OUTLINE OF IDEAS/COMMENTS RECEIVED

OUTLINE OF IDEAS/COMMENTS RECEIVED

REV. 9/27/2002

II.a.  Describe in detail the community project’s goals and implementation plans including how it will embody the principles listed below.   Describe the proposed outcomes for students and how the outcomes will be measured.

·         Distinct and clearly articulated goals relating to the academic, social, personal development, or career-related needs of youth. 

·         Planned opportunity for youth to reflect on their experiences in the project and actively tie experiences to their academic schoolwork.

·         Planned opportunity for youth to make important decisions regarding their own roles and responsibilities in the activities sponsored by the project

·         Planned opportunity for youth to be actively involved in making decisions about the development and continuing execution of the project.

Reader #1

Process is most important

Outcomes:

1.      a place to preserve Island culture of people helping people with measurable outcomes

2.      a place for youth to explore and find a future

3.      a physical and virtual center for resources

4.      an engagement of students and community

reader #2

Articulated Goals:  Students will graduate from high school with the following:

1.      Knowledge of the economics of a small community.  Actual dollars needed to accomplish projects such as; parks for the community, the cost of providing facilities for government, non-profits and businesses, low-income housing.  They will see the importance of providing an economic base of average salaries with benefits and what a small community may need to do to sustain that.  They will be able to see all aspects of a project – the part the Town Council, the County Commissioners,  Assessor’s office, the Title Office, the local Banks, the surveyors, the accountants, the attorneys, the contractors and other members of the community play in putting a project together.

2.      The students need to be able to put a model together at the end of their project showing the entire learning process of their project.  The skills (i.e. the new form of resume) they picked up to bring to the “real world” they are entering as an adult.

3.      The non-profits and other entities (could be for-profit opportunities also) need to set out in their proposals the decision making role students will have in their projects.  In otherwords, building a new Boy Scout house:  the students will analyze the different materials that could be used, budget the cost and show the sustainability of the final building in relation to the cost.  They would have to consider on going maintenance and utilities.  They could present that to the BSA and let them chose which option they will use.

4.      The students need to be given an active – management role in completing the project by the entity making the proposal.  Obviously, the students will not have sole control, but they should play an important part in execution.   They really need to be involved in the need to change the original plans when unforeseen things develop – as they always do.

Reader #3

1.      identification of community needs

2.      student awareness, motivation, personal responsibility

3.      adult awareness, motivation, personal responsibility

4.      project people linkages

5.      leadership

6.      training

7.      facilitating

8.      increased adult understanding and appreciation for youth

9.      succession planning when project is long term

10.  resource planning for sustainability

reader #4

Goals and implementations plans.

    Students will take an active part in the creation and direction of a given project.  They will write and/or present learnings and results at specific points during the project.

    Students will develop increased sense of self and competence in working in the world around them. (difficult to measure directly)

    Students will demonstrate skill development in area of interest.

    Students will demonstrate improved skills in working with a variety of people and groups.

Reader #5

I think it is important to clearly keep in mind the objectives of this grant.  With the two components, the High Tech High and the community, it is important that the goals of  acquiring knowledge and real world experience while helping solve community problems and preparing youth for meaningful careers not get lost in the formation of the Center.  Several people mentioned that the Center could act as a clearinghouse for volunteerism on the island.  I think that is one worthwhile goal, but there are others.  If, in fact, the Center has as one of its functions to be such a clearinghouse, then running the Center becomes an experience in NGO management and an opportunity to utilize technology in data base management, fiscal planning, and resource allocation.  I can see management of the center as part of a business and/or civics class, among others.  I think it is crucial, however, to remember the curricular part of the experience, i.e. the emphasis is on both learning and service.  Service learning is, by definition, the integration of community service into the curriculum.  It is going to be essential to have teacher's play an active role in developing curricula that allows for personalized, inquiry- and project-based experiences that will be meaningful to the students and that will provide the real world immersion required by the grant and essential to individual growth.  It is necessary to remember that this includes ALL teachers in ALL disciplines.  I see the Center as a school-based enterprise that fulfills some, but not all, of the functions of the grant.  Out of the Center, through teacher, student, and community collaboration, I think numerous partnerships will develop to meet the goals of the project.  For example, I can see collaboration with the UW Friday Harbor Labs in scientific research for students interested in pursuing careers in science.  I can see students interested in health care working with the public health department to develop information packets about basic health concepts for distribution to the public.  I can see students interested in landscape design collaborating with Parks and Rec to work on specific projects within the Gravel Pit, such as design and development of selected park features (gardens, trails, etc.).  And I can see students interested in theatre working behind the scenes at the San Juan Community Theatre to bring vibrant productions to our island.  In all of this, I see the Center as the hub, a place where projects are evaluated and strategies developed.  At the Center, students will need the opportunity to make decisions as to project feasibility, cost, and executability, and will need to make decisions as to which projects are doable and in what manner. The Center can be a place where students can meet to discuss ideas, evaluate projects, and plan strategies, but it is going to be through team effort that important decisions will be made.  Students will need to assess the impact of their contribution on the community and make decisions accordingly.   I see the Center as a meeting place and Resource Center for students, faculty, administrators, and the community as they look for ways to develop meaningful projects that support in-depth learning and community contribution.

Also important in II.a. is the aspect of evaluating student outcomes.  Students will need to outline the goals (academic, social, career, etc.) of any specific project and the ways in which the project will meet those goals.  They will need clear, specific learning outcomes, and they will need to evaluate attainment of those outcomes.  The process of identifying specific learning outcomes will come from the work students do with their teachers and mentors.  Again, it is important to remember the student-teacher-community connection.

One other point I'd like to make.  Students need the opportunity to develop the "habit of service," to see service to the community as their natural roles as community members.  I read recently that it takes a minimum of 40 hours of community work to yield positive results from service.  They referred to it as "fostering a culture of service."  I think it is important to have an objective of providing significant service learning opportunities to each and every student at FH High Tech High.  Upon completion of each project, students will need to develop a method of reflection, such as journal writing or group presentation, to evaluate all aspects of the project including their personal growth through the project. Students need to make the connection between completing a project, giving back to their community, and their positive sense of accomplishment.  Having the opportunity to make a difference will enable them to see the connection to their community as a valuable, and sustainable, part of their daily lives.

II.b. Describe the organization that would receive the funding to manage and/or act as the lead agency of the community project.  Give a brief history of the organization and describe the organization’s existing programs.  Identify key staff that would work on implementation of the project, providing their background and experience in leading such projects. State the organization’s total paid staff FTE, and give the amount of the organization’s most recent year’s operating budget.  (Attach 501(c)(3) letters where appropriate, as well as its most recent audit statement or Form 990. Please also include a list of Board members.)

Candidates:

Library

Chamber

Town

Community Home Trust

Economic Development Council

Criteria:

Alignment of mission

Paid staff

Cost to manage. Management fee.

Longevity

Established leadership

a-political

established ability to cooperate on a team

reader #1

I think it is vital that whatever group takes this on, eg. the library, that it be very clear that they are not running the project, but rather facilitating distributions of funds.

II.c.  Based on the project budget detailed in Section IV.b., describe your plans for sustaining the project beyond the grant period.   Identify other committed or potential funding sources, levels of community support, and identified partnerships.  What is the strategy to raise funds to sustain the project?  

1. in kind services
2. cost of mentoring
3. invoicing procedure

reader#1

We have an intention and commitment for long term sustainability and expansion of involvement by increasing numbers of community members.

Reader #2

Ongoing sustainability is going to mean contributions from the members of the consortium and community.  We will have to have paid staff members that will look for more grants as well.  If we can use the Gates seed money to show the community the value of this program to the economic base and programs in this community, I believe they will step up and support it financially.

Reader #3

There is grant money available through Soroptimist International to fund projects related to women and family issues.  This is a possible outside source.

    Would a levy be a source?  Private benefactor?

III.a. Describe how the school and organization(s) will interact to run the community project. Please identify the people in each institution responsible for coordinating the projects?  How will success of the mutual goals and objectives be determined, and by whom?

Reader #1

Coordination with School and Organization.  We will need a structured Steering Committee with certain fixed membership (i.e. Schools will assign 1 administrator, 2 staff members, 3 students – organization will assign 5 members)  - just an example.  This Steering Committee needs to have at least one year terms – and act as a liason between the school and the community consortium.

A project criteria will be established – all community entities interested in participating will have a structured pro-forma presentation they will have to follow.  The selection process will be set out in the form of a clearing board – to a final general board for approval.  Each project will have to have the consensus of the community/school Steering Committee.  The school will have one staff person in charge of overseeing this program and they will work with one staff person from the Library that will coordinate the community side.

Outcomes will be measured by an independent audit committee qualified to perform this type of activity.  The EDC would be ideal to step in and prepare an annual report of matching goals, objectives and results.  The students should be involved in this process so they can see first hand the results.

Reader #2

Multi organization needs lists and descriptions

Massive and compelling awareness and purposes and benefits campaign to kick off

Town meetings, Senior Center, 4h, Scouts, Key Club, neighborhood picnics

Manual displays and matchmaking aids, video explanations, online web presence, animations

Senior Culminating Project –each individual being coached , mentored, and tracked for all 4 years

Reader #3

Marilyn Luckman, Larry Wight, Service Organization volunteers.

    I think the Board would have to be active in updating goals and needs as time goes by.

Reader #4

I think having a Service Learning Facilitator would be a valuable asset to this project.  The Facilitator would:

• have a background in service learning
• assist in identifying community partners
• assist in designing programs
• provide technical assistance to teachers and students
• provide training to teachers in service learning concepts
• collaborate with teachers to develop service learning curricula
• facilitate outcomes assessment of each project
• act as a contact person or liaison between the funding agency, community partners, faculty, administrators, and students
• be a resource person to all participants in the service learning projects
• sit as an advisor on the student-run evaluation board
• research grants and other funding sources to aid sustainability of the Project

III.b. How will the community at large be continuously engaged in the process of developing the school and community projects?

III.c.  Describe in detail a day in the life of a typical High Tech High student once the youth community involvement project is integrated with the school.

Reader #1

1. Looking forward to school while brushing teeth in morning
2. Feeling excited and responsible for their part in that day’s project work
3. Applying what they did two days ago in project in today’s homework and classroom discussion
4. Knowing that they have several more adults from the Center that can help them solve the unfamiliar and unknown

Reader #2

A student would have an interest, seek out advisor help and direction, go to the center for possible resources and project ideas, find like-interested people to work with, develop a plan of action with help of his/her advisor(s) and other students, use center support to implement the project.

The student would use online communications on a daily basis and would also be out in the community working with people/groups to implement the project.  Reports/presentations would be made to fellow students and to community groups.  Publication of project would be a possibility with some projects and the Center would help with this process.

Reader #3

I envision the day in the life of a typical High Tech High student to include:

• discussing her scientific research project with her teacher/mentor
• stopping in at the Center for Student Action during lunch to pick up messages, return calls, and look over a proposed new project
• heading out to the Friday Harbor Labs after school to work with research assistants at the new Biomedical Research facility
• entering a page in her Project Journal at home that night, discussing her feelings about the work of the day and their connection to her desire to be a research physician

Possible names & themes for the facility:

The Together Center

The Community Center

The Resource Center

The Center

The Resource Information Center

The Center for Student Action

“a place of learning..”