Parents Talk Q&A: Restructuring of Heights High Small Schools

Each week the will answer a question on parenthood. Join the conversation by logging in and posting a comment or posing a question below. We'd love to hear from you. Last week, we posted a question asking parents what they thought about the changes at Heights High. Because we didn't hear from parents, we wanted to give everyone an opportunity to respond again. 

This week's question is the same as last week's: What do you think about the upcoming changes to ? 

Mariya Ali: Overall, I am excited about the . I agree with the effort to integrate the district's curriculum across all grade levels and to make the education our children receive more relevant for them. However, I also have a few concerns.

As a parent of a high school bound student, I was a bit miffed that the information about changes came out after eighth-graders picked their small schools for next year. We put a lot of thought and effort into this decision, which was based on individual small school culture, its staff and administration, and how rich and well-rounded my daughter's high school experience would be.

Her possible career path did not really figure into this decision, because the course selection was not dependent on the small school choice. After hearing about the principal shuffling, which is to take place next year, and the return to stricter focus definition for the small schools (I believe the district term is "school purity,") we are unsure that our selection will still be the best fit for my daughter. 

Another concern — though it is probably more of a curiosity — is the creation of the position of a building principal.  I still have not heard a sufficient explanation as to why we need one.  According to Mr. (Jeffery) Talbert, this person is needed to ensure certain uniformity across all small schools — attendance and discipline policies, for example. However, I don't see why the small school principals cannot develop those during one of their principals meetings and just run with it. After all, they seemed to have managed just fine for the last few years, and I like the idea of several principals discussing what those policies should look like, rather than letting one person make unilateral decisions.  

I realize that the building principal will also be in charge of the . Although I really like that freshmen will receive extra support and attention designed to help them integrate into high school and to ensure their continued success, I am still a little confused about how this program fits into the small school model. Are freshmen still officially enrolled into a small school of their choosing?  If they are, to whom do they report — their small school principal or the building principal?

Finally, I am a little concerned that developing thematic strands for middle and elementary schools, which would designate the schools as either International Baccalaureate, S.T.E.M. (Science, Technology, Engineering and Mathematics) or Arts, puts an unfair pressure on families. This approach practically demands that even the youngest students select a specific academic focus. I have no idea what my first-grader will eventually favor — she seems to enjoy all things artistic right now, but who is to say she will not later decide that science or business is more to her liking? Because of this issue, I am still on the fence about this idea.

Despite any reservations, I have to say that I am thoroughly impressed with our high school, even as it currently is. After attending several informational events and meeting with a few staff members, I sincerely believe that it is a great place to send my children! There is a spirit of innovation, dedication to doing better for every student, and a plethora of options to make your child's high school experience fit his/her needs and aspirations.

I like that the Cleveland Heights-University Heights district enthusiastically supports Post Secondary Enrollment Options for our students — not all surrounding districts do! I am encouraged by the plans to implement a more flexible block schedule and to upgrade to a better system for online classes.  I only hope that the district will continue to improve its methods of communicating with the community — I suspect that timely additional information about the planned changes would put most of my concerns to rest.