Copyright © 2008 by GMS Partners, Inc. Creating and Sustaining Small Learning Communities (SLC) Building a culture focused on continuous improvement

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Creating and Sustaining Small Learning

Communities (SLC)

Building a culture focused on

continuous improvement

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Given…• An absolute commitment to promoting academic excellence and the personal development of all students

and

• A belief that our district must create learning environments based on a commitment to continuous improvement

and

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Given…

• School data and

• Labor market data

• We are determined to take responsibility now for the continuous improvement of the educational outcomes for all students.

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Our data…• xxx freshman• xxx tenth graders*• xxx eleventh graders*• xxx twelfth graders*

• Freshmen…the real story:– xxx new ninth graders– xxx second-year ninth graders– xxx third-year ninth graders– xxx fourth-year ninth graders– xxx fifth-year ninth graders

*need to disaggregate repeaters for these grades

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Our interpretation• Through dropout and drift out, we

are losing too many of our students.

• X percent of our students are ninth graders.

• Only x of x of our students make it to twelfth grade.

• About x of our tenth graders make it to twelfth grade.

• X percent of our eleventh graders don’t make it to twelfth grade.

• We do not have significant data on successful postsecondary experiences.

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America’s Most Successful High Schools: Those making the most gains have…• SLC approaches• Commitment of administrators and teachers to

excellence for all students• Laser-like focus on data• Ninth grade focus• Twelfth grade focus• High quality curriculum• Solid, dedicated leadership• Relationships driven by

guiding principles• Sustained and supported

professional development****Will Daggett

http://www.daggett.com/PP/9Characteristics.ppt

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Our Mission… Graduates will:• Be college and career ready, as demonstrated by…

• Be ready to assume active roles as citizens and community members, as demonstrated by…

• Be instilled with a readiness and ability to learn more, as demonstrated by…

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To ensure this for each child,we commit to:• Setting high expectations for all students and staff

• Being data-driven at the district, school, and classroom levels

• Addressing the academic needs of all learners

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• Integrating college readiness and career preparation into each child’s plan for success

• Aligning policies and practices to support continuous improvement at each school

• Creating a secondary improvement system that is embedded in a process of continuous improvement, not a reform or redesign strategy that will not transcend time

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• Providing systemic and appropriate professional development for all staff

• Involving parents, community partners, businesses, and postsecondary partners in the life of the schools and in the desired outcomes for our students

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To ensure this for each child,we commit to the following educational experience:

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A strong transition experience that begins during the latter half of eighth grade and will include:

• Working with teachers and guidance counselors on identifying student needs

• Mapping of curriculum across grade levels

• Identification of students not yet ready to fully succeed in ninth grade

• A transition “Summer Bridge” academic, study, and personal skill development program

• Orientation to high school program

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An environment for teaching and learning that is delivered in small learning communitiesthat involve a cohort of an administrator, guidance counselors, teachers, and students who stay together in a small school environment

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Small learning communities that will:

• Comprise a heterogeneous group of students

• Encourage and listen to “student voice”

• Build relevance through career exploration or career themes reflecting industry and academic standards

• Provide ninth grade students with a freshman experience course and twelfth grade students with a senior transition experience

• Develop a six-year educational and career plan for each student

• Be supported by the literacy coaches, data coaches,and technology coaches

• Be supported by a guidance program that includes personal, academic, and career counseling

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• Allow students to participate fully in an array of academic and enrichment experiences, including athletics and the arts

• Provide students with the opportunity to pursue all available diploma options, dual/college enrollment, and CTE certifications and to participate in community service and work-based learning experiences

• Support students through an advisory/family advocacy program

• Involve the cohort of teachers in regular common planning time focused on instruction and students’ needs

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• Deliver high-standards curriculum by highly qualified instructors in a schedule format that supports the mission

• Provide support for English language learners and Special Education students; and provide extra help strategies for students performing below grade level and students who are performing below a “C” in any academic course

• Include accelerated learning opportunities for Honors, Advanced Placement, International Baccalaureate, and dual enrollment in postsecondary institutions

An academic program that will…

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A school climate that is …• Safe

• Respectful of all

• Equitable

• Culturally rich in programs and services that meet the diverse needs and interests of all students

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The short list:Our “Non-Negotiables” or “Commitment Framework”

• Equity, equity, equity• Small, personalized environmentfor teaching and learning

• Core groupings • Effective common planning• Focus on achievement• Alignment of policies and practices

• Access to decisions/policy/budget

• Engagement and shared leadership

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The structure that supports student and school success:

Small Learning Communities…

…structure and instruction focused on personalized, high-achieving teaching and learning environments

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Characteristics of High-Quality SLC• Provide a rigorous academic core and

concentration for all students

• Frequently connect high-quality career/technical programs within a program of study

• Ensure that all students have a solid academic foundation by the end of grade ten and meet higher expectations for postsecondary success

• Provide extra help to support students in achieving high standards

• Establish a guidance and advisory system that helps students take the right courses

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continued…• Effectively involve parents and

families in planning a rigorous program of studies for the student

• Actively engage students in learning

• Provide curriculum and instruction to challenge students to think at higher levels, complete high-quality work, and develop essential literacy skills

• Use data to drive decisions and continuously improve performance

• Limit the number of students in the smaller learning community to 300–400

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SLC continuum…• Administrative structure (principal, lead teacher,

guidance)• Teams of students and teachers (400–500, subteams

of 150)• Heterogeneous groupings• Semi-autonomous determination regarding use of time• Location/home base• Academic focus or theme• Extra help for students • Data-driven decisions • Shared common planning• Focused professional development• Identity—practices and beliefs • Freshman orientation and support• Student voice• Advisory• Postsecondary preparation• Senior project• Service learning

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What Success Looks Like—Data

• Narrowed achievement gap• Increased proficiency on state tests across the board

• More higher education matriculation

• Better graduation rates• Improved climate• Access to high-wage careers

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• Shared common purpose drives teachers, administrators, staff

• Students are engaged and challenged

• They feel important and cared for

• Teachers are at the top of their game, comfortable with team approaches and new pedagogies

• New energy, results, opportunities

• No more success for some

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Expected Outcomes• Improved student attendance

• Improved student achievement

• Decreased dropout rate

• Improved graduation rate

• Families connected through school-level advocate

• Students prepared for postsecondary education and careers

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Benefits to Educators

• Collaboration with colleagues

• Improved instructional strategies, including project-based learning

• Engaged students

• Academic rigor and content relevance connected to student career interests and needs

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Benefits to Communities

• Prepared graduates

• Improved graduation rates

• Better employees

• Responsible citizens

• Improved workforce

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Why do they yield RESULTS?• Engaging curriculum

• Sense of belonging

• Caring adults

• Continuity and connections

• Focus on interests and aptitudes

• Rigor, Relevance, and Relationships

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Build the school you dream…Build the school you need!

SLC Design Options…

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One way to “build” it…

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MS Creating "HS Ready" Eighth Graders

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An absolute commitment to QUALITY instruction in each classroom

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Summer Bridge to Success

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Ninth grade team of 260





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9-10

High Expectations Center



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9-10




Five Small Learning CommunitiesTenth through twelfth grades

314 314 314 314 314

Themed by career clusters or individualized instruction

data-driven extra help and support strategies

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9-10


Non-new 9th grade students



Integrated Options 11-12

Perhaps ala

“The Met,” RI

314 314 314 314 314


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Five Small Learning Communities

Tenth through twelfth grades



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9-10


Non-new 9th grade students



Integrated Options 11-12

Perhaps ala

“The Met,” RI

314 314 314 314 314


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Five Small Learning Communities

Tenth through twelfth grades


Creating College AND Career Ready Graduates


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And yet another…

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Small Learning CommunitiesNinth through twelfth grades

361 361 361 361 361

Data-driven extra help and support strategies

361


361

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Small Learning CommunitiesNinth through twelfth grades

361 361 361 361 361


361


361


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And yet another…

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Tenth grade team of 200



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Three Small Learning Communities

Eleventh through twelfth grades

380/SLC






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Three Small Learning Communities

Eleventh through twelfth grades

380/SLC







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We know the whyand what…

Now, for the how…

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Create school-based, district-connected, planning teams now

• Begin with a detailed assessment

• Use the GMS SLC Tool Kit—SLC Implementation and “Punch List”

• Build a case for change

• Engage everyone in the conversation

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Are we there yet?• No—but we’ll know we are closer when…

• Climate surveys reflect…• Multiple forms of assessment are in place

• Structures and instruction match the vision

• Students are performing at high standards, as demonstrated by…

• Parents and families report that…

• Community partners…

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A possible immediate approach… by the numbers

• Go find the multiyear ninth grade repeaters and “treat” them NOW—Why are they here? What do they need? Move them forward!

• Identify the repeaters and review schedules and supports. Make a plan—now!

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What is it going to take?• District and school leadership

• Board support

• School ownership

• Community support

• Teacher engagement

• Parent involvement

• Student participation

• Ongoing pressure and support

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Creating and Sustaining Small Learning Communities

(SLC)

Building a culture focused on

continuous improvement

And now the work begins!

Documents

Copyright © 2008 by GMS Partners, Inc. Creating and Sustaining Small Learning Communities (SLC) Building a culture focused on continuous improvement