LAPS Superintendent Kurt Steinhaus sat down recently with some upcoming graduates to listen to their perspective on re-imagining high schools. From left, Steinhaus, Andrew Aboushousha, Alex Csanadi, Joe Singleton, DC Kim, Abbey Shmultz and Eric Burnside. Courtesy photo
LAPS News:
The Los Alamos Public School (LAPS) district is participating in a national XQ Super School contest that challenges communities to re-imagine the whole high school experience.
LAPS submitted an initial entry in November, and since then, has followed up with a series of conversations and presentations to gain insight into bold and innovative ideas. Students at Los Alamos High School, educators and a host of community stakeholders are joining in the discussion to bring forward those ideas that will contribute to a healthy and balanced conversation.
Recent handwritten comments as the result of a mind mapping activity by students in Margo Batha’s class at LAHS (about re-imagining teaching and learning) provide some insight into the student experience.
Courtesy image
“XQ challenge recognizes the current educational model is designed to treat students as products; as widgets to fit into a work environment that generally no longer exists,” LAPS School Board member Bill Hargraves said. “To exceed in the 21st Century, students need a diversity of skills, knowledge and experiences. Our effort to re-imagine high school engages students in new ways, challenges the established dynamic of teacher/student learning and expands community partnership. Together students, teachers and community broaden opportunities and redefine success metrics.”
To get a feel for the magnitude of the XQ Super School Project, you only need to read what local students, educators, parents, concerned professionals and alumni are contemplating as part of a nationwide discussion about re-imagining high school:
- What if we spent more time on practical application with apprenticeships and internships than memorization
- What if class credit was measured in effect on your community instead of hours sat behind a desk?
- What if we eliminated testing and replaced it with more productive and relevant activities that will engage students?
- How much money would our district save with this action?
- What if there was greater emphasis on emotional intelligence and non-cognitive competencies to give students the skills they need for the 21st century workforce?
“Let’s broaden our definition of success and honor students and graduates contributing to our community in diverse ways,” LAHS teacher Brent Collom said.
Recent LAHS graduate Sopahn Kellogg said, “High school can offer more than the need for knowledge or skill but to encourage an environment for students to know themselves and their passions enough to look forward to their futures and gain awareness of a global community.”
LAHS senior Rosalia Olivas said, “We should make education personal. I do not mean every student needs an IEP but that students should be engaged in their learning process. When the self is brought into the academic performance, when academic performance is more personalized, then students feel more valued and have more pride in their learning.”
Local pediatrician Dr. Tom Csanadi said, “I believe our students should learn in an environment that fosters collaboration instead of competitiveness. This shift should help ease the stress and fear of failure that throttles so many kids and keeps them from even trying; keeps many kids from realizing their own, very powerful creativity. If guided properly, a collaborative learning approach could also set the tone for more inclusivity and acceptance of diversity, hopefully with added benefits of less bullying and of creating a stronger sense of cohesiveness.”
Recently, LAPS Superintendent Kurt Steinhaus sat down with some upcoming graduates to listen to their perspective on re-imagining high schools:
Andrew Aboushousha said, “I want a high school that I’m excited everyday to wake up and go to. One with hands on learning; more school at school and less homework; group projects; partner tests; give us a BIG question and let us in a small group explore every avenue possible to answer the challenge.”
Alex Csanadi said, “I’d like the high school experience to be emotionally grounded. It is pretty clear that emotional well being is crucial for a sound learning environment and that will happen best when the educators and administration can model emotional fluency and support students in the same.”
Joe Singleton said, “It would help to evaluate the learning styles of each student and the teaching styles of each teacher and match them. I would like to have education meet the student based upon their interests. I learn when I am interested in a topic and not so much otherwise.”
DC Kim said, “I want a high school to feel like going to another home, a place where I can be and learn who I am. The biggest motivation for me is interacting with my friends.”
Abbey Shmultz said, “I’d like to do home work at school and do the learning at home. Lectures are boring and don’t hold my attention. Just tell me what I need to learn and I will learn it, give me a topic and I will use books and the Internet to explore the information and then come to class and do the work individually and in small groups.”
Eric Burnside said, “In my YCC work, we are paid for training, helping each other learn. We pick a subject to learn together; go to the place and experience what needs to be learned. Small groups dynamics are key. My favorite class is eight students, we all help each other, have a group chat, know everybody, and want everyone to succeed. We meet after school and are excited to go to the class.”
Why is there a discussion about re-imagining high school?
For starters, education is operating under a 100-year-old model that was spawned from the industrial revolution to mimic the “factory model” for schools to follow. This is what defines education today. This model is no longer relevant to prepare students for the challenges of 21st century life.
We now have an opportunity to re-imagine education allowing students to follow their passions, skills, talents and knowledge toward college, vocation or career. Success should not be determined by academic performance alone, but by a student knowing themselves and being emotionally grounded enough to be excited about their passions and their future.
The LAPS Mental Health Design Team presented its findings to the Los Alamos School Board in December and is now reaching out to the broader community. Student survey results show that there are significant mental health concerns among LAHS students that span the spectrum from anxiety, depression, self-harming behaviors, and suicidal feelings. (https://ladailypost.comcontent/mental-health-design-team-calls-community-help-deal-issues-facing-students).
This issue within our community should cause all of us to think about the welfare of our children, and devote time to conversations about re-imagining our high school, where students spend the bulk of their time every day. According to the Yale Center for Emotional Intelligence, “Emotions drive learning, decision-making, creativity, relationships, and health.”
Emerging research shows that mental health and non-cognitive competencies play a larger role (than previously thought) in educational success, and the development of students’ emotional quotient (EQ) lays the groundwork for knowledge absorption.
The submittal of the proposal is only the beginning of the discussion. We invite the community to garner ideas that will represent all possibilities. The discussion needs your voice to contribute to a wide body of ideas for consideration. Visit https:////www.laschools.net/Domain/1162 to find suggested podcasts, Ted Talks, web pages, blogs and more to learn what others in Los Alamos are thinking and to add your ideas to the collaboration.