As the Alexandria City High School administration reflects on the ongoing intercampus transportation process, we are continuously amazed by the resilience, passion, and commitment of our students. Their drive, curiosity and determination are unmatched, and it is this collective spirit that makes us so proud to serve this community. And, while challenges persist in our intercampus transition, we are confident that we can tackle these obstacles head-on and emerge stronger, together.
Please know that we’ve heard your concerns loud and clear, and we share them with you. From students being late to class — despite the 13-minute transition period — to ensuring there are enough buses to accommodate transportation needs, as well as our team’s communicating flexibility for staff to manage both instruction and attendance issues — the ACHS and district-level leadership teams understand the gravity of the situation.
[Read Theogony’s latest coverage of the intercampus transportation process here.]
We acknowledge that both the school and district need to work together to address these challenges more efficiently, but we are — and remain — committed to finding solutions that work for everyone involved. Yes, last year, we knew that the Minnie Howard campus was expanding, but this was uncharted territory for our high school. For the first time in the high school’s history, we operated two large 9-12 campuses, using the academy framework to register students and assign them to a base campus to accommodate this expansion.
During the summer, the master scheduling team worked tirelessly to create a comprehensive schedule that would allow us to begin the school year with teachers in classrooms and students in classes. However, since this was our division’s and school’s first experience managing such an expansion, we had no prior year to reference for guidance. In essence, we were building this system from scratch.
While we added some new instructional staff to support the expansion, we relied heavily on the current ACHS staff, who were already doing incredible work with ACHS students, to in some cases move campuses or move classrooms at King Street. Our primary goal was to ensure that staff would not have to travel between campuses, and that every student would have a full, balanced schedule.
These priorities have ultimately shaped the master schedule, and while they were necessary, we quickly recognized the impact on student transitions between classes. Once the school year began in August, the senior administrative team wasted no time in responding to the intercampus transition challenges we saw on the first day of school. Future adjustments to the master schedule will incorporate strategies to decrease the frequency of intercampus transitions.
We immediately began collaborating with the division and city about the logistical issues of transitioning the amount of students including: asking for additional buses, reaching out to the division for assistance with traffic control, meetings with the school’s Parent, Teachers, and Students Association to inform our community of on-going efforts, and exploring schedule changes that would minimize disruption to students’ educational experience.
As the school year unfolded, our team focused on refining our processes. At both the King Street and Minnie Howard campuses, campus administrators Mr. Carter Sinclair and Mr. Harrell have taken proactive steps to ensure a smoother transition for our students. Together with their administrative teams, they have partnered with Mr. Burch, our lead administrator of operations, to implement adjusted ID processes, for example Minga ID alerts. This system allows students to transition ahead of the rest of the student body, giving them extra time to reach their shuttle bus and next class at the designated campus.
Additionally, both campuses have had an “all hands on deck” approach to intercampus transition to ensure that security, administrators and monitors prioritize transition coverage. Teachers have also graciously volunteered their time to help with hallway supervision, further demonstrating the strength of our school community.
What we are experiencing is no small feat! This intercampus transition is complex and multifaceted, but we are continually inspired by the way our community has come together to solve these challenges. This is not a problem for one group to solve alone; it is a collective effort. Together, we are working to ensure the safety and success of every student, as each of us has a role to play in making sure this transition is as smooth as possible.
Throughout this process, we have heard from many students who have expressed a range of emotions about the intercampus transition. Some have shared their frustration with the challenges of navigating between campuses, while others have expressed understanding and compliance with the adjustments we’ve made. We deeply appreciate the honesty and resilience our students have demonstrated as we work through these issues together.
To all our students, thank you for your patience and cooperation as we prioritize your safety and educational experience. Your voices are invaluable, and they guide us as we continue refining our processes. Our primary goal has always been, and will always be, to ensure that every Titan has the opportunity to succeed in a safe and supportive environment.
Our students have always been a source of pride for this community, and now, as we work through this challenge, it’s clear that we are not just a school — we are a community. When we stick together, we can overcome anything. We are confident that with the ongoing collaboration, dedication and spirit of unity that we’ve always shared, we will continue to make progress. This is our school, our community, and our responsibility. Indeed, our concerns persist, but together, we can — and will — overcome them!
The writer is the executive principal of ACHS.
