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Students from Whatcom Intergenerational High School tell commissioners the school 'gave me community'
Summary
Four students from Whatcom Intergenerational High School told the Charter School Commission that the school's place‑based and student‑centered approach improved attendance, confidence and belonging; commissioners praised the students and discussed supports for scaling successful practices.
Students from Whatcom Intergenerational High School testified to the commission about how the school changed their lives, describing hands‑on learning, culturally grounded practice and close teacher support.
Elliot Lee (speaker 15), a recent graduate headed to Western Washington University, described arriving as a junior and finding community and purpose at the small mall‑based school: "The change I got ... was really, really profound for me ... I found community. That is more valuable than anything to me." Commissioners responded with gratitude and asked follow‑up questions about how the school reached students and what supports would help other learners.
Student leader Gabby (speaker 5) told commissioners the school uses students' identities and needs to design supports: "The staff works with me with you, not against you" and opportunities such as project‑based learning and field trips helped her become more confident. Ken (speaker 8), a ninth grader, said he finally felt "seen" and praised teachers for listening to students' stories.
Commissioners and staff used the presentation to illustrate the commission’s community‑centered technical assistance approach. Dr. Sarah Lloyd (speaker 4) framed the work as centering relationships and measuring the student experience as part of a broader accountability picture.
After Q&A, commissioners encouraged staff to capture both anecdotes and data so the commission can explain how community‑grounded practices contribute to student outcomes and replicate successful strategies across schools.
