Jenks Public Schools has been hit with the same budget reductions impacting students nationwide, but its diligent leaders have not only avoided program reductions but they have also enhanced programming on several levels. A new Chinese immersion program designed for grades K-2 allow children to develop language and cultural skills at a young age. Located in Jenks, Okla., the district’s Asian population is in the single-digits, but the program has been developed as a result of China’s increasingly important role in the global economy.
“About 20 years ago, we added Chinese as a language at our high school, and 10 years ago, started an exchange program,” says Superintendent Dr. Kirby Lehman. “Each year, we send about 15 students and two teachers to a high school in Chengdu, China. This cultural exchange allows our students to learn more about the emerging importance of China and the Chinese economy.”
Through this program, Lehman hopes to educate students and create a greater awareness of China’s role in the world economy. Lehman himself travelled there several times to develop the exchange program, and observed a rapidly growing economy.
“With my visits over there, there is no doubt in my mind that our students need to possess a greater awareness of China,” he says. “Giving them the opportunity to learn the language and learn more about Chinese culture is a small step in the right direction, and helping our kids become more globally aware will prepare them for an ever-changing world.”
The program has been well received by students and teachers alike. Although the Chinese language is challenging to learn, the idea of learning about a distant country has appealed to Jenks students.
“The real proof of the program’s success will only come later, when students become successful once they enter the world and go into occupations that reflect their international experiences,” Lehman explains.
Each year, Jenks High School graduates who were involved in the Chinese exchange program pursue studies in international law and international economics. “We’re pleased they’ve chosen these pursuits and believe their experiences at Jenks have impacted these decisions,” he says.
Overcoming Obstacles
Although the district has been successful in retaining many programs in spite of a nearly 25 percent reduction in state aid funding due to the recession, it has been forced to make concessions elsewhere.
“In many cases, we’ve had to increase class sizes and reduce services in maintenance and transportation, but we’ve also asked local PTAs to help offset some of these reductions,” Lehman says. “They’ve worked diligently to do so, and there’s been an enormous amount of cooperation in the community.”
Local PTA groups regularly provide school supplies and raise additional funds to be used in the classroom.
Lehman’s strategy is to reduce services evenly across the board, rather than completely cut certain programs or services. “We feel this is the way to have the least impact on students, particularly in the classrooms,” he says. “We hope to affect student learning minimally during the budget reduction process and hopefully see production from students academically at the same time.”
High Marks
Lehman, a former English teacher, has served as superintendent of Jenks Public Schools since 1990. A longtime proponent of early childhood education, Lehman instituted a full-day kindergarten program about 15 years ago. “Research indicates that students with a solid, full-day program early on will read better, and retain those reading skills longer than students who do not have a full-day kindergarten class,” Lehman says.
Jenks students’ current ACT scores reflect this research. Test scores have risen in Jenks schools over the past five years, and Lehman attributes this to a renewed focus on early childhood education. “With the changing demographics in our district -- which suggests that there are more students on free and reduced lunch and [who are] economically deprived -- test scores should go down, according to traditional research,” he says. “But, our students’ test scores continue to rise.”
Participatory Culture
The district draws on the expertise of two leadership teams charged with the task of keeping the district on track. The superintendent’s cabinet is comprised of leaders from throughout the district who tackle issues in need of official resolutions. Another continuous improvement leadership team is comprised of about 12 district staff members. “I look at this group as a very visionary group,” Lehman says. “They develop ideas about the way things ought to be.”
Lehman has spent a great deal of time and resources to develop a talented, synergistic leadership team, he says. “I’ve read research that indicates if you have a limited amount of funding for professional development purposes, here is what you do and don’t do with that money,” he says.
“Don’t spend it on the board, superintendent or teachers,” he adds. “Spend it on principals. If you have a cadre of outstanding, highly trained principals in place, teachers will be happy, motivated, and they will be skilled. Students will learn optimally.”
With a total of 10,600 students throughout the district’s nine sites, Lehman says he would not trade any of the nine principals he has in place today. “They are exceptionally strong,” he says. “Our principals truly are the engines that make Jenks Public Schools tick.”
