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Mesa student advisory urges stronger transition supports; student highlights value of Mesa Distant Learning Program
Summary
Three student advisory members told the Mesa Public Schools Governing Board that better transition planning, trusted adult supports and clearer promotion of online options like the Mesa Distant Learning Program would help students move from elementary to secondary schools and prepare for post‑secondary plans.
Three students from Mesa Public Schools’ student advisory group told the Governing Board on the evening of the district’s May meeting that relationships, clear transition practices and access to experienced adults shaped their success moving from elementary to junior high and then high school.
The students — Sophie Stewart, a seventh grader at Keno Junior High; Eliza (last name not specified), an eighth grader who attends Rhodes; and Merrick Davis, a student at Mesa High School — spoke during the district’s study session about challenges such as navigating larger campuses, inconsistent classroom rules, and the social and academic adjustments that come with stepping up to a new school.
The students said trusted adults, clear maps and tours, counseling access and flexible supports helped them settle in. “It can be challenging to go to different classes because you may get lost or confused,” Sophie said, adding that school maps and staff help were useful. Eliza said supervised tours and student-council welcomes “definitely helped.” Merrick described how the Mesa Distant Learning Program (MDLP) allowed him to progress faster academically: “MDLP is the main reason how I was able to become…pre‑calc as a freshman,” he said, and urged better marketing of online and summer options so more students — especially those whose families do not work inside the system — know about them.
Why it matters: Board members pressed for concrete follow-up. Directors and administrators who heard the students framed the testimony as actionable: principals and counselors can share how transition visits and orientation programs are scheduled, and staff said stronger communication to parents about virtual and accelerated options could expand access. Board members also raised concerns about student socialization with increased use of online options; Merrick acknowledged that doing MDLP alongside in‑person school helped him keep social ties.
Board response and next steps: Board members thanked the students and asked clarifying questions about pilot practices. Superintendent Andy Forliss and student advisory facilitator Miss Hamilton (first reference in the record as “Miss Hamilton”) indicated the district would pass the student feedback to school administrators and counselors for follow‑up. At least two board members suggested ensuring consistent campus maps and clearer communication with feeder elementary schools about step‑up tours and timing.
Students’ direct remarks and the staff answers highlighted three clear priorities for the district: reliable orientation/tour procedures before students arrive, earlier communication to families about alternative learning pathways such as MDLP, and ongoing promotion of counselors and staff as trusted sources of support. The student advisory presentations will be added to the district’s summary of public input for the coming school year planning cycle.
