Small Learning Community Fall Kick Off August 25, 2011

Small Learning Community

Fall Kick Off

August 25, 2011

What does it mean to be an SLC School?

Leadership:SLCs promote distributive leadership that inspires

EVERY adult in the building to support student growth.

Teachers:SLCs empower

interdisciplinary, vertically aligned teams of teachers to

be change agents in students’ lives.

Students:SLCs are inclusive of ALL

students, providing comprehensive support that dissolves barriers; promotes academic, social & emotional

growth; and engages students in realizing their

dreams.

How does it happen?

Curriculum Map - Map to Teaching

same as

Logic Model – Map to Implementing SLCs

Share Your Learning in Break out Session

SLC-10 Logic Model: Overview

Well-Implemented SLCs: Overview

-Currently Implementing-Rank from 1 – 5 how well it is being implemented

Implementation Strategies you would like to employ but have not

Discuss your stars, how you ranked them, and strategies you want to employ

Well-Implemented SLCs – 7 min

Well-Implemented SLCs: Evaluation Questions Mapped

Well-Implemented SLCs:Indicators Mapped

Personalized Focus: Overview

Personalized Focus – 10 min

1) Choose one of the four indicators of personalized focus that your school does really

well

2) With a shoulder partner, share the evidence that supports the indicator you chose

3) Brainstorm ideas of how to take it to the next level of personalization

Personalized Focus: Evaluation Questions Mapped

Personalized Focus: Indicators Mapped

Culture, Climate, and Academic Press: Overview

Culture, Climate, and Academic Press

Think TimeHow is the climate and culture of your school

affecting the academic press?

Share with your school team how you would like the climate and culture to sharpen your school’s

academic press.

Culture, Climate, and Academic Press:Evaluation Questions Mapped

Culture, Climate, and Academic Press:Indicators Mapped

Student Success

Student Success: Indicators Mapped

SLC-10 Logic Model: Overview

Will this logic model be helpful to your school

towards sustainability?

How would you use it?

Stretch Break! Get the Oxygen Flowing

SLC Focus and Support

from YOUR SLC Central Office Team

Jeopardy

Focus Area #1

For $500

Focu

s # 1

Sched

uling!

Scheduling Focus on Fidelity

• 4 Year Course Sequence Specific to each SLC that creates identity

• Stable teacher/student membership of SLCs Year to year ensuring continuity of Care

• Early Release/Late Start to support common plan & ensure sustainability

Scheduling Support by your SLC Team• Collaborate with District Scheduling• SIM • Scheduler’s Clinic• Consultation

• Support Scheduling at School Level to increase SLC Fidelity

• SLC Scheduling Tools

SEG/8/15/11

New Student Programming Decision Tree

Incoming 9th Grader

Start of School

Incoming 10th – 12th Grader

Start of School

New Student

With an IEP

New Student

ESL - Non-English Speaking

Service Provider assists in giving SLC Choice Survey to

student

Service Provider & SLC Team Lead assist in

creating student schedule

Designated Service Provider has ongoing

conversation w/parent regarding student support

Report directly to Bilingual Coordinator to complete Home Language Survey

w/Counselor

Complete SLC Choice Survey w/Bilingual

Coordinator

Note: Each SLC will have a limited number of seats for

each grade level. Although each strand of the decision matrix calls for student choice, the choice will be based on what is available. The later in the year a student enrolls the less likely it will be that all SLCs that are available to

him or her.

Bilingual Coordinator & SLC Team Lead assist in

creating student schedule

Student completes SLC Choice Survey

Based on student transcript schedule as many in-community classes as

possible

Before placing student in out-of-community classes, communicate with out-of-

community teacher

6 out of 7 classes should be in-community, recognizing

that this becomes increasingly difficult the

later in the year a student enrolls

Student completes SLC Choice Survey

Collaborate with SLC Team Lead or designate

regarding student schedule

Notify SLC Team Lead of new students on a daily

basis, so they can immediately connect with

the student

Counselor

Before placing student in out-of-community classes, communicate with out-of-community teacher & SLC

Team Lead

Focus #2

Consistent

EffectiveSLC

Meetings

Consistent, Effective SLC Meetings• Driven by Student Data, Disaggregated by SLC

• Solution Focused

• Supports the culture of learning to enhance professional practice

• All members are engaged in the growth and success of the SLC

SLC Meeting Support by your SLC Team• Collaborate with

Coaches/Coordinators on data disaggregation

• Visits to every SLC Meeting

• Article Bank via cps.edu • Receive a link through SLC website by

Sept. 12th

• SLC Self Evaluation Rubric• Rubric Protocol

SLC Self Evaluation Rubric

Completed Twice: Week of December 11 – 17 and May 20 – 26thDOMAIN PURPOSE AUTONOMY MASTERY

Lead

ersh

ip

There is a shared sense of responsibility among all school leaders and other school staff to drive the building vision through the SLC structure. School leaders function as facilitators and thought partners.

School leaders feel a strong sense of trust of school staff that further promotes school-wide innovation and teacher empowerment. Relationships between school leaders and staff are reciprocal.

Leaders are seen by SLCs as trusted and engaged thought partners. As a building, there is a common purpose and shared sense of pride around student achievement.

SLCs are empowered to engage multiple resources to support student needs both academic & social/emotional.

Circle One: Beginning Developing Deepening Sustainable

Evidence:

SLCs

SLCs function as teams of knowledge seekers & collaborators to support the success of the community.

SLC identity is self-defined; shaped by and responsive to students’ individual needs.

The SLC feels a sense of unity and trust that allows for innovation in addressing student challenges. SLCs take pride in collectively driving student growth.

SLC Team members support one another in problem solving and celebration of successes.

Circle One: Beginning Developing Deepening Sustainable Evidence:

(over)

DOMAIN PURPOSE AUTONOMY MASTERY

Teac

hers

Purposeful development of relationships with students allows teachers to facilitate student engagement and achievement.

Teachers take ownership for student achievement by improving their professional practice and pursuing opportunities for professional growth to meet their students’ needs.

Teachers are engaged and trusted thought partners within their SLCs. By personalizing students’ education and building relationships, teachers enjoy seeing consistent growth in student achievement.

Every SLC Team member accepts ownership & responsibility for improving student achievement.


Stud

ents

Students feel supported and challenged, and they care about their own learning and success.

Through reciprocal student-teacher relationships, students are empowered to self-advocate for the tools and supports they need to succeed.

Students experience pride in their personal and academic growth and feel prepared to overcome future challenges.

SLC team members understand individual students’ stories & aspirations.


Focus #3

Thinking Beyond the Classroom

Thinking Beyond the Classroom• Partnering with Parents/Guardians• Parent Portal• Parent University/Labs

• Academic /Postsecondary Supports• Parenting Supports

• Parent Ice Cream Socials/Activities• Open House• Report Card Pick-Up• Movie Night

• Parent Focused College Tours• Parent Engagement Specialist

Thinking Beyond the Classroom• Creating college going culture in each SLC

• Expect that all underserved students are capable of being prepared to enroll and succeed in college


• Provide a range of high quality, college preparatory tools for students and families.• Parent Focused College Tours• College Tours• Summer Transition Counseling• Advisory• College and Career Coaching• What’s Next Illinois• Naviance• AP Opportunities (Partnership with AP

Department)


• Embrace social, cultural, and varied learning styles when developing the environment and activities at the school.

• Involve leaders at all levels in establishing programs and practices.• SLC Post Secondary Lead • Align Academic Counselor by SLC

Thinking Beyond the Classroom

Partnering with CBOs and Higher Ed

• Dual Credit /College Essential Pilot• City Colleges of Chicago

• City Year Chicago• Freshman Supports and After-School

• Community-Based RFP

• Dual Enrollment• City Colleges of Chicago• Chicago State University• DePaul University• The University of Chicago

A college-going culture builds the expectation of postsecondary

education for all students—not just the best students. It inspires the best in

every student, and it supports students in achieving their goals. The key

ingredient in creating a college-going culture is dedicated educators like you.

Documents

Small Learning Community Fall Kick Off August 25, 2011