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
ratioJordan-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 13.2Windham Middle
6-8 680 13.4
Windham Primary
K-3 799 15.7
RSU 14
197019801990200020092010201120120
5001000150020002500300035004000
School Enrollment Trend
School Enrollment Trend
RSU 14
0
4080
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