Home > Updates from the Principal	Print View

Why aren’t students attending Humboldt?

• Bad reputation/gang perception
• Academic probation hurt the school
• Lack of performing arts
• Lack of teachers of color
• Lack of culturally proficient teachers
• Fly by night, change of focus too often
• Community doesn’t truly have a voice
• Feeling that the school is a dumping ground
• School starts too early, change start time
• Montessori program is not publicized
• Not seeing a lot of positive press about the school
• Perception is negative, the feeling that the perception is not being addressed

What factors are important for you to consider sending your student to Humboldt?

• Teach basic math, reading and writing
• Wants to know students as individuals
• Small enrollment
• Ninth grade team knows students
• Strong science program
• Student will find or follow their friends
• Special ed integrated
• We don’t want to limit what students become
• Make college equals careers, don’t focus on all careers
• Call it what you want, but have curriculum behind it to sell itself
• Market the 7-12 concept
• Families will go where they have interest
• Offer opportunities not tracks
• College courses are a must!
• Both themes must focus on instruction in reading and writing
• Keep in mind the 50% of students at Humboldt who don’t live on the West Side—a West Side environment focus may not work

How would the theme influence decision to send student to Humboldt?

• Environment theme would be good if students were interested
• CCTE (College and Career Technical Education) does have not enough college and career focus
• Size of school
• Friendly and caring staff
• Clean school

Environmental

• Don’t want to leave behind the good programs we’ve got going
• Don’t believe there is a focus on going to college
• The belief that there is a lack of choices
• Next economic revolution
• Might lose teachers and students that are not on board with the theme

Like about Environment theme:

• The country is moving toward this theme
• Train more women in science
• Young people are passionate about environment
• Broad topics with opportunities
• Relevant to future

Dislike about Environment theme:

• Curriculum may not fit student population
• Not all go to college
• Loss of interest in theme
• Too focused
• Process timeline was too fast

CCTE (College, Career, Technical Exploration)

• Opportunity to have professionals come in and speak
• Will it give certification or just point students toward a certain job?
• Need to keep the theme broad to attract more studentsHow

Like about CCTE:

• Many options to pursue
• Vocational subject matter will capture attention
• Good for SPPS
• Early experience to jobs
• Attractive to students

Dislike about CCTE:

• Does not make us different
• Better fit for career bound, not college bound
• Seems to limit post-secondary
• Process timeline was too fast

Community Forum Questions with Answers

·        How do these topics relate to NCLB?

o       In general, a “theme” (or topic) is not part of NCLB.  The piece of NCLB addressed by the refocusing of Humboldt is to continue implementing and improving upon best teaching practices used in our schools.  Focusing on curriculum development to support the learning of all students to become successful, educated, productive citizens is also part of NCLB this refocusing will support.

·        How will this solve our real problem?

o       The proposals presented address the overall need to improve the academic achievement of all students attending Humboldt schools.

·        Is there enough of the theme for 6 years?

o       Yes, through a combined proposal of both themes, Humboldt has the opportunity to offer students a solid, seamless education that can prepare them for college and other careers.

·        How does the career tech program draw more students?  What makes the college, career tech program more attractive?

o       CCTE allows for students to deeply explore college opportunities across 6 years with Humboldt, in addition to providing access to other post high school educational and career choices.

·        How will you link 7-12?

o       More opportunities for students and staff to collaborate.

o       Students have the opportunity for cohesive 6 year AVID college preparatory program participation between junior and senior high

o       Provide students a comprehensive and detailed “6 year plan” to move through Humboldt schools

·        How were these topics picked?

o       Themes were staff generated by Humboldt Junior and Senior High Schools.

·        What are these topics going to do to bring West Side students back here?

o       Both of these proposals have the potential to attract a diverse group of families and students who are not currently being offered the focus and opportunities that Humboldt will provide.

·        Are they trying to draw more students?  What’s the real purpose?

o       Yes, we are trying to increase enrollment.  District wide this is a problem that needs to be addressed.  The “real purpose” in the proposed changes at Humboldt is to continue to move forward in providing a top notch educational experience to more students.

·        How are we going to make this relevant?

o       The new focus for Humboldt demands in-depth, real-life, hands-on learning opportunities that students will find immediately applicable to their lives and community.  Service learning and other community based experiences will increase student ownership inside and outside of the school communities.

·        How do band/drama fit in?

o       Humboldt will continue to promote, support, develop, and foster performing and visual arts curriculums.  Neither proposal includes any plans to decrease or eliminate ANY current programs in either the junior or senior high.

As a result of the input we've gathered, we sent a proposal to the district for our reform.  Below is our proposal:

We are merging the Environmental Science and Career and Technical Education concepts into a single proposal because of the feedback we received at our community forum.  Many people were concerned with the perception that the career and technical proposal would not draw college bound students.  Others stated the environmental science proposal was too narrow of a focus.

Rationale/Problem Statement:

This part of the proposal is already contained in the “green power” document that you already have: In short: Not making AYP; enrollment declines in middle school; need to reach out to local community and build a coherent 7-12 program for this neighborhood and for the city.

The rationale for the teaching and learning center components of the proposal include the need to create places and ways to train teachers to work in innovative urban school settings and the need to give in-service teachers direct experience and practice with pedagogical practices that are effective with diverse kids in their city classrooms.

The proposal has three parts:

1) Environmental Science & Technology Institute @ Humboldt

We propose to create a 7-12 program at Humboldt Junior and Senior High School that directly meets the challenges delineated in the problem statement above. The program includes an environmental science focus using career and technical approaches at the core of the curriculum. This curriculum will be integrated with active, inquiry-based instruction and school and student service to the community—in a “green” context. 

--Environmental STEM and Career and Technical Education at core the of the curriculum

--Community Service

--Career Exploration Internships

--Partnerships with City of St. Paul

--Partnerships with Ecolab and Travelers, current business partners

--Evolution of a green building

--Environmental Arts and Fine Arts focus to support students’ creative energies

--Expand the AVID program throughout the curriculum

--Support environmentally based career and technical education programs

2) Environmental Science & Technology Institute @ Humboldt

The proposal activates a learning-centered school using the following non-negotiable learning components.

--High engagement strategies for students in all classes---including reading and writing intensive experiences across the curriculum

--Direct instruction using Disciplinary Literacy as the pedagogical foundation

--Development of formative and summative assessments common in all curriculum areas

--Service learning to strengthen community support and engagement

--Sensitive to students and their families as active participants in the learning process

--To allow the kind of intensive, hands-on learning necessary for deep and enriching experiences around environmental, career and technical education, and community topics.

3) Environmental Science & Technology Institute @ Humboldt

This school will not be an island. It will thrive because of a wide and intentional variety of partnerships that will ensure high levels of rigor, relevance, and relationships in the school and its community.

--Science/STEM/”Green” Partnerships that rely on career exploration and technical education

            -Humboldt operates as a model “green” facility

            -Humboldt students involved in STEM focused internships

            -Humboldt students explore career and technical education programs

--Teaching and Learning Center Partnership with University of Minnesota, St. Olaf, St. Thomas and the Minnesota State University System

            -Significant levels of pre-service teacher and administrator                                preparation on site

--Teacher Learning Center Partnership with District’s Secondary Professional Development and Curriculum Department

            -District professional development and curriculum staff                                       housed at Humboldt

            -All Humboldt classrooms supported as demonstration sites                             showing effective pedagogies

            -Ongoing professional learning for Humboldt teachers on site daily

-Humboldt becomes district professional development home base—allowing for internal district training and ability to offer fee-based services to other districts

            -SPPS positioned as state leader in professional development                                    for learning and teaching

Benefits:

--Increased student learning

--Increased levels of effective teaching

--Increased engagement of the community in support of student learning

--Increased community attendance at this high school

--Narrowed gap between curriculum, professional learning, and classroom

--Model site for environmental, career technical education and community service

--Enacted rigorous curriculum tuned to student and community needs

-- Active and relevant business and higher education partnerships

--Visible commitment to the West Side and surrounding suburbs

The District has taken our propasal and has refined it.  Below is a link to all the proposed changes in Saint Paul Public Schools:
http://www.spps.org/Programming_Changes.html

If you would like to discuss the proposed changes with me, please give me a call (651-293-8600 ext. 1017)  or stop by.

Sincerely,

Mike Sodomka

[Back]