The Islands' Sounder, January 15, 2003
By Diane Cooper
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| Ted Grossman Photo |
| Computer technology teacher James Jones (standing) helps prepare students for life in the corporate world. Here, he is guiding, from left, Afton Jones, Hailee Douglass and Stephan Bosch. |
This is the fourth and final story on the Orcas High School’s efforts to prepare students for success.
By the end of today, Jan. 15, approximately 65 percent of Orcas High School’s senior class will have mailed their applications to four-year colleges and universities. Today is the deadline for admission requests to the country’s most competitive schools.
Other seniors, meanwhile, are putting finishing touches on well-considered plans that include community college, vocational training, travel, and work. While the most academically-successful class in the history of Orcas High School is transitioning into the “real world”, school administration is focusing on improving educational opportunities for the next wave of OHS graduates.
“We never rest,” laughs Barry Acker, superintendent of the Orcas Island School District, when asked whether he and colleagues will spend much time patting themselves on the back for the achievements of the Class of 2003.
“Today, colleges and employers are looking for well-rounded kids who can write effectively and read effectively …and who have had exposure to a variety of skills,” says Acker. “Corporations and technological companies are more than willing to train new employees, as long as the young people can communicate and think well. We still have much we can do to improve in these areas.”
Acker points to the state-mandated WASL tests as one method of judging a school district’s success in preparing its students to read, write and communicate effectively. “Our WASL scores are strong relative to other schools in the state, but they are not where they need to be,” he says.
Of the subjects measured by the WASL, writing is thought to be OHS students’ weakest area, says Nancy Wrightsman, school’s guidance counselor and Advance Placement English teacher. “Our students do not write as well as they should; this is an area where we must improve.” Wrightsman notes that although the curriculum is designed to prepare students for college, many are not proficient in writing by the time they hit senior year, as evidenced by last month’s poorly organized rough drafts of “senior papers”.
“We need more emphasis on writing … and earlier on,” adds Leota Shaner, a long-time Orcas Island School Board member. Together with other board and faculty members, Shaner serves on a committee that is exploring ways to create an aligned K-12 curriculum to improve student performance.
“We must remove the ‘wall’ between sixth and seventh grade,” explains superintendent Barry Acker, referring to what many perceive as an abrupt transition from elementary to middle school. “We need to develop better bridges between the upper elementary grades and the middle school in order to give students the skills they need.”
Acker envisions a “seamless web of preparation” from grades five through eight, with teachers from both the elementary and the middle schools agreeing on “universally accepted skill levels for all kids at all grade levels.” The result, he explains, would be a rigorous curriculum beginning with grade five and continuing through high school.
“We will need to be clear with students and their parents about what will be expected from grade five and up,” Acker says of the accelerated course work that will be required. “Parental support and understanding in this process will be key.”
Acker also stresses the need to expose students to a wide variety of learning opportunities, including applied skills and technology. “We would like our students to exit Orcas High School with usable skills, both academic and technological,” he says.
Barbara Kline, principal of OHS, agrees. “We’re trying to do two things here,” Kline explains. “Most importantly, we want to give students a good base in academics, but second, we want to give them a taste of ‘work’.”
Vocational opportunities have long been considered the weakest part of Orcas students’ educational program.
To address the need for real-life experience, Kline and Acker have been working to create programs that will provide students with usable skills. Currently, computer science is the strongest skill-based program the school offers. James Jones, who joined the OHS faculty last year after a 15-year career with Cisco Systems, Inc., directs the four-course technology program.
“I am trying to bring industry standards into the classroom,” explains Jones, pointing to his corporate background as the foundation of his approach to teaching. “I want the students to experience what happens in the real world of information technology: solving problems, being responsible for a goal, and utilizing resources such as online help and manuals.”
Jones, with support from administration, is exploring the development of a certification program within the OHS technology curriculum where a motivated student could earn a certificate of competency from a nationally-recognized technology firm such as Dell, Microsoft or Cisco. The certification would verify students’ preparation for jobs to repair, install and configure hardware and software. “Students would come out of high school with recognized certifications that would serve them better than standard high school diplomas,” summarizes Jones.
The high school administration is also aggressively pursuing the development of a new area of applied learning: Materials Science. The program, still in its infancy, is the brainchild of Acker and science teacher Dennis McKinney.
“Three summers ago, I attended a seminar in Materials Science to learn some ‘get dirty’ applications to the nuts and bolts of science,” explains McKinney. The seminar jump-started McKinney’s thinking about a science program with vocational emphasis. Acker, who had long been looking at vocational alternatives for Orcas students, saw an opportunity for a hands-on skills class employing 21st century technology and materials.
Acker’s ability to match visionary projects with donors is widely recognized, and two years ago, he and a generous Orcas islander structured a $250,000 endowment gift that is earmarked for the new Materials Science curriculum. It will produce $12,000 to $15,000 annually to build and maintain the program. “This will get us on our way,” says Acker, explaining that the money will go to purchase specialized equipment and a stand-alone building to house the program.
Applied Physics, as McKinney calls the initial class in Material Science, was first offered last year. It includes work with composites, metals, ceramics (including glass) and polymers. “The kids are loving this class,” says McKinney, explaining that the curriculum is well-suited for science students who want to “get gooey-er.” Within two years, McKinney envisions expanding it into a year-long course with CAD/CAM (computer-aided design and manufacturing) applications.
Acker is excited by the advances being made in applied skills and technology at the high school. “These experiences help kids envision what they might want to do after their education…or sometimes more importantly, what they don’t want to do!” he quips.
Shaner, believes the changes are a long time coming. “The attitude from both parents and school staff must shift to give vocational opportunities the respect they deserve,” she emphasizes. With the significant developments in both computer technology and Materials Science, she believes Orcas is headed in the right direction. “These improvements are within reach, are necessary, and need to continue,” she says.