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|| Chuck Morrison is retiring this year. We'll be hearing more about this on Monday, I'm sure, but for now, it's something to be sadly aware of. With both Chuck and Jill regrettably missing from the picture, there are different possibilities to consider. Their thoughts, and Margaret's, will be very important to know. ||  || Keep existing structures in place until a thoughtful transition, if needed, can be designed, i.e., one guided by a plan based on // clearly defined objectives for change. // ||  Proposed options lack focus and any sense that they have been designed with the benefit of students in mind. ||  ||   || 
 * = ===BELIEFS === ||= ===FACTS === ||= ===ESSENTIALS === ||= ===GOOD IDEAS === ||= ===BAD IDEAS === ||= ===? === ||= ===STATEMENTS === ||
 *  The FLHS program is important; it offers vital information to our students. ||  Jill Shaw, one of the three FLHS staff teachers (at the elementary level), is retiring this year. Her absence will have an effect on budget planning for this program, (and she will be sorely missed).  || Both the sensitive nature of the information that this program deals with and the developmental stages of the students involved present challenges to the delivery of this content that are // very different from any other program in the curriculum //.  || <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"><span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The design of a formal framework for the continuous and rigorous assessment of best practices for this program. It should be // this kind // of process that generates ideas for the improvement and evolution of the existing, well-functioning program.  || <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"> Proposed options are too radical; they involve too many unknowns and will jeopardize the program and the benefits it currently provides to our students.  || <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"><span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The student survey results included in the // Final Plan // document are limited and singular. Do they help or hinder?  || <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"> We, the FLHS Advisory Board, support a transition process that preserves the integrity of the existing program.  ||
 * <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"> Our students deserve the best programs that our schools can afford to provide. || <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"> Student surveys are important and should be taken annually from the entire, relevant population. This should be just one aspect of a comprehensive process of self-assessment, professional development and analysis of other similar systems.  || <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"> Has the school administration clearly communicated its consensus of support for: the FLHS program, the importance of the FLHS mission, and the imperative that changes to the program not be made at the expense of the students who are clearly benefiting from the program?  || <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"><span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The careful preservation of institutional knowledge during // any // transitional period that this program enters.  || <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"> Proposed options seem dramatically underfunded and represent a pale imitation of what is currently a professionally and conscientiously produced program of instruction.  ||   || <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif;"> We do not support any transition process that disregards the experiential knowledge of the professional educators already engaged with this program and the students it serves.  ||
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