Inspire Shasta, Episode 19: Voices of Our Future, A Student-Led Dialogue

Episode Summary
In this special episode of Inspire Shasta, we pause to listen directly to the voices of students from across Shasta County. This recorded Student Voices panel features middle school and high school students sharing their honest perspectives about school life today—from AI in the classroom and cell phone policies to feeling prepared for life after graduation.

Students also reflect on what helps them feel included at school, the teachers who make the biggest impact, and how adults can better support young people. Their insights highlight both the challenges students face and the many ways educators, administrators, and communities can create stronger learning environments. This conversation is thoughtful, candid, and full of ideas for building more supportive schools.

In This Episode:

AI in Education

Students discuss how artificial intelligence is increasingly part of school life. While many see AI as a helpful learning tool—especially for explaining difficult concepts—they also emphasize the importance of using it responsibly.

Students raise concerns about:

• Overreliance on AI for assignments
• Academic integrity and where the line should be drawn
• Inaccurate AI detection software
• The need for AI literacy education so students learn how to use it ethically and effectively

Many students agree AI should support learning—not replace critical thinking.

 Cell Phone Policies

Cell phone rules vary widely between schools, and students have mixed experiences. They highlight:

• Differences between strict phone bans and more flexible policies
• Frustration when rules are ignored and not enforced
• The importance of teaching responsible technology use rather than simply banning devices

 Preparing for Life After High School

Students share honest thoughts about how prepared they feel for the future.

Common themes include:

• Many students rely on their own research to learn about college pathways
• Counselor-to-student ratios can make personalized guidance difficult
• Students want more information about all post-graduation options, including trades and career pathways
• Some feel there is a gap in exposure to opportunities, especially at younger grades

Students also suggested more real-world learning opportunities, such as financial literacy, life skills education, career exploration, and internship and job shadow programs.

 Belonging and School Culture

Students emphasize the importance of feeling connected at school.

What helps students feel included:

• Clubs, extracurricular activities, and performing arts programs
• Supportive teachers who create welcoming classrooms
• Opportunities for student voice and leadership

Some students also shared that differences in beliefs or identities can make belonging more challenging in certain environments.

 The Teachers Who Make a Difference

Students repeatedly highlighted the impact of teachers who:

• Build genuine relationships with students
• Show understanding and flexibility
• Treat students with respect
• Create structured yet supportive learning environments

Many students described teachers who check in with them personally, provide encouragement, and help them feel seen.

Why This Conversation Matters

This episode reminds us that students are thoughtful observers of their own education. When we create spaces for youth voices to be heard, we gain valuable insights that can shape stronger schools and communities.

Listening to students is one of the most powerful ways to inspire change.

Transcript

Inspire Shasta Episode 19: Student Voices

Speaker: [00:00:00] Welcome to Inspire Shasta, where we hope to inspire change through personal narratives. Join us while we dive into impactful stories that showcase the resilience of youth and the tireless dedication of allies and advocates. 

Speaker 2: This podcast is a space where personal experiences shape a collective narrative, fostering empathy, understanding, and a call to action for positive change in our community.

Speaker 3: Welcome back to Inspire Shasta. This episode is an opportunity for all of us to pause and listen. Today we're sharing a recorded student voice panel featuring young people from our community who are speaking honestly about their experiences in school and what helps or sometimes makes it harder for them to thrive.

Their insights are thoughtful, real, and incredibly important. We hope you enjoy. 

Speaker 4: Welcome to our this year's first Student Voices panel. My name is Abby Deng And I am one of the student board members for the Shasta [00:01:00] County Office of Education. 

Speaker 5: Hello, everybody. Jacob Garcia, also one of the student board members for the Shasta County Office of Education.

Speaker 4: All right, so as I said before, this is our Student Voices panel, and what we're doing here is just to let students themselves, like share their perspectives on topics like AI usage, cell phone policy, you know, like post-graduation, like preparedness, all that. And for administrators to kind of hear the perspectives of the students.

Kind of like a bridge kind of connecting us, right? Um, so, but how we want this to happen is just we're gonna ask the questions and you guys have like an open conversation about these things. Feel free to like, speak up whenever you want. Um, just be respect like. Be respectful. Respectful about like who's talking and everything.

But like, you don't need to raise your hand. You don't need to like, wait for us to call on you. Just like speak up. You know, 

Speaker 5: we, we, we wanna hear from you. So go [00:02:00] ahead, just remember what, what you say, keep it respectful and who is talking, respect them and ready to get the show on the road. But before we start, I just wanna thank a couple people out here watching.

Uh, first thank you Carmen. I don't see her, but Carmen helped a lot with this. Uh, same with Kerri. Thank you, Tara, for inviting people. And thank you Mike and Claudia for making this happen with us too. And thank you, Laura, one of our board members for being here today. And thank you all for being here today as well.

I wanna get started with introductions. As I said, my name's Jacob Garcia. I'm from West Valley all the way down in Cottonwood. Yes. About 35 minutes away. And then we'll just go down, give me your name, what high school you attend, and what grade you are in. Go 

Speaker 6: ahead, start 

Speaker 5: London. 

Speaker 6: Um, I'm London Belcastro.

I'm in eighth grade and I attend Boulder Creek. I'm Gemma King and I also go to West Valley and I'm a junior. 

Speaker 7: I'm Reese Corona. I am a junior and I go to Foothill. [00:03:00] I'm Cadence Angel. I'm a junior and I go to Shasta High School. 

Speaker 2: I'm Ethan and I go to, I'm a senior at Enterprise. 

Speaker 6: I'm Alyssa Moore and I'm a sophomore at Enterprise.

Speaker 8: I'm Marcus Newell and I'm a junior at Enterprise. 

Speaker 4: I'm Elly Deng. And I'm a freshman at Enterprise. 

Speaker 8: All righty, Abby. 

Speaker 2: Oh, okay. I'm Abby and I'm a senior at Enterprise. 

Speaker 8: Ready to take away with the first question. 

Speaker 2: Right. Okay. 

Speaker 4: So our first, yes. Okay, so our first topic we're gonna talk about today is AI usage.

Very, um, controversial. Very hot topic as we said. So our question for you guys is what are your personal experience with AI and in your opinion, where should the line be drawn between helpful support and academic dishonesty? Anybody can talk. 

Speaker 6: Um, I can start. Uh, I'd say that my experience with AI is that I [00:04:00] think it could be really helpful when it's used efficiently and at like.

A rate where you're not using it so much that you're overusing it. Um, but when I saw these questions, I did a lot of research about like the effects of AI and I saw a lot in a lot of articles about functioning illiterates and basically what that is. Is a person who can read and write, but they don't fully understand what they're reading and writing.

And I found that it has a big correlation to the amount of AI usage in schools nowadays. And I personally just feel like, um, the line should be drawn at the over usage, but it's also just really hard to detect something like that. 

Speaker 2: And I just want to piggyback off of that too. I do believe AI can be a good tip, a good source in school, but [00:05:00] at the same time, like I do see a huge debate on whether it has a place in education as a whole, because it feels so like new and under-researched, but then like at the same time, people say like, oh, well if we look at it, like if we bring it into school, like it would spark, you know, new ideas, methods of how we could harness this.

Speaker 4: I agree with Ethan, but I also think that AI is a really good tool for students to. Also, everybody always says like, the children are the future, and obviously AI is going to be part of our future. So if students like learn how to use AI correctly in school right now, that means that like in the future we would be able to use AI as a tool more usefully and like go on with technology as we grow.

And um, however, I do believe that a lot of people do rely heavily on AI to write their essays and to do all the like other things that you're supposed to do that [00:06:00] trains your brain into how to thinking like critically and like, um, getting. Like more develop, developing your brain, and you just rely on AI and it's not gonna make your brain grow any like more if you use AI all the time.

So I think that, um, the line should be drawn at where, like, you don't use AI to do your thinking. Like you think ai, like you're using AI as a tool and you're not using AI to think for you. 

Speaker 9: Okay. Okay. So I'm gonna piggyback off of what Ellie said, but when it says like, what are your personal experiences with AI?

I think like AI is. Almost like everywhere on social media now you can find it in so many places, especially like chat, GBT and there's multiple apps you can use. But I feel like AI can also be good in a sense. 'cause I know me like sometimes like say I need help redecorating my room, I'll like take a picture and be like, oh like decorate my room.

[00:07:00] Like, and that type of stuff is okay. But when you're using it to like, just like Ellie said, like type all your essays or like you're using it to solve a chemistry problem or like anything like that, that's the point where we should draw the line. But you should still be able to use it in certain instances.

Like I know sometimes when I would go to go to the gym or something, it will help me create like a meal plan or create like a gym plan for the day based off of like whatever I do like that day. So like that type of stuff's good, but just like Ellie said, it shouldn't be used all the time. 

Speaker 7: I agree. I think that it would be helpful if we had more adult people actually like.

Understanding it and researching and then maybe coming around to classrooms or schools and being like, Hey, here's how we can use it and here's why we shouldn't use it this way. Because there is a line between understanding and using it and then there's relying on it. Because if you, just, like I have friends around me where we're in hard AP classes and there's a [00:08:00] question that we don't quite understand and it's really nice to be able to put it into AI sometimes and say, Hey, I don't quite understand this question.

Can you break it down for me in a more simple way? But then I don't wanna say, Hey, answer this for me, which a lot of people do. But I think if we had people actually coming around and warning you of the dangers of it, 'cause it is very dangerous, then that would be really helpful from a adult's perspective.

Speaker 11: I, I would like to piggyback also of Reese and I think that if. Like you're using AI to better understand a topic that you're not quite understanding in school. I think that you could use it as a good thing, but I think the line should be drawn when you're having it to do your homework for you and like do your test and like when you're cheating, that's where the line should be drawn.

But I think it's good to help you like better understand a topic. 

Speaker 2: And I do wanna add, I do see how AI can be like, can help level the playing field for sure. For [00:09:00] students that can't afford a tutor or like just stuff like that in general. Like if they need extra help or anything, it's like it's almost, it's basically free to me at least, like it seems almost free, but like we just have to harness and like actually teach students like AI literacy before it has a place in education.

Speaker 12: That's definitely a reasonable thing to go off of because I have looked over at other students' computers in my class and I'll see like, how do I speak to people or what should I write about? And there's just so many questions that are being asked to AI that I've heard about that you should be able to answer with your own head.

So it being taught to be used correctly could be very good. Um, I've also had teachers, instead of teaching me how to do a subject, just tell me, oh, look it up on AI. Um, and I don't think that should be how that is utilized. 

Speaker 7: The other thing that's notable is AI is not always [00:10:00] correct. I have a lot of situations where I've asked AI, like for help to break down a problem and then I'm really confused and lost.

'cause like you get home from school and I mean, my parents don't know AP pre-calc and like, I still don't understand and my friends are busy, so I'll ask like, Hey, can you break down this problem for me? And then I'll be really lost still and I'll take it to my teacher the next day. And she's like, I have no idea what it's doing.

And there's like so many times like that around me and in my own own life where it's just completely wrong and not authorized and it's just like, oh, that's concerning too. 

Speaker 5: So I heard a couple of you, um, talk about AI detection softwares. So by either shaking heads or yes or no, do you guys think that the ai detection softwares that your teachers use are accurate?

Speaker 6: Um, I would say in a lot of cases absolutely not because I've had a lot of friends of mine who I know personally to be very. For a good [00:11:00] example, good at writing. And then they'll turn in an essay and a teacher will tell, give them an F, and then they'll be like, what the heck? And the only explanation the teacher has is that they ran it through turn it in.com or another site like that, and it said it was like 80% AI, but the person didn't use it.

So there's a lot of times where it is accurate and then there's a lot of times where it's not, but it is really hard to detect whether it is in the other way around. 

Speaker 7: I agree. I've had a friend who worked really hard in an essay and it got flagged as not her own work and they fought it really hard 'cause she was absolutely adamant and I trust her and it was just wrong and it said that it was AI.

I had the same problem where I have a college class and we have to run it through, turn it in since we're not in person. And it was like, oh, 40% of this isn't your own work. And I was reading the parts that it was like highlighting and it was like [00:12:00] two words. It'd be like, because this and it would like flag it.

And I was like, well obviously that's out there, but sometimes it just doesn't even work properly. 

Speaker 2: Right. And I have had, um, 

Speaker 5: many teachers also say that when they run things through AI detection softwares, that each software varies on the percent of AI that it actually is. So that's a little bit concerning to me as well.

But also before we get onto the next segment, 'cause I know AI is a very hot topic. Uh, let's welcome Aubrey. She's gonna be joining. Hey, uh, real quick, just wanna go ahead, say your name, what school, and what grade you're from. 

Speaker 13: Hi, my name is Aubrey Vierra. I'm from Enterprise High School. Um, yeah, I, I, I wanted to come here 'cause I do a lot of sports and school stuff, so I thought it'd be interesting.

Speaker 2: Alright, so now we just discussed AI. Let's move on to something 

Speaker 5: cell phone policy. So I wanna know, what [00:13:00] are your school's current cell phone policies and how do they impact your experience in school? That's what I'm saying. Yeah. 

Speaker 11: So I go to Boulder Creek and our cell phone policy is that your phones have to be turned off and put away in your backpack.

And I think that they, it positively impacts our school experience because then you're not just glued to your phone and like you're not on social media, you're not watching a show. You're genuinely paying attention in class and you get to hear what your teachers have to say instead of just being glued to your phone.

And it also gives you a chance to socialize and like learn to communicate with people instead of just being on your phone the whole time. 

Speaker 2: I think for my school, I go to Enterprise High School. We do have a pretty, like, I'd say more lenient cell phone policy for sure. Like I hear my friends down in LA they have like these yonder pouches.

Same with um, same with our continuation school over here. Like they, they get, like, they had to put their phone in these pouches, but at our school we just had to put it up in the caddy, like during class time. And I think that's pretty [00:14:00] reasonable. Like, I think. I think that's like where the cell phone policy should be at, like, just don't have it during class time.

But like, I feel like between classes, you know, to communicate with your friends, your parents, check on your schedule, stuff like that. Like ob obviously I think the phone would be useful, but, so honestly I pretty like the cell phone policy like my school has. 

Speaker 8: Uh, yeah, I'm gonna agree with what Ethan said 'cause I feel like whenever we have like free time, it's nice to be able to know where your friends are at that time so that you can, uh, find them and be able to talk to them in person.

And so, and then during class, like not having the phones is also nice because we can actually pay attention to like what we're trying to learn that day. And so, yeah, I think it's a good balance at enterprise. 

Speaker 9: Okay, and I'm gonna piggyback off of what Marcus said, but he also talked about having your phones to communicate with your friends.

And I go to Enterprise High School with them and most of, like for our AP classes, and most of it, you just have to put your phone in the caddy, or [00:15:00] sometimes there will be like pockets on the wall that you'll just place your phone in. But what's also nice is this year we have something called Flex. And so having your phones, like during brunch and passing periods nice, because then you can also communicate with your friends on.

Where you're going for flex and also like what your heart selected for. And it's also just nice that during class, like your phones are put away and in certain instances you can take your phone out like say you, your parents need to call you or something. Like you just let your teacher know beforehand.

And most of our teachers are pretty. Relax about the stuff like that, but just having it away also I feel like makes our class not as distracted and I feel like we can learn better because say like compared in an AP class compared to CP classes, sometimes CP classes are more like you can have your phone out, but sometimes AP classes are more like, we have more structure we have to get through, so you have to put your phone away.

So it really [00:16:00] depends on the class. But like I would agree with what Marcus and Ethan said about having your phone put away during class is nice, but having it out during passing periods and brunch. Is like good. 

Speaker 12: I go to Shasta High School and while we have the phone pouches, they are not utilized at all.

Um, there are huge phone issues in both CP and AP classes, and a majority of students like to spend most of their class period on their phones. And, um, they will play videos really, really loud in class in both my AP and CP classes. Um, totally disrespecting the teachers, unfortunately. Um. So I think that maybe they should utilize the pouches that we have.

Speaker 2: But honestly, I think with the phone issue, I believe, I know there's an issue for sure, but instead of like, I feel like in education, [00:17:00] instead of like taking it away, we should teach like students, like, you know, technology usage and like when is an appropriate time, when is not, instead of like, you know, making them do something and not knowing why.

If, if, like, if I'm making sense, 

Speaker 12: I can totally understand that. But the part about that is we have posters all over our school telling you bell to bell phone is in the bag and away. Um, you are not supposed to use it during class. And teachers will repetitively tell students like, no phones out during class.

It's more ignorance. There is, um, they do teach you about when you should learn to. Use your phone. It is not listened to though. I do not think 

Speaker 5: so. It sounds like we all have differing opinions about the cell phone policy. I'm curious 'cause I go to, I go down to West Valley one a. Gemma, what is your take on the cell phone policy [00:18:00] and how does, how do we go about our cell phones because we don't have service down in our school.

So you go ahead, speak to that. 

Speaker 6: Okay. Um, after listening to everybody else, I've kind of just been turning the thought in my head that I kind of more agree with you on your take because even though we don't have service at West Valley, there is internet and kids can go home and download a VPN on their phone and then play games and YouTube videos in class all day.

As she was saying too. And I like West Valley cell phone policy. It's basically the same as everyone else's. Just don't have it out in class. I don't think we go as far as saying, um, turn them off. Just don't have them out. But I also do experience the same thing with people, uh, disrespecting the rule and kind of disregarding it and having it out anyway.

And as somebody who likes to follow the rules and be respectful, it's really frustrating to be [00:19:00] around people who don't care about others as others' education as much as they don't care about their own. And I just think that it should be enforced more. 

Speaker 7: I think the line is somewhere, which I'm gonna try to get my words right here, but somewhere in between.

Like there's a trust. 'cause at Foothill it's not a huge issue at Foothill. Um, people will have their phones out, but usually like, like I'll get a text from work, like, can you come in after school? And I'd like to be able to answer that and then I just put it down. I know that it's not like that in all classes, but for the most part at Foothill it's not a huge problem.

But I think when it becomes more of a problem is when, when I hear other students getting frustrated is when they start talking about like those pouches and like things like that. Because then when you like take that away, it kind of feels like a little bit, not suffocating. That sounds silly, but. I don't know how to put, and I should have thought of this better, but um, [00:20:00] if it's a really, really big problem, then they need to start at the base of why more?

Why, and say like, Hey, this is gonna happen if you can't, I don't know. I'm not getting it right. But we're almost adults at a certain point. Like, I'm 17, a lot of my friends are 17. I have friends that are 18 even. And it's like, oh, you, you are getting to a point where you can't even have your phone on you or even like in your backpack.

They're starting to warn people and we're close enough to be able to move away and vote and stuff, but then we're getting told that we can't even text our mom back. But it makes sense if people are using it poorly. But I think it just, it's situational and it just needs to be taught better. It needs to be, instead of just don't put your, or don't take your phone out.

Explain more, I guess. 

Speaker 4: Yeah, I definitely understand what you're saying. 'cause um, and when you like, and when you're an adult, when you're in like a job, you, there's nobody telling you [00:21:00] to like limit phone usage. So I get what you're saying and I do see a lot of discourse on cell phone policy. Um, so keep, um, but we do our, we do have a couple other hot topics so we can move on from there.

So our next question, or next topic is about post-graduation preparedness. So how prepared do you feel for your next step in education, whether it is high school for one middle schooler, or is it like college or another path? Um, and what makes you feel this way? 

Speaker 13: Um, personally, like I'm a sophomore and I know I wanna go to college and I have a vague idea of what I wanna do, but I don't feel prepared.

Um. I feel like maybe it'll become as I get older, but I feel like, 'cause we're given so many options and it's very lax like, oh, if you wanna go to a trade school, if you wanna go to [00:22:00] not any school like that, it just goes straight into like personal business. It just doesn't make sense. And like how we're supposed to do that.

And then once we get to college, what classes specifically you're supposed to take. And even now I feel like I'm trying to fit so much in to get me like to my degree better and I wanna get, so it just feels like sometimes we don't have the right preparedness. 

Speaker 4: Um, well obviously I'm freshman right now, so I can't really say a lot about like.

How you're prepared for college and high school. But in my opinion, like if you're set on a college path from an early age, that means you're more prepared. So I know I'm definitely set on a college path, but most of the information I got was from my family and from research that I did on my own. And, um, junior high, I went to U Prepp and it's like, it gave a lot of, um, like resources and things, like they tell you a lot [00:23:00] about university, but I also went to Boulder Creek in sixth grade and no offense, but like, I honestly didn't really get any information about college from an earlier on age.

So, um, I really like, I do believe that people should be able to access more information on universities from an earlier age because I definitely didn't really see that when I was young. Yeah. 

Speaker 8: Yeah, I agree with that. 'cause, uh, I've like self-initiated a lot of the conversations about college and it feels like, like teachers and stuff don't really talk about it very much.

And like everything that I know about like college and stuff, it's from my own research I feel like. And we haven't learned much from like admin or teachers or anything like that. 

Speaker 7: I agree. I think that our counselors are really phenomenal and they're really good at getting you through high [00:24:00] school and getting you what you need.

But there could be more outreach of how many different steps that you could take to get ahead or to, 'cause there's so much after that. Like you could get your AA in high school and 80% of the people don't even know that. And there's like, there's so much more information, so many like shortcuts you can take so many.

Options and it's not super talked about. Um, I don't know if maybe that's like an assembly when you get to a certain point that they just kind of like laid out. Then I know like students aren't always interested in that. So it's kind of tricky. But um, yeah, I just think that there's a lot of routes and it's kind of hard to navigate yourself when you're a teenager.

Speaker 9: Okay. So I'm gonna piggyback off of what Ru said, but, so she was talking about how good our counselors are and she goes to Play Hill. I go to Enterprise, but I think our counselors do really good about talking about like. You can take college classes over summer and also some of our AP classes, [00:25:00] you can also connect it through Shasta College and it covers some of your actual college classes.

But I feel like the only part where we don't really understand is they always talk about like, oh, you're completing this college class, this one, but then they never really tell us what other college classes we need in college. It's always, we're talking about the ones that we're completing right now, but we don't really learn about the ones that we still need to take once we're there.

Speaker 2: And I do wanna add, I've been college bound since freshman year. Even when I was at independent study with Ms. Webb, but obviously, um, you know, most schools have very helpful counselors and stuff, but I feel like our main issue is that we have the, we have double the counselor student ratio than the national average, which is like, I feel like that makes, like the issue, like it, I wouldn't say it's more of an issue, but it puts responsibility back on the student that we kind of have to be our biggest advocate in order to get things we want.

We had to fight [00:26:00] for our resources. It's a lot more competitive in California especially, but I think it could also just be the counselor student ratio that contributes to the issue on like whether we feel prepared or not for like, you know, post like whether we feel prepared or not post grad. 

Speaker 4: Okay, so what I'm hearing right now is like, um, a lot of people are lacking information about, like, it, about like post-grad preparedness and stuff like that.

And I really do agree, but, um, I do see a really big gap between, 'cause I went to U Prep and now I go to Enterprise and I see a, like, a large difference between how the students think and how the teachers like react to the students to like college bound. Um, and also there's a lot a big gap between the people and like honors and CP kids.

And, um, I really do think most of the CP kids, like a lot of them don't want to go to college because they never knew. They never knew, like any [00:27:00] information about how college is, how it, like, how life is going to be after college. They don't have enough information to make them make a fair decision on if they want to go to college or not.

So I think the main reason is a lack of information and the difference in information that people get if they're on different schools and like levels of academic achievement. 

Speaker 2: And I do want to add that it could also be up to the student themselves, because personally I go to Enterprise, I'm on site council, so I do see my STU school stats and stuff like that.

And I do see that our school in, within our district, we have the highest AP test scores, and yet we have the lowest state testing scores in the district. So I think the issue can also root from the student in themselves. Like, because we have the AP students, which main mostly are college bound. They are, you know, hard.

I wouldn't say like, you know, CP students are not hardworking, but I'd say like AP students would wanna challenge themselves, put themselves [00:28:00] out there. So I do see how our scores could be higher. But then we also have students that come from like. That don't, aren't, don't really care about like post-grad, um, like preparedness and stuff like that.

And I do see that. I think it could also be our, like, our big achievement gap, like in general that really contributes to like people feeling like they're not a, like, prepared for postgrad. 

Speaker 12: I go to Shasta High School and I actually feel like the second I stepped in as a freshman, the CTE courses I was taking told me exactly like all the paths I could go for in college.

I felt I, I'm kind of an outlier here. Um, I felt like I was being very well informed by the teachers that. Like where I could go with all the classes I was taking, what I could achieve in college. And my counselors too. [00:29:00] I found that, um, getting a second or even a third opinion. I've talked with three different counselors now about my future and they all offer different insights and so I feel like if you want to know more, you do kind of have to reach out yourself.

Like I have asked teachers what I could do after college, but I also feel like the counselors and the teachers will go out their way to explain it to you before you even have to ask as well. 

Speaker 4: Um, just out of curiosity. Do you know anybody that like, not college bound? Is it, do you know more people that is college bound than like not?

Speaker 12: I feel like more people at Shasta High School are college bound. Um. I could be wrong, but I do take AP and CP classes and so I feel like I get a very wide mix of people and even the people who get really bad scores, I still hear them talking about colleges they could go to and their futures and [00:30:00] not just going straight into military or straight into their own business or other stuff like that.

I do feel like I hear a lot about college, even with not as successful students, 

Speaker 7: I think in a completely different direction, I guess. Um, there are other aspects of post high school life that we could be taught a little bit more. I think when I hear about like my parents going to school and stuff, they talked a lot more about how they had classes and opportunities that taught them more about life outside of college, outside of high school, because once you go to college, you don't take that kind of stuff.

So I don't know if maybe in high schools we could have more classes. That are like, I know we have like culinary and stuff, but maybe we could have like finance classes that aren't just to get your math credits, but like, I dunno, I picture it being like an entire year long and you sign up for the class and maybe it like rotates like by quarter and it's like a quarter of like learning financial stuff.

Like [00:31:00] every, all the information that you come out of high school and you just have to figure out on your own. 'cause not everyone has parents that's willing to sit them down and teach 'em about credit and all of that stuff. And then like, maybe one quarter's about finances and one quarter is more about like, materialistic things that you need to learn and like that kind of stuff.

Um, other than just, 'cause yes, you learn about like government and gov and you learn about like, financial stuff and financial lit, but a lot of kids wanna take stats or they wanna take like, there's, it's a whole year long. Whereas if we could have little mini, I guess mini segments, I guess you could call 'em like little class things that would just teach, I don't know, teach us more about life.

That we're gonna get, I guess thrown into um, 'cause not everyone has the parents to really like talk them through it and then they get scared because it's a lot. 

Speaker 10: Thank you. 

Speaker 5: So I have to put any panelists on the spot. I am dying to know London. Do you feel prepared? I have to put you on the spot. You're our [00:32:00] only middle school panelist.

Do you feel that you are ready to take on high school? 

Speaker 11: I feel I, I think for the majority of it, I am ready for high school because I actually have some really great teachers that like some, like most of the time, like for instance, like my math teacher, most of the time you don't even have to ask, he'll just start talking about it and like, he will like prepare you as much as they can.

Like any of the other teachers you can just talk to and they'll like, they'll prepare you as good as they can. And I feel like personally I am pretty prepared. And I think other students that go to my school would say the same. 

Speaker 5: All right. Thank you London. And then I, it's not, not on the question sheet, but I heard a lot of you guys talk about what you wanted, that you are looking at opportunities after high school.

I wanna know, is there anything at your school that you think our counselors should focus on a little bit more, or the school staff should [00:33:00] focus on more. And if any of you guys are in CTE Pathways at your school that have interested you in a path after high school, 

Speaker 12: I am in, uh, CTE pathway and, um, I would like to be an architect.

So right now I am in computer aided design courses. Um, I'm also in calculus and going into physics next year. Um, and I've also done engineering and these courses, um, they set you up with internships and job shadows. And so I have three lined up for me coming up soon here. Um, and they give so many opportunities to get you out into the industry and meet people so you actually know what it's like.

And so I feel like I'm pretty prepared in that sense. 

Speaker 5: Anybody else? Alrighty. Abby, you gonna take me with the next. 

Speaker 4: Alright, so thank you everybody. Thank you to everybody who shared. So let's, now we're gonna talk about belonging and school safety. So are there any [00:34:00] changes that you would make to, uh, your school to be, to make it a more inclusive and sport supportive environment for all students?

Speaker 2: I think my school is pretty supportive already and we are probably one of the more diverse, we just made, um, like white minority, like which minority is over 50%. So I think our school's pretty diverse and I don't see like how it's wouldn't, like, it's pretty inclusive to me at least. So 

Speaker 4: if you think their school is like doing pretty good, can you share like what aspects of your school that like make you think that it's super like inclusive and supportive?

Speaker 2: I think one of the main reasons is the school pride. We have, like I see a lot of students really enjoy enterprise, like the school spirit we have in general. I think that could bring students together for sure. And it's like. It's just the culture in general. I don't really know how to explain it. Like it, it feels, you know, maybe it's 'cause like I have school pride, but like, you know, I feel like most students here, [00:35:00] they are more inclusive.

It's just because of the diversity and background that we get here at Enterprise is, I'd say. More than like, you know, the ne our neighboring schools for sure. 

Speaker 7: I think that there's a very big importance on which I'm biased, but ASB um, Foothill has a very good ASB program. We're actually getting our a second class right now because we've gotten so big and we have so much going on.

We go on like three trips a year for just to learn more about all of that, and it's. Really helped our school. Like when I came in as a freshman into ASB, it was one way. And now that I'm a junior, it's completely changed and I've watched the spirit change as well. So I think that ASB or student body, whatever it's called, I think there needs to be more importance on those classes, whether that's funding or, 'cause a lot of schools, like we're financially okay right now because we do so much fundraising.

But I know for other schools it might be more daunting to [00:36:00] start because you don't have money. And putting on events takes on a lot of money, but then you don't wanna charge too much. So there's a line of like meeting money and don't, you don't wanna like charge too much money. So I think we just need to put more importance on that, that uh, what's the word, category or Yeah, category of schools I guess.

Because it really does get the spirit going and the inclusivity, you know what I mean? And just all of that. But yeah, I really. 

Speaker 4: I feel really included in my school. So as a freshman, I was like, as an eighth grader, I was really, really concerned about like not being able to fit in in high school and being like, oh no, I don't have any friends, don't have anybody I know that's going there.

So, um, but now 

Speaker 9: I have friends. I do like extracurricular 

Speaker 4: activities. I do love my teachers and I think a big reason that I feel so included in my school is because of the teachers are so nice and they [00:37:00] urge students to like, go together and they urge students to be like, talk to each other, talk more. And when students are having problems you can go talk to the teachers and they really do help.

So I think a very big, a very big like reason I'm feeling included is because of the amazing teachers that I do have. 

Speaker 6: Um, I'd like to go off on a different note because when I saw this question, the first thing that I thought of was, um, how people at my school are treated. And I don't know if anyone else relates because West Valley's out in the middle of nowhere, but I feel that staff and students at West Valley are a lot more traditional in their thinking and not really as open-minded to the way a lot of things are today.

Um, there's students at my school that have vented me, vented to me about not really feeling like they have a place there and [00:38:00] they've mostly pinned it on political beliefs or, um, what's the word? Like sexual identities and other topics like that, that they feel like they're being. Pushed down and discriminated on because of, and I just feel like there's not really a proper solution for it because it's not like you can change somebody's mind and change their opinion.

And it really all depends on the generation you grew up in. And when I was thinking about this, I found a real struggle in trying to come up with, so a, well a solution. And um, I don't know if I quite got my point across there, but there's just a lot of people at my school that don't feel as appreciated as others.

That are more traditional. 

Speaker 9: Okay. I'm gonna, okay. I'm gonna go back and [00:39:00] piggyback off of what Ellie and Ethan were saying, but I feel like at our school, our school is definitely very inclusive. And I think also, like in middle school compared to high school, it's totally different. And in middle school like.

I know at Boulder Creek and stuff it was kind of like everybody has like their groups and like the popularity, you know like the little middle school battles. But you get to high school and especially at Enterprise, I'm the oldest one in my family, so I never knew anything about Enterprise and I thought like, oh, none of my friends are going, they're all going to Foothill.

But there's literally a group for every single person at Enterprise. And also if you feel like you don't fit in, one of our things is we have so many clubs, like you can make your own club. Like I can already know, like us that all go to Enterprise right here. We're already in so many different clubs and I think didn't you guys make Crochet club?

Yeah. Like all of us are in [00:40:00] charge of certain clubs and that's also another way to fit in. And that's another way how our school is so involved. Because if you also, if you feel like you can't be involved because of like money or anything. You literally just find a teacher and some friends, or you make new friends by doing that and you just make it and it makes you super involved.

Speaker 2: And I do want to add on to what Alyssa said. I do think that one big difference our school has compared to like the other schools in regards to like making students feel included and stuff is that our school does prioritize student voice quite a bit. Like Abby and I, we made, we made a whole class, we petitioned for AP Chem and we got it.

And like, I think it's just, it's just um, like things like that really make students feel like they have a say in like where, like what their school looks like and what they want their education to be like. And I really think that motivates people to want to come to school, which ultimately allows students to enjoy [00:41:00] school more.

Speaker 8: I agree. At Enterprise, there's a place for every single person like, like you could think of anything and there'll be a club for it. And so I just wanna say everyone at Enterprise can fit into their own group and have a place to be that they could enjoy coming to school every day and have fun 

Speaker 4: of what Alyssa and Marcus said is like, I believe that extracurriculars are really important to students being feeling involved.

So I'm doing like music, and I really honestly think that music brought me so many friends and made me feel really, really included. It's like not just music, but also the class and all the people and the teachers in it makes me feel really happy and really included. 

Speaker 12: I'm also in music. I am a cellist in Shasta High's Orchestra.

And, um, while in the instrumentalist side of school we are all [00:42:00] very inclusive of one another. It kind of feels like all the other electives kind of beat their heads against one each other like each other. The um, when I came in as a freshman, the instrumentalist. Told me, oh, don't trust the choir kids. We don't like those drama kids.

Don't even think about them. Don't be friends with those ones. They're gonna be rude. Um, but I have so many drama and choir kid friends. I'm in drama too. I don't understand this headbutt that seems to have gone on and been passed down to freshmen after freshmen. And I'm hoping I'm breaking that cycle because everyone just needs to get along.

Speaker 9: Okay, now that we're talking about music, let's talk about music. All of us are huge music kids. We're, us three are in Starship. I'm not sure if you guys know what Starship is, but wait. 

Speaker 6: Oh yeah. S 

Speaker 9: four. Sorry, 

Speaker 6: I keep forgetting your question. 

Speaker 9: Okay. S four and Starship. Right. [00:43:00] And basically what Starship is, it's.

Singers and dancers. So you're singing and dancing with a live band and you're, so also, we have a bunch of costume changes. We're doing flips like we perform everywhere. Like also us where the summer are going on a cruise ship to The Bahamas to perform for the cruise ship in the whole island. So that's one thing about enterprise being so inclusive, like when I came to Enterprise, my parents agreement was I had to make Starship.

And Starship is really hard to get into. So also Starship like isn't just a group, it's a family. Like when you come to Enterprise Starship, like, just like she was saying about the choir kids, like, they're like, oh, stay away from the car kids. Starship like is different. Like when you think of like music kids, like you think of music kids, but then when you think of Starship, you think of us and uh, like it's our group.

Okay, Marcus, you go. 

Speaker 7: Yeah, at Foothill we have Club Gigger too. And Club Gigger is like band drama dancers, [00:44:00] vocalists, all of it. And everyone is just friends. Like it doesn't matter, like every year comes around and everyone just picks up. But I do see what you're saying about that. Um, I think there is a very big importance on clubs and then also a lot of kids are too afraid to start a club.

Like they have an idea and they're not sure how to start, so maybe we should advertise that more. 

Speaker 13: I think like with the clubs and how some people think they like clash with each other. I think the importance like in enterprise is like the synergy between it. 'cause no one's really hating on each other at all.

And a lot of clubs can like mingle with each other. I mean we're doing a whole campus read and I was in book club and we have like four people or five including myself. But after the whole campus restarted going, we have close to 20 now and it's like gotten so much better. And I feel like advertising away, like with the flex thing, the um, because with the slideshow it shows people that there is things [00:45:00] especially since, I don't know, I feel like it makes it easier when you get to show people what they can have.

So I think that's important to have. Yeah. 

Speaker 5: I wanna know about your student and staff relations on your campus. Who is your favorite teacher? And what about them makes you feel connected? And think by them. 

Speaker 11: So my favorite teacher is Mr. Randolph and he makes me feel like really connected to him. 'cause like he's always there, like if you need literally anything, like it could be like the most dumb thing, but he would be like right there and he would help you like throughout like the whole day.

And like repeatedly he'd check on you and like he just makes you super prepared for everything that would happen in life. And he just like makes you feel like seen and heard. And he also makes you feel like really safe. 

Speaker 6: Um, my favorite teacher at West Valley would have to be Mr. Greeley, our science teacher.

And for lack of better words, I'd say it's because he gets with the times [00:46:00] and he just connects with students on their own level. And what I mean by that is I've heard him have conversations with students about video games that they like, and it ultimately opens up a relationship where a student feels more comfortable in his presence.

And on that note, I think the only thing that teachers who are more traditional could do to better understand or like connect with the student is, um, do a little bit more research or put in a little bit more time to understand what it's like now and what's important to students. Today. 

Speaker 4: Um, so my favorite teacher at Enterprise is Mr.

Russell. And, um, I honestly think a really big reason to make him really likable to everybody is that he doesn't show preferential treatment and he's willing to admit that he is wrong. Like when he's wrong, he's like, let's go search it up. And then [00:47:00] he just goes onto Google and we're like, Hmm, I wonder if you could DoorDash a refrigerator.

And then he just go, went onto DoorDash and searched up if you could, DoorDash a refrigerator. And it's like all the, these little things and he tells jokes to, and like these little things that like show his humor and show that he's listening to his students makes him a really likable teacher to like anybody.

Speaker 9: Okay, I'm gonna speak on Mr. Russell too, because that was my answer too. But Mr. Russell, I had him last year for AP Human Geography, and I have him again this year for AP European history. But he is like, honestly, like one of the best teachers I've ever had. Like he's definitely my favorite. And one of my favorite things he does is every Friday, like we do weekly learning logs where you do it every day and every Friday our assignment, like for the learning log, is a weekly reflection.

And you just talk about anything you want, like whether it's like. You had a bad day or like you had [00:48:00] something that upset you. Or even if it's like, or you have nothing to share, or it's like, oh, I saw a TikTok, or like anything. And then he goes and reads every single person's and will respond to them. And it's not just like, okay, like I'm glad you had a good day.

It's like an actual detailed response. And it shows how much like he has time to put in, like how much time he puts into his students. And also like he takes time to like get to know each and one of his students because like every day when we walk through the door, he'll like, talk to you and then he'll also like, ask you how your day was, or like, even if I'll say, I have a bad day, he'll notice.

Or like our students in the class, like if something's up he'll notice and like he'll either give us a treat or like let us say book it or something. But he'll do something that that person likes to help make them feel better in the moment. 

Speaker 2: I don't necessarily have a favorite teacher at my school. I really like, I really like all my [00:49:00] teachers for sure.

But, um, there's certain like, features I like most in a teacher, which is like, I like how, like with the teachers I do like, I, I like how they're really understanding and they like, they're willing to find like a middle ground with you for sure. Like, I, I like how they, um. They would like, they're willing to compensate or like almost, um, just like work something out.

If it does, like, if it doesn't work with you, like if you can't turn an assignment this day, like if you're busy, like they'll find, they'll find a solution always. I like when a teacher's like notices when there's an issue and is willing to admit that they're wrong. And I like, I just like, honestly, I really like a reasonable teacher.

Like that's one of, that's the main feature I look for in a good teacher is that they're reasonable. 

Speaker 8: Uh, personally, all my teachers are really good this year, but I would like to shout out Mr. Russell too. He hasn't been my teacher, but he's my track and cross country coach since [00:50:00] freshman year. And what I really like about him is he does not favor like the best runners.

He treats everyone equally and. Uh, and he really cares about like self-improvement. He doesn't care about like who's the best, who's the worst. He just wants everyone to be a better person and that's what he cares about at the end of the day. So yeah, that's what I really like about Mr. Russell. 

Speaker 7: Um, at Foothill we have a lot of really great teachers.

My personal favorite is Fitz 'cause she's our ASB teacher. So we have a lot more freedom. But in a lot of the teachers at Foothill, something that I really like is when this kinda sound kind of harsh, but when they. Recognize that we are human too, and that, um, we like, like if you come in and you have a reason why you didn't do your homework, some of 'em don't even ask.

Like, they're just like, oh, you have a reason. Because a lot of times, like in work, when you get outta work, you don't really get fully questioned. Like if you didn't get your work done, you didn't get your work done. [00:51:00] Whereas like I've had other teachers where they'll fully question you like the entire, well, you done it then you could have done it.

But like again, we're also human. And sometimes we can't do it all. And a lot of my teachers that I have that stand out to me recognize that and they recognize that we are also like just trying to get through and they're really lenient and they're really, that's when I feel most stress free in a class.

And that's typically when I, what I've noticed is kids around me will get the most work done is when there's not as much pressure where it's not like, oh, you need to turn it in right at 1159. Like you can turn it, it's there, but you can turn it in the next day if you're stressed and you know you're gonna be okay, but you get it done before 1159 'cause there's not that pressure, if that makes any sense at all.

But I agree with Mr. Russell because they stole him and he was really great. He was really great at the hill too. So I agree with that. 

Speaker 13: Um, I want to [00:52:00] agree with like all of you guys, and I can't pick a favorite teacher because. I have a lot like an enterprise, almost all the teachers are really good, but they like the common underlying like factor I would say is like what you were saying.

They're realistic and they like, like teach you, treat you equal as if you're not like a little kid, which is like common for you know, elementary. But here they like know there's things, there's sports and there's music, and there's all these things to do with just a let alone home stuff. And they won't act as if like you should get everything done by a certain date or just give you extension or just give realistic expectations.

So, 

Speaker 6: oh, um, I'd also like to jump on and say that I completely agree with all you guys on that same topic. I also have a teacher, Mr. Driver, that is very lenient with homework especially. He basically tells you that you can turn your late work in as late as you [00:53:00] want, um, as long as it's before you take the test for that specific, um, section in the work.

And I'd also like to point out another teacher that I really enjoy at West Valley that doesn't really get as much recognition, and that would be Mr. Weston. And I feel like he doesn't get the recognition he should, but it makes students feel very connected. And also, I love a teacher who can argue, um, I don't like it and I don't feel connected to a teacher who's just like, it's my way or the highway and there's no way to get around it.

And I don't mean like arguing if I should like do this essay or not, or do my work or not. It's just like simple little, um, for funsies arguments and, uh, closed-minded teachers just don't seem to do that for me. 

Speaker 12: There are so many good teachers at Shasta High School, and this is probably one of my favorite years with all the teachers that [00:54:00] I have.

But I think I'm gonna talk about my, um, pre-calculus teacher, Mr. Taylor. Um, he comes to class every single day with so much energy. I don't know how he teaches math with that much energy, but he always has a story to go along with it. And so today, when teaching a lesson, he compared it to writing an English essay and reading chapters in a book and it.

We are doing math, we're not reading. But it was so fun that he could connect it to other things and, um, he always encourages us to ask as many questions as we want. I ask too many questions, but he doesn't think so. So that's good. 

Speaker 7: Something that I haven't understood for a very long time, that helps me find certain teachers that I like the most.

His homework because at a very young age, I recognized that we sit in a classroom, which homework does make sense at the end of the day, but a lot of times it was [00:55:00] frustrating when we would sit in class all day long and then get outta school at two o'clock. Now it's three 30 and go home. And sometimes I would be sitting down doing homework for two to three hours.

And yes, I chose ap, but even before, like I hear from some CP kids too, it gets to be a little much sometimes because. Like I said, with a lot of teachers that I appreciate is when they recognize that we have a life and they recognize that we don't necessarily wanna go home and just sit down and do so much more work.

It can be a lot of stress. I actually wrote about that for an essay the other day, or not the other day, a couple months ago. Um, but it is a lot of added on work and sometimes I don't finish and I'm just tired and then I wake up the next day tired even more because I stayed up doing homework or even just stayed up trying to do something that like, I like because I finished doing homework so late.

So I think that we would have, and I don't know how we would or how you guys, I [00:56:00] guess, could like change that because every teacher does their own thing. But I think it would have a very positive effect if homework was reduced more. Not, not at all, but not every day because. They're, I think kids would be more energetic and more willing to come every day because they wouldn't have spent so many hours the night before doing homework and they would've gotten better rest.

Um, but yeah, like maybe practice throughout the week, like Monday, Wednesday, Friday, teachers can hand out even maybe two times a week, just practice, make sure you know what you're doing. But every day gets really excessive, in my opinion. 

Speaker 2: Um, I do wanna add onto that too. Honestly, like junior year, the amount of homework I had, it, it felt like I was being constantly like waterboarded and like, I think, I don't think it's the amount of homework necessarily, it's like the frequency we get or like, I would rather have a teacher gimme like the packet for the week than [00:57:00] like a piece of paper every night to do, because like, I, you know, sometimes you have time, sometimes you don't.

Like, I feel like if we knew our workload from the start, we would have a easier time managing our schedule. 

Speaker 9: Okay, and I'm gonna piggyback off of him. Bringing it back to Mr. Russell. But Mr. Russell, so for, it's an AP class, so obviously we're gonna have homework and we have these things called reading notes.

And it's just like a packet, but like there will be certain pages we have to read up to and then write about, like say it's like Monday, he'll give us it, and then that section's due Wednesday. And one of the things is he's a track and cross country coach, and most of us play sports in his class and. Some of us just like don't have time.

Like sometimes like we get home and it'll be like nine o'clock at night because we have Starship and sometimes that'll be from either after school till four 30 or sometimes it'll be from six to eight or it'll be five 30 to whenever it's done. And that could be like 10:00 PM But [00:58:00] also with our performances.

And then also I play volleyball and softball. We have practices every day and just having to do all that and then have to spend like two hours doing homework, it's really hard to do so much in one day. And Mr. Russell is very understanding of that. And so he will give you like one day of an extension or you can come in during flex and like work on it or stuff like that.

But that's one of the things I do like about Mr. Russell is that he does give us homework, which like so sad, but like it's still required. But he does like help us get through it. And that's one of the things I like about him. 

Speaker 13: Um, going back to like the teachers and kind of homework, but I was thinking of Mr.

McGee. How I used to hate math. I mean, I could literally say I hate math like every day, but he, I feel like he taught it in a way that was like, he's like kind of serious, but we call him Mr. Mcg giggles in our class because he makes like really like bad dad [00:59:00] jokes with the math and he, he just like songs and like, I still know the song from like earlier in the year that helps us with the equations, even though it's a Christmas themed song.

And I feel like, I can't say I hate math anymore. I can say I don't like it because I'm not good at it, but he's definitely helped me with it. And just his teaching style, like, I don't know. He is, he is serious, but he also has fun with it. So it's easier for me to learn. And I really appreciate, and I hope there's more, more math teachers like that because.

Everyone has their own learning style. Everyone has their own teaching style, but he finds a way. 'cause if you're an in-person learner, he can help you with that. Or he has his homework videos that he actually goes through and like, he'll film his own and just send it to us and you can look at it. And his videos like really helped.

So I appreciate Mr. McGee for that. 

Speaker 2: And this might be a little off topic, but I just wanna throw it out there. I feel like, um, what makes me want to come to school or like what makes me excited for certain classes is [01:00:00] knowing what we're gonna do or like knowing what we're gonna expect. Like an example would be like Mr.

Ramirez at our school, he like reads us a quote. He like, you know, tells us, he reads like a motivational quote. He like reads from this book too. And like, honestly like to know like what we're gonna do that day, like to know what we're gonna expect and like, I feel like that really brings structure back to school.

'cause sometimes like students feel lost. Throughout the day. It could be rough. 

Speaker 7: I hope this does not sound too negative, but I do wish, and I've heard this too, that students had a little bit more say in the teachers that we have, because there have been teachers, I won't name names obviously, but there have been teachers that we have had for years.

It just becomes more and and more of a joke of how problematic they are and how nobody learns anything in their class or like issues that come up. But it never gets [01:01:00] fixed. And like there are teachers where we all agree we want out because we don't even, like, it hits a point where you don't even wanna take that class because you don't wanna have all of the issues you hear from the grade above you.

But we have no say, we can't go up to the principal and say, Hey, we don't want this person here. 'cause that just sounds really mean. I don't know if that means like forms or I don't, I really don't know. I don't know how that works. Um, and then real quick, I just also wanted to add on hope again, hopefully not on a negative note, but I think we could improve on how we, which teachers are good about this too, but how we handle poor grades.

Because sometimes it can seem for people around me, it can seem quickly like it's something that gets taken away rather than a resource that gets put in. So it can be like, oh, I need to get my F up because I can't play football. Rather than like they're getting, something gets taken away rather than like, let me sit with you one-on-one [01:02:00] so we can figure out why this is not healthy right now.

And like how you can get the help you need instead of just like, let's take something away so it scares them enough to fix it, if that makes sense 

Speaker 13: with what you said with the one-on-one, Mr. Regi, like he does such a good job with that. If someone's like wanting to drop his class, if they're in honors to CP or just to a different teacher, which he understands, he'll talk to them and be like, Hey, what am I doing wrong?

Is it me or is it something else? And are you going through all the sources? Do I need to give you more sources? I feel like he's really good for that. And um, back to what you first said with the teacher problem. I'm not sure if all the schools have it, but Enterprise has this like anonymous TIF report thing and it's so helpful because it can be like scary to say that if they have to call you up and then you'll be confronting the person.

But last year I had a teacher who like, she would yell at us and [01:03:00] say really like weird things to the guys. And so it got to a point and her grading was off and on, and then she like admitted to using AI to grade her papers and had to redo it with a different AI because it gave us all the wrong grade anyways.

So then we used the, um, the report thing and she got talked to and it like changed things and did make it better. So yeah. 

Speaker 5: All right. And before we wrap up, I feel like that last question was answered. You guys gave. Great solutions on how to tackle all of that. Is there any questions from the audience that you guys wanna ask the panel before we head out?

Do you want the mic? 

Speaker 10: I, okay. So you guys talked a little bit about culture and engagement and um, how you get different buy-in from different groups. How are you marketing to your different student marketing? How are you? 

Speaker 13: Um, for example, for the, the [01:04:00] flex offerings, we have a slideshow every morning before we pick our flexes.

And I think that says a lot. And our ASB does a really good morning buzz and it's like they, it is a really like, cute like video stuff they do. And it's cool and it like gets information pretty like quick, but also not like boring. So you're not like sitting there waiting before at the end, get back to class.

I think that's a really good, and then. We put up ASB especially, they put up like handmade poster stuff on the wall and we have these little like TVs that displays information like on a slideshow. And I feel like this helps so much. Like just that kind of advertising where it's easy to see and like the QR code, you scan it and yeah.

Speaker 9: Okay. I'm gonna piggyback off of what Aubrey said because I am in ASB, I'm the sophomore vice president at Enterprise. But yes, so basically what we do at Enterprise is any teacher or any club, any student can email us and tell us if, so we do the buzz, like she said on [01:05:00] Mondays. And any teacher, any club, anything can send in information that they want to be broadcasted for the whole school to hear.

So say it's like, oh, there's a club fair, or Oh, we're having a meeting Wednesday during lunch, they tell us and we'll put it in the buzz and do like a funny skit or like anything and use like filters or we have in ASB, we have different like committees. Like, and so one of them is called promotions and they will go and put, like, we have some girls that are really good at like painting and everything, and they'll go around, put posters up like everywhere and then say like, a student wants to, like, really, we just do a lot of posters and anybody that wants anything advertised, they just come to us and we do it.

Speaker 2: And I do see, um, a lot of things on social media too. Like I think social media is like a really big way to promote right now For sure. And like, um, mostly like I just [01:06:00] hear things around too. So honestly, like, I'd say mainly social media works best 

Speaker 13: with social media though, like me personally and a plenty of, not plenty, but some others I can't have it.

So the slideshow things do so much for me and I don't the morning buzz, like it's fun. So. 

Speaker 7: Foothill has a lot of marketing. Um, we do video announcements every single week through ASB. Typically they're like 10 to 15 minutes long, but we have that Monday extended first period for that. Um, we put a lot innovative announcements Next year I'll be the lead on that too.

So we're constantly bringing in more information, more video. Um, then we also have, um, an office person in her, not her entire job, but within her job, she does a bulletin every single day. So she emails out so that the parents are informed as well. So there's always bulletin. Um, we used to have morning announcements, like actually over, [01:07:00] over the intercom, but they took that away for some reason.

I'm not sure why. And then we're also getting a newspaper next year through yearbook. So we have a lot of. Information constantly going out. It's just getting the kids that actually see that information and feel like they wanna actually take action and do it. 

Speaker 14: This has been great. Thank you. Uh, one thing that's kind of making my heart sad, I'm a no lid kind of guy.

I don't believe in lids on me. I don't believe I'm lids on kids. And I'm hearing a couple of our answers about AP and cp and, and that feels kind of like lids, like limits, like you're a CP kid. And, and I'm just wondering, do, is that a belief that they have? Is that a belief that the school culture perpetuates?

Is that a belief? Maybe that has nothing to do with the school at all and maybe what's going on outside of school, but that just, that just makes me sad to think, when I think of kids, I think of kids having [01:08:00] unlimited potential and possibilities and all of those things. And you might have some kids that are walking onto your campus and they're like.

I'm not college bound. I'm a, I'm a CP kid, and I'll be honest, that when I was a kid, CP meant college prep, which would have meant college bound. And so I'm hearing in your language some things, and I'm just curious, where does that come from? And maybe that's a totally unfair question, but that's just something that, uh, I'm running through my mind as though, 

Speaker 2: um, I can say that.

So CP is just basically like, it is the college prep classes. So it's like the standard and AP is like advanced placement obviously, but I think, um. It's just the circles. Like obviously AP classes only happen like once or twice a day. So like, I'd say like I'm around the same kids, literally like all day, like the same 15 students at my school, at least for like the senior AP students.

So I would say that [01:09:00] the classes itself, like you kind of just have to get along with everyone in your class. 'cause you literally spend the whole day with them, right? Like, you know, I spend like my whole day with Abby basically. So we kind of have to be friends. But, um, what I'm saying is I think it happens on its own.

I don't think it's anything negative for sure. Like, it's obviously good to be around people with the same goals as you and like stuff like, like iron sharpens iron type of idea. But like, I don't think it creates like a divide or anything. For sure. 

Speaker 7: I, I agree. I think that it becomes quite a. I wouldn't say joke, but it, it's very within the population, like a lot of, I have a lot of friends that are AP and I have a lot of friends that are in cp and the friends that I have in cp, they're like, heck no.

Like, I would never do ap, but they just know it. And there are some jokes that go around CP because it, it does hap a lot more mischief happens in there just 'cause the advanced placement is very like, like sometimes I wonder why I'm doing it. [01:10:00] And it's just like kids that are very extra, like go above and beyond, which doesn't make the CP kids any less special.

It's just two different categories. And I, I, I personally don't think it's an unhealthy, um, stereotype. I don't know if other people might think that, I don't know if people think that on my campus, but from what I've collected, it's kind of just is what it is. Like either you take AP or you, so I have friends that take both and I don't, yeah, I wouldn't say that it is negative, but that could just be me.

Speaker 6: Um, I wanna speak from a place of kind of like difference because I didn't even know what any of you guys were talking about when you were using the term cp. Um, I don't think West Valley really views, um, like honors that we just call it honors classes in normal classes. And I don't think anyone really views it as that much different.

And there's a lot of people in my honors classes that do that, think that it's the same level as the normal classes [01:11:00] and don't have a problem, or like, there's not like a social, um, like difference between the two. But also I feel like West Valley just doesn't care about categorizing people like that. And yeah.

Speaker 13: Um, I love that question because I feel like I personally see it, um, starting from Parsons. There's only one space for the honors class. So it's either you get that honors or you're stuck in the regular ones. Not exactly stuck because sometimes I feel like I should be in cp, but I feel like them being there and being told they might not be as good enough or to be in an honors class prepares them to say like, well, when I get to high school, it's gonna be the same thing.

I don't have the resources really, and I can't go to college when I'm in high school. I've always been in honors, so I can't speak directly from experience being in a non-honors. But I do have a [01:12:00] class that's mixed with cp. It's also freshmen, so there's that. But um, I feel like the segregation, some people don't call it segregation, but I really think it is, and I think it places a stereotype on them that makes them think they can't do the same stuff.

And I feel like I see it and I wish there was more classes bringing them up to high school and people can say, oh, what's a choice they make? 'cause there's more room in there. But if they're so used to being told over and over and just knowing for years, three years in your middle school experience, which is really like part of your upbringing that they're just not the same, then I think it like it infect them so much.

And I just like, I like what you were saying about it because I don't think there should be a name difference. But at the same times it does help people to have a different level, class, different pace. Like, I don't know. I think the only reason why I'm not in CP Math, which [01:13:00] I honestly think I do need it, is because I'm used to being told, if you're not an honors, then what are you doing?

Like you're not gonna get into a good college. But I don't think that's right because like if. Nowadays it's more or less originality rather than just grades. Like grades is good but if you can't do something special like is what's seen. So I really don't think there should be the segregation on AP Honors and cp.

But there is, going into high school should be told like you can do it, you, you'll be just fine. Or even just like in middle school, it might just been the Parsons thing, but they really should have made more room for honors classes 'cause the honors classes filled up really fast. And I knew CP kids who would've done so good in honors 'cause they were so smart and they deserved it if there wasn't the room.

So I think, I think the segregation thing really does play a big role in someone's upbringing. Like, yeah. 

Speaker 2: And I do wanna add [01:14:00] on to that. I really agree with that. I do see that, um, 'cause I used to be like just a regular student and I just took a few honor classes here and there. But now like, I'm a, like, almost like I, I don't wanna like toot my own horn, but like, you know, full-time AP student.

And I do notice that there's kind of a difference in how you're treated in school for sure. Like, you know, I can be wandering the hall during class time and like none of the admin would bat an eye like no one would. And like we could, we don't have to put our phones up in the caddies in some of the classes.

We can keep them in our, on us. Just don't. But it's just, I think partially it's because we also did work for that too. Like we did show the level of responsibility that we're still passing our classes even though we're taking advanced placement. Like I think there's more trust onto the AP students for sure.

But I do see how like. Like, it just, you know, I, I, I'm obviously, I'm gonna enjoy it, but I do see how it can be unfair to other students for sure. And, um, [01:15:00] I say that, you know, AP classes and like, I feel like those are more of a personal choice too. And like I say, like there's also a difference in environment, like when you're in the AP classroom, like it, like it's, it's more less chaotic, it's more quiet.

Like, you know, people are actually more focused. Like we have a sub, like we actually do our work. But, um, I think it's more of a personal choice on how you want your academics to play. Like from the beginning anyways. Like, I have friends in CP classes and they say like, you know, like, I don't care to ask to go to the bathroom because like honestly, in our classes we don't really have to do that.

It's like it is for them, it's just like, I just wanna graduate. But for us it's like, oh, we do wanna like, you know, be a little ahead in life. So I think it's just difference in goals, but I don't think it's like, like no group is necessarily better than the other. 

Speaker 4: Um, I honestly think that I, um, so obviously most of us here are like honors AP students, right?[01:16:00] 

And CP kids are like, really underrepresented. Um, but I do think that it's like mostly a choice. Um, they don't have the same ambition, which is not a bad thing as like they don't have the same goals as the honors or college bound kids. And, um. This is, I think, a problem because it's not really their fault that they're, they don't have the ambition.

It's like sometimes they don't get the same information as the honor students and it's not a level playing field for the CP kids. And like, I think this is a problem, but it's a really one hard one to solve. 'cause it's mostly by choice. 

Speaker 13: Um, building off of the goals and ambitions, I wouldn't necessarily agree because in my Spanish class, which is mixed, I know a couple kids that, like this one kid, he really wants to go to college.

He wants to be like a business major, start his own business, [01:17:00] but he's not in it. So it just proves that like, I don't think there is exactly a goal difference. There might be just because like, they usually, like in middle school, they would lump the really good behaved kids. Like that's usually in middle school.

That's where they put the good behavior kids in honors. And then the bad kids. But the normal kids who were like not normal, they're right in the middle. Like they're really good but there wasn't enough room for them. They get stuck with some kids who are like need more help with paying attention in class.

And then being a sixth grader, you learn that behavior and you learn off like, oh, so maybe that's not way you are supposed to act like rough house more. And that is like part of the reason why I don't do cp 'cause I have seen it. But at the same times I think it's those expectations are put on them and they know like, okay, well that's just something I'm gonna act like that because they're not gonna just how they were raised basically through middle school.

And I think the see saying there's a difference is kind of wrong [01:18:00] because they're just as capable as us. And I think opportunity is a big part of it. And preparing someone as soon as possible is like the biggest thing that should be done. Because if they don't know then, then they might not ever try So.

Speaker 5: Okay. Any other questions or, okay. Well that wraps up all of our questions. I just wanna say, I have heard so many different perspective perspectives today and I'm sure administration out here can't wait to take this and put it into play. But I wanna thank you guys all for coming out today and coming and giving us your perspective in answering this question.

And I'll turn it over to Abby, give her remarks. 

Speaker 4: Yeah. I gained a lot of like insight into how different people, like from different schools really experienced their, like high school lives, middle school lives. Right. I think it's, it was really a very like educational experience for me and probably for like the [01:19:00] adults in the room as well.

Yeah. I just wanna thank you guys for coming. Yeah. This is like a great opportunity to share your voice. Thank you so much. 

Speaker: Before we close, we want to thank the students who were willing to share their experiences and perspectives with honesty and courage. Their voices. Remind us why listening matters. If you're an educator, community, partner, or leader listening today, we hope this conversation sparks reflection about how we can continue to create environments where students feel seen, supported, and heard.

Thank you for listening. The views and thoughts and opinions shared in Inspire Shasta podcast are those of the hosts and guests, and do not necessarily represent the official position of the Shasta County Office of Education. 

Speaker 3: Any content provided by our guests reflects their opinions and is not intended to align with any religious, ethnic group, school, organization, company, individual, or entity.