by Maggie Casey

Animas High School is coming of age. The seniors who walked through the doors this fall will be the first class to walk at graduation this spring.

“There continues to be an incredible amount of change at Animas High School,” Head of School Michael Ackerman says.

But there’s two types of change happening. First, the change that folks can see – four grades, full classes and a building that has steadily been remodeled to accommodate the physical growth of our school community. The second layer of change that is happening at AHS is not visible. “This change correlates to the life cycle of our school,” he said. “AHS is transitioning from the ‘start-up’ phase to a new chapter of sustainability.”

Animas High School, Durango’s charter high school located across the street from North City Market, occupies a former strip of stores that has been masterfully converted to working classrooms, offices and a cafeteria. Teacher Lori Fisher, who has been with AHS since its first day, remembers those early days fondly. “For example, when we started, we had no building, so that was exciting,” she said.  

The current building has allowed for growth within AHS, but as Ackerman points out, teachers and administrators are no longer as concerned with curriculum, student enrollment and remodeling. Instead the “new chapter” will focus on refining  academic  programs, solidifying student enrollment and finding a permanent space other than the current leased one.

“We’ve adapted and refined our school to respond to the direct feedback given to us by students, staff and this community,” Ackerman says.

Student involvement at AHS is weighted heavier than at most schools. Fisher, who teaches 10th grade humanities, says, “Students know they truly have a voice in the school, and on the flip side, with that voice comes responsibility.” For example, students are involved in interviewing prospective teachers. Fisher says some of the best interview questions come from students.

Student accountability in a small school is part of AHS’ larger “culture of excellence,” Ackerman explains. “When you know that everyone in the building has your back, you can feel secure in shooting for the stars; confident that if you fall short, you’ll be picked up by those around you,” he says. “It is an area of the AHS experience we are tremendously proud of.”

AHS does not rely on text books or a linear model of education but instead utilizes the method of project-based learning, which is defined by the AHS website as  “Learning by creating. Learning by thinking. Learning by presenting.” The process usually results in a performance or exhibition where the students educate parents, teachers and community members on their focused subject of investigation.

Senior students participate in a discussion led by humanities teacher Matt Hughes last week at Animas High School. This year’s senior class will be the charter school’s first to graduate./Photo by Steve Eginoire

The concept is to elevate every student to his or her fullest potential by using their individual conceptual and analytical skills to get a stronger grasp on material. “I think that project-based learning is successful because of the clear focus on student engagement, and the fact that a well-designed project does three things:  Challenges students at every level, creates a sense of relevance, and builds multi-faceted skills,” says Fisher.

The project-based format also aims to emphasize individualism. “The culture here, at its heart, is one that celebrates differences,” Fisher says. “I try to approach my students as the quirky individuals they are, and try to get them to approach other students in the same way.”

For example, advisory groups at AHS stay with the same teacher all four years of a student’s high school career. “I find that this longer relationship really helps students to feel more comfortable in coming to me with problems and concerns, and that the depth of that relationship allows me to help students in ways that really fit their individual situation and personality,” says Fisher.

Teachers are also able to cater to their advisory classes, whether it’s teaching freshmen how to manage time and be successful or helping seniors navigate the college applications maze and “support them in taking their first steps into the adult world,” explains Fisher, who’s current sophomore class will focus on the relationship between peace, violence and power in the 20th century.

And perhaps more varied than the students themselves is the wide range of ways in which present their projects. Humanities teacher Jessica McCallum’s freshmen performed “A Midsummer Nights Dream” using puppets to interpret what is considered one of Shakespeare’s most confusing comedies.

“What I was most proud of was their ability to organize and use real world skills to perform a Renaissance drama; for some kids Shakespeare is not relevant,” she said. “I was blown away by their achievement. Performing exhibits a level of understanding that cannot be achieved by simple recitation. Besides, Shakespeare plays are meant to be performed, to be lived and not just read.”

One year, Fisher instructed a unit on genocide that required students to artistically represent through stories, songs or visual art (including sculptures) the historical significance of his or her particular area of focus, whether it was in Darfur, Tibet, Rwanda or Germany, among others.
Another exhibition was a visual display of the principles of mathematics that brought theories to life for audience members.

During the exhibitions, students dress professionally and try not to soil their ties and dresses with salsa from the Spanish food exhibit or the molten cake that is representative of certain chemical reactions.

While project-based learning allows students to use their strengths and individual talents to learn and succeed, it can be a challenge for teachers. Fisher, who received her Masters in Education from Stanford, says she was lucky enough to begin her career at High Tech High, the California school open which AHS was based. “I was thrown into the deep end of project–based learning as a first year teacher,” she recalls. “While it was quite challenging to develop an entire curriculum from scratch, ultimately I found the process and the results I saw in my students incredibly rewarding.

 

Fisher said she appreciates the freedom it gives teachers to address the passions and needs of students. “I really feel that I can teach what I am passionate about,” says Fisher.

In light of the teacher strikes in Chicago, the nation’s third largest school district, such freedom seems to be a luxury when it should be the norm. While Chicago teachers shout “Enough is enough” it may be difficult for an educator in Durango to fully grasp the desperation of the situation.

Ackerman speculates on whether or not the success and impact of an AHS education can be replicated in urban or larger schools of more than 1,500 students. “We like to think a rising tide lifts all boats,” he says. “We’ve seen (Durango) High School divide their program into three schools within a school. We’re very interested in seeing how a ‘culture of excellence’ can be replicated within that new approach. We’re also excited to see how the project-based learning model works in a larger, more traditional environment. The true success of project-based learning will be evident in how this methodology translates in other schools with different demographics and resources than AHS.”

Just as each student has different strengths, goals and needs, each educational experience must be flexible and adapt to both students and environment. Although some community members were concerned that AHS would have a negative effect on enrollment and funding at Durango High, such pessimism has been overcome.

Ackerman insists, “There’s been a ‘one community, one goal’ initiative in play for three years now … It’s about having educational options for all students in Durango. An education is not a one-size-fits-all endeavor.”

In closing, he said the fact that the school will soon graduate its first class of seniors speaks for itself. “AHS is for real and no longer do we question if a Charter School of Choice can be successful in Durango,” he says.

And, as AHS graduates its first class, the institution also passes into its next phase of education, which only appears to be more promising. “I haven’t seen any negative changes – we’re moving up in the world,” says Fisher. “In five years, I would like to see AHS in a beautiful permanent building with the faculty we have now.”