Study of Learners in their Worlds, Part 1: Windham Community/School Inquiry

1. Study of Learners in their Worlds, Part 1: Windham Community/School Inquiry WindhAM Interns: Jake Levin Prema Long Sylvia Most

2. Windham Community/School Inquiry Agenda • Introduction to Windham/Raymond and RSU 14 • Inquiry by Jake Levin • Inquiry by Prema Long • Inquiry by Sylvia Most

3. Where is RSU 14?

4. Distances to Larger Cities 25 minutes to Portland

5. Distances to Larger Cities 25 minutes to Portland 36 minutes to Lewiston/ Auburn

6. Distances to Larger Cities • 25 minutes to Portland • 35 minutes to Lewiston/ Auburn • 60 minutes to Augusta

7. Demographics • Population: 16, 901 • 36.5 median age • Racial make-up:

8. Demographics • Median income: $55, 305 per household • Average Maine income is $45, 734 • Wages and employment: $16, 949 per capita • Unemployment 2.5 %

9. Demographics Poverty in Windham

10. Demographics

11. Demographics

12. Demographics • Average commuter time 26.7 minutes • Commuters • 7,752

13. Demographics • Working in Windham • 1,820

14. Demographics • Working in Windham • 1,820

15. Demographics

16. RSU 14

17. RSU 14

18. Mission Statements • Equity • Life-long learning • Cultural awareness • Individualized learning • Access • Technology • Varied opportunities

19. RSU 14 RSU 14 Windham/Raymond public schools

20. RSU 14

21. RSU 14

22. 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

23. RSU 14

24. RSU 14 Additional Academic Resources • High 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

25. 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?

26. 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.

27. Jake-Inquiry Questions Four overarching themes of validation: ACCESS INCLUSIVITY AWARENESS INTERACTION

28. 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)

29. 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

30. 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)

31. 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)

32. Prema - Guiding Questions Supervision and Academic Success Facilities Usage • Assumptions • Large commuter population • Childcare • Options • Accessibility/availability • Effect on student success • Assumptions • Equity • Utilizing resources • Busing • Politics

33. The Secret Lives of Middle School Students • Survey • Who is home? • Homework • The Not-So-Great Divide

34. 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

35. A Different Lens When would you not do your homework? • Transitions Math • Mood

36. A Different Lens When would you not do your homework? • Transitions Math • Mood

37. A Different Lens When would you not do your homework? • Algebra • Obligation

38. A Different Lens When would you not do your homework? • Algebra • Obligation

39. Space Issues • Politically charged • Busing • Volunteer basis • Solution • Redistricting • Creative use of space • Conclusions

40. 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

41. 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

42. Conclusions • Implications • Expectations • Dichotomy of old and new

43. 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.com • windham.k12.me.us/ • Google images