and offering a quality, 21st century education to all students in southwestern Colorado.
This very full and challenging experience condenses many of the courses and instructional highlights found in much longer classes offered by Harvard’s Graduate School of Education. The roster of educators and in-sector professionals that facilitated this program was an incredibly impressive line-up. Additionally, fellow students in the course represented top charter movement leadership from throughout the country. Needless to say, this was an extremely fertile environment for learning, reflecting, networking and collaborating.
With outstanding Harvard professors like Stig Leschly- named in 2005 by the World Economic Forum as one of the 250 most outstanding Young Global Leaders under 40 , James Honan - a senior lecturer and case study extraordinaire of the Harvard Graduate School of Education and the Kennedy School of Government and Monica Higgins - faculty member for both the Harvard Business School and the Graduate School of Education, coupled with national charter leaders like Rob Riordan - Dean and co-founder of High Tech High, Sally Bachofer - Assistant Commissioner of the NY State Department of Education, Peter Frumkin - Professor of Public Affairs and Director of the RGK Center for Philanthropy and Community Service at the Lyndon B. Johnson School of Public Affairs at the University of Texas, Austin and Nelson Smith – a senior advisor for the US Dept. of Education, former director of the National Alliance of Charter Schools and former Education Secretary Rod Paige’s choice as one of 21 negotiators who developed federal regulations for the No Child Left Behind Act. All offering hours of instruction, it was difficult to pick (like students always do) my favorite instructor. Yet my time spent with Dr. Kay Merseth ultimately proved the most powerful.
Dr. Merseth is the senior lecturer at the Harvard Graduate School of Education. Kay’s ability to capture your interest and attention through her humor and dynamic instruction, along with her experience and expertise within the field of education is un-matched. Dr. Merseth’s teaching and wisdom has instantly became a milepost in my own development and understanding and I humbly and respectfully suggest her comments, articulated through her closing address, give us all cause to stop and reflect upon the greater charter movement in the United States.
In lieu of mentioning all the things we know charters are doing well, I’d like to summarize Dr. Merseth’s ideas on the obstacles to the future growth of the “movement”. Interestingly and refreshingly enough, the same old complaints of funding inequities, unlevel playing fields, etc., although acknowledged, were not at the root of her argument. Conversely, Dr. Merseth’s challenge to charter leaders everywhere is to change our practices locally before we insist on the greater public changing their beliefs and attitudes towards charter schools.
First, uneven authorizing and monitoring processes threaten to derail the movement. Dr. Merseth pointed out that just because you have the word “charter” in your school’s name, that’s no guarantee of scholastic and cultural success. Also, as more and more charter schools become part of or are opened within Charter Management Organizations, we have to make sure we aren’t just re-inventing a new central office structure found in traditional districts.
Next, it is essential that charter schools everywhere address the question of people resources and human capital. From teachers to administrators, executives to board members, will charter schools be able to attract and retain quality folks? Will schools get teachers that are willing to work 60 hour plus weeks? Will unions enter the charter world with greater force? Where will school heads come from and what skills will these leaders need to be effective and impactful in these new environments?
Third, will philanthropic organizations’ continued focus on larger, more established schools and charter networks detract and diminish their support for other in-sector players? Can a standalone charter school exist with all the financial and facility challenges schools face? Can Charter Management Organizations who offer an efficiency of scale really be a new approach to public education? Will we continue to see limited and shrinking resource availability to the mom and pops? (a la Animas High) And what happens if we find ourselves where charter schools soon outnumber traditional public options; will our programs fall victim to the same bureaucracy and dilution we lobby so hard against?
Finally, as a movement, we must not lose sight of our fundamental commitments to and the core enterprise of teaching and learning. We must constantly ask what are our students learning; academically, socially, emotionally, etc.? Are we assessing students appropriately? And to what degree are we empowering our students, engaging them in their studies and pushing them to take ownership of their educational journey in the years after high school graduation?
Overall, this institute embodied everything we try to bring to our students each day at AHS. Classes and discussions were filled with amazing perspectives highlighting new research and evidence. Through rich small group work and extended time with amazing professors, I had many opportunities to reflect upon our systems and practices which will definitely lead to refinement on the ground in Durango. Surrounded by so many talented, inspirational people, I now see all the avenues for advocacy we have within the greater charter movement. Ultimately it was this idea of renewal, a recharge of my batteries so to speak, that will allow me to continue to persevere and lead our school to ever greater success. The chance to feel like there are other Heads of School struggling with the same challenges and questions across the nation left me feeling connected and may well have been the greatest take away for me. I want to thank Harvard University and Animas High School for this opportunity. It is with a renewed sense of purpose, mission and energy that I look forward to advancing our mission and values and offering a quality, 21st century education to all students in southwestern Colorado.
Dr. Kay Merseth and AHS Head of School Michael Ackerman at Harvard University's 2010 Charter Schools: Practices for High Performance Institute.
Tuesday, November 9, 2010
Colorado's new accountability system rates schools' academics
Colorado's new accountability system rates schools' academics
By Jeremy P. Meyer The Denver Post
Posted: 11/04/2010 01:00:00 AM MDT
The first look at Colorado's newly developed school accountability system shows two-thirds of the state's schools are getting top grades, but 5 percent are in academic trouble.
Using data from test scores and student academic improvement, the state assigned each Colorado school to one of four "plans."
Top-performing programs landed in "performance" plans, meaning they hit all of the academic measures and need to figure out how to keep up the good work. A total of 1,292 school programs out of 2,080 statewide ranked in this category. The worst performers fell into the "turnaround" category, meaning they've got five years to make serious improvements or face closure.
The other categories are "improvement" and "priority
Extras
Search the list of the CDE's preliminary findings. improvement."
On Wednesday, the state board of education approved the designations for the schools based on student test performance, academic growth, narrowing of achievement gaps and how well students are prepared when they leave high school.
Schools have until Jan. 15 to develop annual improvement plans. In all, 230 school programs need "priority improvement" or "turnaround" plans. They will require some level of state support or oversight.
State officials have called the new School Performance Framework a national model.
"It is intended to build a communal understanding of the performance of schools and to build a planning process on how to improve schools," said Colorado Associate Commissioner Richard Wenning.
The School Performance Framework's big reveal isn't supposed to be for another month, when state officials are planning an event that will include the governor, unveil a new online tool for parents and provide every school a detailed scorecard.
The new system is born out of the 2009 Education Accountability Act.
Jefferson County, the state's largest school district, had 133 schools with "performance" ratings and 41 schools in the "improvement" plan.
Denver Public Schools, the second-largest district in the state, had the most schools with "turnaround" plans, at 18, but also had the second- most "performance" plans with 85.
Read more: Colorado's new accountability system rates schools' academics - The Denver Post http://www.denverpost.com/news/ci_16517802#ixzz14pDw8tJE
By Jeremy P. Meyer The Denver Post
Posted: 11/04/2010 01:00:00 AM MDT
The first look at Colorado's newly developed school accountability system shows two-thirds of the state's schools are getting top grades, but 5 percent are in academic trouble.
Using data from test scores and student academic improvement, the state assigned each Colorado school to one of four "plans."
Top-performing programs landed in "performance" plans, meaning they hit all of the academic measures and need to figure out how to keep up the good work. A total of 1,292 school programs out of 2,080 statewide ranked in this category. The worst performers fell into the "turnaround" category, meaning they've got five years to make serious improvements or face closure.
The other categories are "improvement" and "priority
Extras
Search the list of the CDE's preliminary findings. improvement."
On Wednesday, the state board of education approved the designations for the schools based on student test performance, academic growth, narrowing of achievement gaps and how well students are prepared when they leave high school.
Schools have until Jan. 15 to develop annual improvement plans. In all, 230 school programs need "priority improvement" or "turnaround" plans. They will require some level of state support or oversight.
State officials have called the new School Performance Framework a national model.
"It is intended to build a communal understanding of the performance of schools and to build a planning process on how to improve schools," said Colorado Associate Commissioner Richard Wenning.
The School Performance Framework's big reveal isn't supposed to be for another month, when state officials are planning an event that will include the governor, unveil a new online tool for parents and provide every school a detailed scorecard.
The new system is born out of the 2009 Education Accountability Act.
Jefferson County, the state's largest school district, had 133 schools with "performance" ratings and 41 schools in the "improvement" plan.
Denver Public Schools, the second-largest district in the state, had the most schools with "turnaround" plans, at 18, but also had the second- most "performance" plans with 85.
Read more: Colorado's new accountability system rates schools' academics - The Denver Post http://www.denverpost.com/news/ci_16517802#ixzz14pDw8tJE
Monday, November 8, 2010
AHS Weekly Update- Week of Nov. 8th, 2010
It was a big weekend for our soccer and volleyball athletes as well as for our thespians. We are inspired by their abilities to balance scholastic achievement with extracurricular success! Congrats to all of our well-rounded Ospreys!Please take a moment to review the following updates:
Waiting for Superman
Sex Ed
PAC Meeting
Thanksgiving Vacation
Waiting for Superman
The impactful documentary, Waiting for Superman, opened in Durango over the weekend. Don’t miss this powerful look at our nation’s public education system and the role that charter schools are having in reform efforts. This movie is a “must-see” for any AHS family!
The film plays at the Durango Gaslight Cinema (movie theatre downtown) November 5th-18th. Show times are 6pm and 8:15 pm daily and there’s a 1:15 and 3:30 showing on the weekends. See you at the movies!
Sex Ed
Animas High School is committed to offering our students a comprehensive and holistic secondary education. To this end, the school will be sponsoring two days of sexual education instruction after the Thanksgiving recess scheduled for 11/30 and 12/2. Students will receive an info sheet and pre-experience questionnaire that should be taken home to their parents detailing the curriculum and material to be covered during this experience. Please note that AHS has partnered with the physicians and professionals at the San Juan Basin Health Dept so that our students receive the most up to date and accurate instruction related to sexual health and behavior.
Parents- Got Questions? I’m sure you do! Please plan on bringing your comments, concerns, ideas and questions to a Parent Info/Overview Session to be held at school Thursday, Nov. 12th from 4:30 to 6pm at campus. THIS IS NOT A MANDATORY MEETING but a time for parents who feel they need to investigate/learn more about the instruction before permitting their child to participate in this valuable experience. Instructors will be on hand to meet with you and provide clarification.
The school asks parents who do not want their student to participate in sex ed to please excuse their student, in writing, in a note delivered to the AHS Main Office. We’ll let you know when the info sheet is on the way home! We are excited to offer our students this beneficial experience here at AHS.
PAC Meeting
There will be a PAC meeting next Thurs. Nov. 18th at 6pm in the AHS Commons Room. This meeting has been scheduled to allow parents to attend the sex ed meeting occurring earlier in the afternoon. Parents, this is your chance to speak to all things AHS! We look forward to seeing you there.
Thanksgiving Vacation
A friendly reminder that Animas High School will be closed November 22nd through the 26th for Thanksgiving Vacation. Campus and the Main Office will be closed for the entire week starting Friday, Nov. 19th. At 3:30 pm. Classes will resume on Monday, Nov.29th at 8:15 AM sharp!
Thursday, November 4, 2010
Locals help bring film to Durango- Durango Herald 11-3-10
Locals help bring film to Durango
Documentary probes American public school system
By Emery Cowan Herald Staff Writer
“Waiting For Superman,” a new documentary about the challenges of America’s public school system, will be coming to Durango thanks to persistent efforts by local parents and teachers.
The movie will open Friday at the Storyteller Gaslight Theatre and run for two weeks.
“This is an opportunity for dialogue on an important issue that affects all of us,” said Jesse Hutt, who leads the parent advisory committee at Animas High School.
Hutt spearheaded the effort to get “Waiting For Superman” to Durango, calling Storyteller Theatres’ headquarters in New Mexico and requesting the film.
“Though Durango students don’t have to deal directly with the issues in the film, they are still very important issues nationally,” said Greg Cathcart, a member of Animas High’s board of directors who has seen the film.
The documentary, produced by “An Inconvenient Truth” director Davis Guggenheim, highlights the problems of the public education system as it follows five children and their parents trying to get into high-performing charter schools.
The film gained a national spotlight after Oprah Winfrey promoted it on her show in September. She gave five U.S. charter school networks $1 million each so they can admit more students like those in the film.
Animas High School will be setting up a booth at the theater to provide information about charter schools, Hutt said.
Renee Lee, marketing and advertising director with Storyteller Theatres, said residents’ efforts have helped get a surprising number of independent films to Durango theaters.
Lauren Delle, a writing instructor at Fort Lewis College, also called Storyteller Theatres to ask if the documentary could come to Durango. She said she had been wanting to see the movie and plans to bring her freshman seminar class to a screening next week.
ecowan@durangoherald.com
Documentary probes American public school system
By Emery Cowan Herald Staff Writer
“Waiting For Superman,” a new documentary about the challenges of America’s public school system, will be coming to Durango thanks to persistent efforts by local parents and teachers.
The movie will open Friday at the Storyteller Gaslight Theatre and run for two weeks.
“This is an opportunity for dialogue on an important issue that affects all of us,” said Jesse Hutt, who leads the parent advisory committee at Animas High School.
Hutt spearheaded the effort to get “Waiting For Superman” to Durango, calling Storyteller Theatres’ headquarters in New Mexico and requesting the film.
“Though Durango students don’t have to deal directly with the issues in the film, they are still very important issues nationally,” said Greg Cathcart, a member of Animas High’s board of directors who has seen the film.
The documentary, produced by “An Inconvenient Truth” director Davis Guggenheim, highlights the problems of the public education system as it follows five children and their parents trying to get into high-performing charter schools.
The film gained a national spotlight after Oprah Winfrey promoted it on her show in September. She gave five U.S. charter school networks $1 million each so they can admit more students like those in the film.
Animas High School will be setting up a booth at the theater to provide information about charter schools, Hutt said.
Renee Lee, marketing and advertising director with Storyteller Theatres, said residents’ efforts have helped get a surprising number of independent films to Durango theaters.
Lauren Delle, a writing instructor at Fort Lewis College, also called Storyteller Theatres to ask if the documentary could come to Durango. She said she had been wanting to see the movie and plans to bring her freshman seminar class to a screening next week.
ecowan@durangoherald.com
Tuesday, November 2, 2010
Ospreys Finish Strong!
India Waller is quick like a bunny at states this past weekendWhat a terrific State Championship Weekend for the AHS Mountain Bike Team! Read the summary and results here:
http://mim.io/aaba6?fe=1&pact=2121421029
Monday, November 1, 2010
From the World Beyond Durango....
Although we sometimes feel like an island down here in the southwestern corner of our great state, it's important to know that Durango is in the spotlight! Below are a few recent op-ed pieces that have run around the state concerning Durango's proposed Mill Levy- measure 3A:
Vinny Badolato, VP of Public Affairs for the Colorado League of Charter Schools, shares his thoughts on Durango's proposed Mill Levy. Read it here:
http://blog.ednewscolorado.org/2010/10/20/hey-durango-charters-deserve-tax-dollars-too/comment-page-1/
Doug Hering of the Colorado Springs Examiner weighs in here:
http://www.examiner.com/charter-schools-in-colorado-springs/badolato-questions-durango-s-decision-to-exclude-charters-from-mill-levy
Vinny Badolato, VP of Public Affairs for the Colorado League of Charter Schools, shares his thoughts on Durango's proposed Mill Levy. Read it here:
http://blog.ednewscolorado.org/2010/10/20/hey-durango-charters-deserve-tax-dollars-too/comment-page-1/
Doug Hering of the Colorado Springs Examiner weighs in here:
http://www.examiner.com/charter-schools-in-colorado-springs/badolato-questions-durango-s-decision-to-exclude-charters-from-mill-levy
AHS Weekly Update- Week of Nov. 1st, 2010
Animas Blood DriveVote
Winter Sports at Durango High School
Admin Office Hours
Message from the AHOS
Project Week 2011
Waiting for Superman
Animas Blood Drive
Donate the gift of life at Animas High School today! Students from Mrs. Dunning ‘s Biology classes have organized a Blood Drive which will take place at campus today from 1:30 to 4:30 pm in the Commons Room. Students who are 16 yrs. old or older may give blood with a completed release signed by their parents. We welcome any adult who would like to donate blood to join us on campus this afternoon.
Vote
A friendly reminder that Tuesday, November 2nd is Election Day! Make sure to have your voice heard by remembering to vote on Tuesday!
Winter Sports at Durango High School
Winter Sports, which include Boys Basketball, Girls Basketball, Girls Swimming, and Wrestling officially begin on Friday, November 12. Cheerleading and Dance will continue through the winter season as well. A completed Athletic Form must be on file in the DHS Activity Director's office for every student participating in interscholastic athletic competition. No student will be permitted to participate in any athletic program without the forms on file by the first day of practice. Please return these forms to the Athletic Office and get your red card BEFORE November 12. Participation fees of $50 must be paid prior to receiving a red card. Contact Athletic Director Sheldon Keresey in case of financial hardship. Animas students needing assistance with extracurricular activities and sports should address their questions/concerns to Assistant Head of School Jake Lauer.
Admin Office Hours
A reminder that upcoming Head of School Office Hours are scheduled for Nov. 8th.
Upcoming Assistant Head of School Office Hours are scheduled for Nov. 4th and 11th.
To reserve time with either Michael or Jake, please contact Maureen at the Main Office to set up an appointment. (970) AHS-AHS4
Message from the AHOS
An important message from Animas High School’s Assistant Head of School was distributed to students and families last week. Please make sure you’ve seen the letter from Jake. Missed it? Read it here: http://animashighschool.blogspot.com/2010/10/message-from-ahs-assistant-head-of.html
Project Week 2011
Students took their first shot at sign-ups for our 2011 Project Week Trips last Thursday, Oct. 28th. Faculty will be reviewing the sign-up results on Monday and synching back up with students this week. Students/Families should expect “project specific” meetings as we work diligently to solidify rosters and trip logistics prior to the holiday recess. Stay tuned for more!
Waiting for Superman
Based upon huge demand from our local community, the new film Waiting for Superman is coming to Durango!
Film Overview:
Documentary filmmaker Davis Guggenheim explores the tragic ways in which the American public education system is failing our nation's children, and explores the roles that charter schools and education reformers could play in offering hope for the future. We see the statistics every day -- students dropping out, science and math scores falling, and schools closing due to lack of funding. What we don't see are the names and faces of the children whose entire futures are at stake due to our own inability to enact change. There was a time when the American public education system was a model admired by the entire world. Today other countries are surpassing us in every respect, and the slogan "No Child Left Behind" has become a cynical punch line. Bianca, Emily, Anthony, Daisy, and Francisco are five students who deserve better. By investigating how the current system is actually obstructing their education instead of bolstering it, Guggenheim opens the door to considering possible options for transformation and improvement.
The film is scheduled to run from Nov. 5th through the 18th and we’re excited to sponsor an information table at each showing. Stay tuned for future emails announcing exact show times. We’ll see you at the show!
The Wait is Almost Over!
AHS is excited to announce the film WAITING FOR SUPERMAN will be showing in town from November 5th though Nov. 18th, 2010. Stay tuned for exact show times!
Sunday, October 31, 2010
Do your CO. Senate Candidates Support Charter Schools?
Candidate Survey Results
Do your Senate candidates support charter schools?
As a service to the charter school community, the Colorado League of Charter Schools surveyed all candidates for state legislative office about their views on charter schools and public school choice.
As a service to the charter school community, the Colorado League of Charter Schools surveyed all candidates for state legislative office about their views on charter schools and public school choice.
Candidates for Colorado's 6th Senate District
Ellen Roberts
1. Do you support a parent’s right to choose the best public school, in their judgment, for their children? Why or why not?
Absolutely. We sent our daughter to a charter school. We did that for the smaller class size, greater parental involvement and more creative teaching.
2. In your view, what role should charter schools play in the effort to provide parents and students choice in their schooling options?
I have voted to support charter schools at every opportunity while serving the past 4 years in the Colorado House, representing District 59. That is because I believe charter schools serve to stimulate the students and teachers and are a key part to the needed educational reform efforts at the local, state and federal levels.
3. Do you support charter schools getting and keeping the autonomy to make key decisions that affect a school’s daily operations? Why or why not?
3. Do you support charter schools getting and keeping the autonomy to make key decisions that affect a school’s daily operations? Why or why not?
Yes, these decisions are best made at the local level.
4. In your view, do charter schools help improve the educational opportunities or harm the educational opportunities for students in traditional public schools?
Traditional public schools should not be threatened by the choice presented to the students and their families by having charter school options. Competition in selecting a school that fosters teacher and school accountability and improved educational experiences should be the goal for all involved in educating our youth.
5. Do you believe that charter schools should be eligible to receive facilities funding from state and local capital budgets to address their critical facilities needs? Why or why not?
Yes. My personal experience in my family is that the physical facility of the charter school was last on the list for improvements and while facilities alone certainly don't determine the student's educational experience, safe and modern classrooms, laboratory space for science classes, etc. do matter.
6. In your view, how do teachers' jobs in charter schools differ from teachers' jobs in traditional public schools?
Again, from personal observation, the teachers were more enthusiastic, more engaged with the student and parents and more innovative in teaching styles. Unfortunately, they were also paid less and that caused significant and detrimental turnover.
7. Please feel free to provide any additional comments or view points regarding choice and charter schools in the state of Colorado that you were not able to cover in your responses above.
I think the answers above covered my opinions.
I think the answers above covered my opinions.
Bruce Whitehead
1. Do you support a parent’s right to choose the best public school, in their judgment, for their children? Why or why not?
After evaluation of options and best educational opportunities, parents should ultimately have a choice in determining the best learning environment for their children, based on long term observations of their child's needs and interests.
After evaluation of options and best educational opportunities, parents should ultimately have a choice in determining the best learning environment for their children, based on long term observations of their child's needs and interests.
2. In your view, what role should charter schools play in the effort to provide parents and students choice in their schooling options?
Charter schools provide an alternative within the framework of public education for parents and children, and in most cases maintain an open door policy to observe the learning opportunities and teaching methods used.
3. Do you support charter schools getting and keeping the autonomy to make key decisions that affect a school’s daily operations? Why or why not?
Daily operations should be up to the individual schools, as long as the accountability, curriculum, testing, and accredidation are consistent with the charter agreement in place with the school district or State Department of Education.
Daily operations should be up to the individual schools, as long as the accountability, curriculum, testing, and accredidation are consistent with the charter agreement in place with the school district or State Department of Education.
4. In your view, do charter schools help improve the educational opportunities or harm the educational opportunities for students in traditional public schools?
Students with different interests and learning styles can sometimes learn better in alternative learning environments. It is possible that the charter school option may reduce class sizes in the traditional public schools and improve the learning opportunities.
Students with different interests and learning styles can sometimes learn better in alternative learning environments. It is possible that the charter school option may reduce class sizes in the traditional public schools and improve the learning opportunities.
5. Do you believe that charter schools should be eligible to receive facilities funding from state and local capital budgets to address their critical facilities needs? Why or why not?
The legislature has in the past provided funds on a per pupil basis for charter schools based on the student count on October 1st. As funding is available, in order to maintain this alternative educational opportunity, some level of capital funding from the state budget should continue. Given the current status of the state budget, full funding for capital projects may be challenging over the next few years.
The legislature has in the past provided funds on a per pupil basis for charter schools based on the student count on October 1st. As funding is available, in order to maintain this alternative educational opportunity, some level of capital funding from the state budget should continue. Given the current status of the state budget, full funding for capital projects may be challenging over the next few years.
6. In your view, how do teachers' jobs in charter schools differ from teachers' jobs in traditional public schools?
Teachers in charter schools have greater flexibility in providing alternative learning opportunities for their students. Based on the curriculum adopted by the charter schools, non-traditional teachers or experts in their field, can be utilized to provide real world or hands on experience on the topic. Teachers and administrators in charter schools receive lower salaries on the average than teachers employed by districts.
Teachers in charter schools have greater flexibility in providing alternative learning opportunities for their students. Based on the curriculum adopted by the charter schools, non-traditional teachers or experts in their field, can be utilized to provide real world or hands on experience on the topic. Teachers and administrators in charter schools receive lower salaries on the average than teachers employed by districts.
7. Please feel free to provide any additional comments or view points regarding choice and charter schools in the state of Colorado that you were not able to cover in your responses above.
The education of our youth is most definitely a partnership. The dialogue that takes place between parents, students, teachers, and administrators is critical to making informed and positive steps in creating the best learning environment.
The education of our youth is most definitely a partnership. The dialogue that takes place between parents, students, teachers, and administrators is critical to making informed and positive steps in creating the best learning environment.
Do your CO House Candidates Support Charter Schools?
Candidate Survey Results
Do your CO House candidates support charter schools?
Do your CO House candidates support charter schools?
As a service to the charter school community, the Colorado League of Charter Schools surveyed all candidates for state legislative office about their views on charter schools and public school choice.
* Hos Note- The Colorado League did not report survey results from Brian O'Donnell. AHS contacted O'Donnell's campaign and requested he provide our local community with his answers.
Candidates for Colorado's 59th House District
Yes. I think that parents should be able to choose the best public school for their children. I want all of our public schools to excel. Education is one of the most important issues facing our state and our nation, and improving our schools will be one of my highest priorities.
Brian O'Donnell
1. Do you support a parent’s right to choose the best public school, in their judgment, for their children? Why or why not?
Yes. I think that parents should be able to choose the best public school for their children. I want all of our public schools to excel. Education is one of the most important issues facing our state and our nation, and improving our schools will be one of my highest priorities.
2. In your view, what role should charter schools play in the effort to provide parents and students choice in their schooling options?
I believe that charter schools play an important effort in providing parents and students choices in their schooling options. Animas High School has been a great option for parents and students in Durango.
3. Do you support charter schools getting and keeping the autonomy to make key decisions that affect a school’s daily operations? Why or why not?
I think it is important for charter schools to have the freedom to make decisions affecting their daily operations.
4. In your view, do charter schools help improve the educational opportunities or harm the educational opportunities for students in traditional public schools?
I think that we need to make sure that both traditional and charter schools are offering the best possible educational experience for our children.
5. Do you believe that charter schools should be eligible to receive facilities funding from state and local capital budgets to address their critical facilities needs? Why or why not?
I would like to find ways to increase funding for education. Some of that money could be used for facilities. I know that Animas High Schools needs a long-term facility.
6. In your view, how do teachers' jobs in charter schools differ from teachers' jobs in traditional public schools?
I have toured Animas High School and met with teachers there. I think that teachers there are very creative and work hard. I also know teachers from traditional public schools and they also are hard working and creative.
7. Please feel free to provide any additional comments or view points regarding choice and charter schools in the state of Colorado that you were not able to cover in your responses above.
I was very impressed with the teachers, administration, board, students and parents at Animas High School. They are providing an excellent educational experience.
J. Paul Brown
1. Do you support a parent’s right to choose the best public school, in their judgment, for their children? Why or why not?Yes. Because it encourages competition for students, thereby improving the education of students at all schools. Parents know best where their children will learn the most , what they want their children to learn, and who the best teachers are. Basicly, parents know best.
2. In your view, what role should charter schools play in the effort to provide parents and students choice in their schooling options?
Charter Schools can give parents different educational options for their children depending on the Charter School such as learning styles, curriculum, etc.
3. Do you support charter schools getting and keeping the autonomy to make key decisions that affect a school’s daily operations? Why or why not?
Yes. The problem with education as a whole today is that there are too many rules from the federal and state government that get in the way of local schools doing their job. Charter Schools are no different. Leave them alone and let them succeed or fail
4. In your view, do charter schools help improve the educational opportunities or harm the educational opportunities for students in traditional public schools? Help
5. Do you believe that charter schools should be eligible to receive facilities funding from state and local capital budgets to address their critical facilities needs? Why or why not?
I oppose increasing taxes. If the money can not be found in existing budgets without hurting other needs I would oppose this funding. Private contributions should be allowed.
6. In your view, how do teachers' jobs in charter schools differ from teachers' jobs in traditional public schools?
I'm not sure, but I would hope that teachers in charter schools would not have to belong to the union, would be paid based on performance, would not have tenure, and would not be required accreditation as long as they can get the job done.
7. Please feel free to provide any additional comments or view points regarding choice and charter schools in the state of Colorado that you were not able to cover in your responses above.
Any time there is state or federal money tied to a school there are also stings tied to that school restricting the school board or adminisration from educating as they feel is best for the students. The best government is that which is closest to the people and so it is with schools. I was on the School Board at Igncio for 12 years and was very frustated because we made very few real decisions about education. We did not have a charter school in the district. If we recinded most of the federal and state regulations and laws regarding K/12 education and put the responsibility back on the locals, all schools would be virtual charter schools and we would improve our education system many times.
Any time there is state or federal money tied to a school there are also stings tied to that school restricting the school board or adminisration from educating as they feel is best for the students. The best government is that which is closest to the people and so it is with schools. I was on the School Board at Igncio for 12 years and was very frustated because we made very few real decisions about education. We did not have a charter school in the district. If we recinded most of the federal and state regulations and laws regarding K/12 education and put the responsibility back on the locals, all schools would be virtual charter schools and we would improve our education system many times.
Friday, October 29, 2010
A Message from the AHS Assistant Head of School
Hello AHS Parents and Guardians,This is Jake Lauer, Assistant Head School at Animas High School. Most of you know me and for those who don’t I look forward to meeting you soon. I am truly enjoying working with all of your students this year.
We are thrilled to have such an energetic, inquisitive student body this year. And I am happy to report that we are having a great year so far at AHS.
My Role
My Role
I am writing today for a few reasons. First, I would like to explain a little about what I do here at AHS. As the Assistant Head of School (AHOS), my role is a combination of what a principal and vice-principal would do at a traditional high school. My responsibilities include:
• The daily administrative duties of a traditional principal
• Planning and oversight of our Advisory Program
• Upholding and furthering our school culture through a
non-traditional approach to discipline
• Staff management
Last year Michael’s role was more like that of a traditional principal. This year I have assumed that role and Michael is essentially our CEO. AHS needs Michael to focus his talents on the high-level tasks that will help our school become a model for charter schools throughout the country. You will certainly continue to see Michael everywhere, which is how we like it.
Communication
Communication
It is very important to us that we keep our whole community well-informed about the latest at AHS. We also want to make sure we are able to address any questions, concerns, ideas or comments you have about the school. To clarify communication, when you have a question, comment or concern about AHS contact your student’s advisor.
Since Michael’s and my roles have changed, the next step is to contact me. Please know that, although you may not communicate directly with me, I am in constant contact with the advisors.
In an effort to keep you informed about what is happening at AHS, we do the following:
• Each week Michael sends an email with a weekly update.
• We have programmed Power School to send you an email each Monday
that will give you your student’s current grades in all classes.
• Michael maintains a blog at http://www.animashighschool.blogspot.com/
• The Parent Advisory Committee meets each month at AHS. For more
information you can email pac@animashighschool.com.
School Culture and Expectations
I believe our positive academic and social environment is one of the things that sets us apart from other schools. We are committed to creating a physically and emotionally safe, invigorating space for your sons and daughters to grow and learn. We have very high academic and behavioral expectations for all of our students. At the beginning of this school year, Michael and I reviewed our Student Handbook with each student to make sure they were clear about what we expect.
As the school year progresses and student stress levels rise, we inevitably have students who make mistakes. To ensure that we continue to keep our culture strong, I am going to continue to reinforce our expectations with all students. Last week I visited 10th grade classes and revisited our Student Handbook with them. I will do the same for our 9th grade students next week. Our Student Handbook is available to you in either print or electronic form. If you would like a copy, please contact me by email. I want to take this opportunity to make you all aware of some areas where we often have confusion or problems:
Fashion Guide
Fashion Guide
At AHS, we don’t have a dress code, we have a fashion guide that helps students understand what dress is appropriate at AHS. Some highlights of the guide include:
• Students must wear closed-toe footwear at all times for safety reasons.
• Young ladies may wear tops with straps, but the straps must be at
least 2 inches wide. We never want to see undergarments. In addition, their
shorts/skirts must be as long as their fingertips when their arms are extended down their
sides.
• Headwear, including hats, hoods, bandanas and beanies, are not
allowed in the building.
• Clothing with inappropriate/offensive messages is not welcome.
Respectful Environment
• Headwear, including hats, hoods, bandanas and beanies, are not
allowed in the building.
• Clothing with inappropriate/offensive messages is not welcome.
Respectful Environment
• Act with respect for self and others, which includes: using
appropriate language; displaying kindness and empathy for others; honoring others’
personal space and property.
• All students are responsible for AHS equipment and property and may
be expected to pay replacement cost for damaged or lost items.
• Never vandalize school or personal property.
• Not use drugs, alcohol or tobacco.
• Refrain from any bullying or harassment, especially any comments or
actions of a sexual nature. (see Policy Against Harassment in the Student Handbook)
• Pick up their trash and keep all spaces clean to the best of their
ability. Note: students may not chew gum in the building.
• Use technology appropriately and only when given permission. For
example, students may not eat or drink anything while using school computers, cameras,
• All students are responsible for AHS equipment and property and may
be expected to pay replacement cost for damaged or lost items.
• Never vandalize school or personal property.
• Not use drugs, alcohol or tobacco.
• Refrain from any bullying or harassment, especially any comments or
actions of a sexual nature. (see Policy Against Harassment in the Student Handbook)
• Pick up their trash and keep all spaces clean to the best of their
ability. Note: students may not chew gum in the building.
• Use technology appropriately and only when given permission. For
example, students may not eat or drink anything while using school computers, cameras,
etc. Students may not listen to their MP3 players in the halls, common spaces or in
classrooms, unless a teacher has given them explicit permission.
• Be honest and truthful socially and academically.
School Technology Use
• Be honest and truthful socially and academically.
School Technology Use
Consequences for Not Meeting These Expectations
Our returning students often say that AHS “sweats the small stuff.”
And I agree. We have a great opportunity as a small community to address small problems before they get out of hand. To that end, if your student does not meet our expectations we follow this process:
And I agree. We have a great opportunity as a small community to address small problems before they get out of hand. To that end, if your student does not meet our expectations we follow this process:
1) Teacher Detention or Service – Each teacher may assign their own
form of detention or service to any student out of compliance. If the teacher has multiple
problems with one student, the teacher may refer them to me.
2) AHOS Intervention – If a student is referred to me or if I find a
student out of compliance, I will work with the parties involved to identify and enforce an
2) AHOS Intervention – If a student is referred to me or if I find a
student out of compliance, I will work with the parties involved to identify and enforce an
appropriate consequence. This could include:
a. School Wide Work Crew – your student will be asked to stay after
school to complete a service project for us. They are expected to stay until they have
school to complete a service project for us. They are expected to stay until they have
completed the project to our satisfaction. We will assign projects that should be completed by
4 p.m. if the student works diligently.
b. Parent Meeting
c. Behavior Contract
3) HOS Intervention – Michael will intervene in discipline scenarios
that could include suspension or expulsion from AHS.
Closing
that could include suspension or expulsion from AHS.
Closing
Thank you for your time and attention. AHS is a unique and invigorating environment thanks to all of you and your students. I feel honored to be a part of this community and I look forward to working with you all for a long time to come.
Respectfully,
Jake Lauer
Assistant Head of School
Respectfully,
Jake Lauer
Assistant Head of School
Animas High Ospreys to compete at state event The state championships are the final event of the inaugural Colorado high school mountain bike league season.
Animas High, which will be taking 12 student-athletes to the competition, currently is in sixth place out of 20 teams. There also will be one or two athletes from Durango High School attending as independent cyclists becaues DHS does not have a cycling program, coach Chad Cheeney said in a news release.
Cheeney said the new league "has been very successful in its first year as it has averaged over 170 racers per event."
"This new junior racing program in the state will have a huge effect on Colorado's future junior cycling development as it is a great nonintimidating introduction to the sport."
For more information, call Cheeney at 764-5909.
Monday, October 25, 2010
AHS Weekly Update- Week of Oct. 25th, 2010
Please take a moment to review the following updates:
Spirit Week
No School Friday
SLC Make-ups
School Calendar
9th Grade Blast Off
HOS Talk 10-22-10
Spirit Week
This week is Spirit Week at AHS and we are excited to promote this student driven event for a second year. Your student is welcome to display their school spirit and participate in different themed days throughout the week:
Monday- Pajama Day
Tuesday- 60’s Day/Classy Dress Day
Wednesday- Jersey Day (athletic not state)
Thursday- Halloween Costume Day
No School Friday
There is no school for students this Friday, Oct. 29th. Animas High School faculty will be participating in professional development workshops and working with PBL professionals to dial in their upcoming projects and continue to make our program the best it can be. Campus and the Main Office will be closed Friday. We look forward to addressing all your questions and concerns when school reconvenes on Monday, Nov. 1st. We wish you and your family a very happy and safe Halloween.
SLC Make Ups
If your student still needs to participate in Student Led Conferences, please make sure that their make-up time is scheduled this week! Reservations for SLCs are coordinated by our Humanities teachers. If your student needs to schedule a make-up, they should speak directly with their Humanities instructor. Parents can follow up with the appropriate teacher via email:
Lori.fisher@animashighschool.com 10th grade Humanities Students
John.fisher@animashighschool.com 9th and 10th grade Humanities Students
Jessica.mccallum@animashighschool.com 9th grade Humanities Students
School Calendar
Please make sure you have a copy of the school calendar on your fridge at home! You can see the calendar here:
http://www.animashighschool.com/pdf/10-11AHSCalendar.pdf
9th Grade Blast Off
Mission control scrubbed today’s launch due to the inclement weather forecast. 9th graders will be launching their rockets tomorrow during period 3 (10:30-11:30), period 5 (12:15-1:00) and period 6 (1:25-2:30) Come and join us for lift off! Specific questions can be forwarded to mission control via email: dave.heerschap@animashighschool.com
HOS Talk 10-22-10
Last Friday’s HOS Talk is online! See it here:
http://www.facebook.com/pages/Animas-High-School/129694133734262?ref=ts#!/video/video.php?v=485433973372
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