WINDHAM INTERNS:JAKE LEVINPREMA LONGSYLVIA MOST

Study of Learners in their Worlds, Part 1: Windham

Community/School Inquiry

Windham Community/School Inquiry

Agenda

Introduction to Windham/Raymond and RSU 14

Inquiry by Jake Levin Inquiry by Prema Long Inquiry by Sylvia Most

Where is RSU 14?

Distances to Larger Cities

25 minutes to Portland

Distances to Larger Cities

25 minutes to Portland

36 minutes to Lewiston/Auburn

Distances to Larger Cities

25 minutes to Portland

35 minutes to Lewiston/Auburn

• 60 minutes to Augusta

Demographics

Population: 16, 901 36.5 median age

Racial make-up:

White

Black

Hispanic

Asian

Pacific Islander

Native American

Two or more

Demographics

Median income: $55, 305 per household Average Maine income is $45, 734

Wages and employment: $16, 949 per capita Unemployment 2.5 %

Demographics

Poverty in Windham

94%

5% 1%

Above poverty line

Below poverty line

Below 50% of poverty line

Demographics

57%

9%

5%

4%

24%

Religious Affiliations

CatholicProtestantMethodistEpiscopalOther

Demographics

Social Services

31%

Retail23%

Manu-facturing

11.1%

Finance16%

Pro-fes-

sional13%

Businesses in Windham (2000 census)

Demographics

Average commuter time 26.7 minutes

Commuters7,752

Demographics

Working in Windham1,820

Demographics

Working in Windham1,820

Demographics

Social Services

31%

Retail23%

Manu-facturing

11.1%

Finance16%

Pro-fes-

sional13%

Businesses in Windham (2000 census)

RSU 14

RSU 14

Mission Statements

Equity Life-long learning Cultural awareness Individualized learning

Access Technology Varied opportunities

RSU 14

RSU 14 Windham/Raymond public schools

School Grades

Enrollment

Student-teacher

ratio

Jordan-Small School (Ray)

5-8 224 10.9

Manchester School (Wind)

4-5 398 14.4

Raymond Elementary

K-4 243 12.0

Windham High 9-12 1,050 13.2

Windham Middle

6-8 680 13.4

Windham Primary

K-3 799 15.7

RSU 14

197019801990200020092010201120120

500

1000

1500

2000

2500

3000

3500

4000

School Enrollment Trend

School Enrollment Trend

RSU 14

0

40

80

120Attendance and graduation

RSU 14Maine

RSU 14

Curriculum Requirements for a RSU 14 Diploma 21 Credits

4 credits English 3 credits Social Studies 3 credits Mathematics 3 credits Sciences 1 credit each: Physical Education, Health, Fine Arts Must demonstrate computer proficiency

RSU 14

Elementary per pupil spending

Secondary per pupil spending

0

2000

4000

6000

8000

10000

12000

RSU 14 (10-11)Maine all grades (04-05)US all grades (04-05)

RSU 14

Additional Academic ResourcesHigh School

Netbooks Vocational/Technical education

Westbrook Regional Vocational Center Portland Arts and Technology High School

Virtual High School The REAL school

Middle School Macbooks Targeted Intervention

Jake-Inquiry Questions

Jake - Guiding questions:

1. Windham is a middle-class community that surpasses the national and state averages for personal and family income. In such a setting, how are students from different socioeconomic strata, specifically those who live on less money than most of their peers, recognized and validated as valued members of society at school and elsewhere?

2. What steps does the school take in order to promote and foster the development of a conscious mind with regard to socioeconomic status?

Jake-Inquiry Questions

Why ask these questions?

Personal Interest: I have always been interested in issues surrounding culture, but tended to look at culture itself as a fairly limited construct based on language, race, and national origin.

Conscious education: the more aware we are about who our students are as dynamic human beings, the more effective we can be as teachers.

Jake-Inquiry Questions

Four overarching themes of validation:

ACCESS

INCLUSIVITY

AWARENESS

INTERACTION

Jake-Inquiry Questions

Access: how do we create equity in our educational system that transcends socioeconomic class?

“We take explicit steps to ensure that all students, regardless of economic background, have access to the same education. We always have to ask ourselves, what might the barriers be to someone who doesn’t have the same resources, and how can we address that?” (Betsy Stout, WHS guidance counselor)

Jake-Inquiry Questions

Inclusivity: how do we create a community that fosters a spirit of welcoming and educating all students?

“[Inclusion] strengthens all aspects of the community. There’s a common denominator in that we’re all in this together; if a place isn’t hospitable and comfortable for people from any socioeconomic place, you’re not doing a good job.” (Fr. Tim Higgins, St. Ann Episcopal Church)

“Every kid matters. That’s our philosophy.” (Sandy Prince, RSU 14 Superintendent

Expectation of openness: students are expected to be completely open to every kid who walks in the door

Jake-Inquiry Questions

Awareness: how do we create consciousness regarding social class?

Indirect steps to promote awareness are favored over more direct methods

“I don’t think the awareness has to be raised; everyone’s aware of it. You’d have to be blind or deaf [not to notice]. Ignoring the issue isn’t the same as being unaware.” (Betsy Stout)

Jake-Inquiry Questions

Interaction: what roles do person-to-person and school-to-community relationships have on students coming from less fortunate backgrounds?

A strong community creates a strong school! “Create an atmosphere where people want to be; let them know

that their presence is valued and recognized.” (Fr. Higgins)

The advisory program: a four-year time span during which time advisors make close personal connections with their students “We get to know them and what they go home to.” (Trish Soucy,

Spanish)

Supervision and Academic Success Facilities Usage

Assumptions Large commuter

population

Childcare Options Accessibility/

availability Effect on student

success

Assumptions Equity

Utilizing resources Busing Politics

Prema - Guiding Questions

The Secret Lives of Middle School Students

Survey Who is home? Homework

The Not-So-Great Divide

After School

No oneSiblingParent/Guardian

Parental Presence

More students that are academically challenged arrive home to a parent or guardian after school

Conclusions Unexpected Need for deeper inquiry

Parental involvement Parents’ occupations Socioeconomic issues

Availability of child care

A Different Lens

When would you not do your homework?

Transitions Math Mood

A Different Lens

When would you not do your homework?

Transitions Math Mood

A Different Lens

When would you not do your homework?

Algebra Obligation

A Different Lens

When would you not do your homework?

Algebra Obligation

Space Issues

Politically charged Busing Volunteer basis

Solution Redistricting Creative use of space

Conclusions

School Consolidation

Opportunities New political landscape

for the school budget Consolidation of

policies, curriculum, teacher contracts and property

Demographically the two towns work well together

Steady, predictable growth

Challenges Consolidation of policies,

curriculum, teacher contracts and property

Raymond has school choice, Windham does not

Raymond’s size in comparison to Windham

Growth Aging facilities Geographic size

Politics of Growth

Opportunities Balanced tax base Tax collection goes up

each year Stable tax rate Home values Industry Low unemployment

Challenges Loss of traditional

identity Loss of autonomy in

decision making Changing

demographics – income disparities

Changing expectations Loss of social capital

Conclusions

Implications

Expectations

Dichotomy of old and new

Here’s to you, Windham!

Interviews Sandy Prince Kate Brix Trish Soucy Betsy Stout Angie Lally Tim Higgins Tom Bartell

Internet city-data.com census.gov maine.gov localschooldirectory.co

m windham.k12.me.us/ Google images