International Center for Leadership in Education Creating Small Learning Communities “Learning is about constructing relationships in which students connect with teachers or subjects. Small schools foster the personalization strategies to support those relationships. ” Tom VanderArk SMALL LEARNING COMMUNITIES Bigger isn’t always better! Components of Successful School Reform 6. Create multiple pathways to rigor and relevance Parent Survey Focusing on Characteristics of Successful Schools Small Learning Communities What • School within a School • Clusters of Students • Organized around Areas of Interest • Students with Same Group of Teachers Small Learning Communities Types • • • • • School-within-A School House Plans Freshman Academy Magnet Schools Academies Small Learning Communities Structure • School-Within-A School Small, Autonomous Program Groups Students & Teachers Increases Student Support Self-governing Own Physical Space Curricular Theme/Set Combination of Courses Small Learning Communities Structure • House Plans Groups Students Across Grade Levels or by Grade Levels Students Stay w/House Members and Teachers Personalized School Experience Limited Effect on Curriculum and Instruction Governed by School Principal May/May Not Have Own Space Small Learning Communities Structure • Freshman Academy Eases Transition Own Academy/House Setting Same Staff Team Teaching—Core Areas Extra Support Services Mentoring Career Exploration Small Learning Communities Structure • Magnet School Public Choice—Encourages Cultural Diversity Separate Location Transition Activities Additional Admission Requirements Focus—Students’ Interests and Academic Strengths Governance…Autonomous or Larger School Leadership Small Learning Communities Structure • Career Academies Broadly Defined Career Themes Integrated Learning Work-based Learning Real-world Applications High Academic Standards with Career Applications Business Partnerships Governance—Overseen by Larger School’s Principal CAREER ACADEMIES Typical Themes • Business & Finance • Information Technology • Health Services • Construction, Engineering & Design • Environmental Technology • Arts & Communication • Law, Government and Public Service • Media, Design and Production • Travel, Tourism and Hospitality • Human Services • Math, Science, Technology • Biotechnology CAREER ACADEMIES Four- Year Typical Sequences • Arts Academy • Information Technology Academy • Health Science Academy School Charac teristics Small School Options School Within a School Changes Af fects Entire No Schoo l Schedu ling Change s Significant Creates Autono mous Yes Schoo l Requires Change in No Curriculum Curriculum Taugh t in Optiona l Context Advisor /Advisee Optiona l Program Internships/Job Shadow ing/Community No Experience Increases Numb er of Yes Administrators House Fre shman Academy Magnet Schools Career Academies Yes No No Optiona l Significant Minor Minor Significant No No Optiona l Optiona l No No Yes Yes Optiona l Optiona l Yes Yes Optiona l Yes Optiona l Optiona l No No Optiona l Yes No No No No Readiness Survey Need for Small Learning Communities Checklist Small Learning Communities Research • • • • • • Increased attendance Increased student achievement Increased student participation Increased student and parent satisfaction Increased positive student behavior Greater focus on student interests and aptitudes • Relevancy leads to high achievement Small Learning Communities Unsolved Opportunities • • • • • • • • Lack of specific goals Failure to address literacy Unchanged curriculum and instruction Too much emphasis on belonging Ignoring staff concerns Uninformed student assignment Timing Focusing only on teachers Small Learning Communities Issues • People • Teaching and Learning • Campus-Wide Small Learning Communities Key Elements • Autonomy • Identify • Personalization Small Learning Communities Key Elements • Autonomy Space…Separateness Schedule…Flexible Budget Curriculum/Instruction Personnel Small Learning Communities Key Elements • Identity Vision/Mission Thematic Focus Self-selection of Teachers & Students Small Learning Communities Key Elements • Personalization Student Involvement--Opportunity for All Teacher Involvement/Continuity Parent and Community Involvement Support through Student-Teacher Relationships Small Learning Communities Key Elements • Instructional Focus Focus on Student Learning, “Academic Press” Heterogeneous Grouping Professional Development & Collaboration Integrated Curriculum/Teaching Teams, No Subject Area Boundaries, Thematic Focus, Aligned across Grade Levels Large Repertoire of Instructional Strategies Curriculum • Create a school focus • Strive for higher levels of Rigor and Relevance • Interdisciplinary • Differentiation Integration Interdisciplinary Interdisciplinary Instruction Performances • Work-based • Knowledge-based • Literacy-based • Inquiry-based • Project-based Interdisciplinary Instruction Work-based Units • Food preparation • Construction • Human services • Equipment operation • Plant production Interdisciplinary Instruction Knowledge-based Units •Economic Cycles •Ecology Issue •History of Technology •Industrial Revolution Interdisciplinary Instruction Literacy-based Projects • Literature Depicting Work/Economy • Exploring Life’s Work: Specific Careers • Biographies of Industrial Leaders Interdisciplinary Instruction Inquiry-based Units • Best Products Analysis • Community of the Future • Genetic Code • Local Ecology Issue Interdisciplinary Instruction Projects-based Units • Construction • Models • Robotics • Industrial Design • Plant or Animal Projects Instructional Planning Planning Steps Definition of Theme Brainstorm Possible Performance Student Work Standards and Priority Levels of Expected Knowledge and Performance Content Knowledge Assessment and Instruction Theme-based Planning Tool Student Work Student Work Student Work Student Work Theme Student Work Student Work Theme-based Planning Tool Standards Standards Student Work Student Work Student Work Student Work Theme Student Work Standards Student Work Curriculum Readiness for Interdisciplinary Instruction Checklist Curriculum Interdisciplinary Worksheets Activity—Designing Interdisciplinary Instruction Interdisciplinary Planning Wheel Small Learning Communities Key Elements • Accountability Detailed Planning Multiple Forms of Assessment Total Implementation of Key Small Learning Community Elements Networking with Other Small Learning Communities Small Learning Communities Common Strategies • • • • • • Alternative Scheduling Freshman Transition Activities Student/Teacher Advisory System Adult Advocacy System Parent Outreach Academic Teaming Small Learning Communities Development Steps • • • • • • • • • • • Goal Setting Parent/ Community Discussion Selection of Structure Staffing Facility Changes Student Selection Curriculum Schedule Budgeting Implementation Timeline Implementation Teams Small Learning Communities From Successful Practices Study • • • • • • Personalized Learning Organized around Student Teacher with Students—4 Years Time to Talk Time to Integrate Types: Career Academies, Houses, 9th Grade, Magnet Schools Small Learning Communities From Successful Practices Study • Found in Nearly All the Schools • Provides the Platform to Focus Instruction around Student’s Interests, Learning Style, and Aptitude • Permits Educators to Develop a Personal Relationship over Time with Students • Personal Relations Prove to Be Essential in Motivating and Nurturing Students • 27 of 30—Career Academies—Primary Delivery System Small Learning Communities From Successful Practices Study • Informal—Band, Student Leadership, Arts, Hip Hop University • Other—World Languages, Finance, Technology, SCOPE (Student-Centered Opportunity for Personalized Education • Great Networks and Resources Small Learning Communities From Successful Practices Study • 9th Grade – – – – – – – – – – Looks Different Not Remediation—Enrichment Catch Up—Collapse Soph., Jr. Years No Credit Train Staff—Reading, Math, Science Believe in Themselves—Learn Culture of the School Study Skills Course Advisement Period Upperclassmen—Mentors Separate Location Small Learning Communities From Successful Practices Study—9th Gr. • Great Attention and Resources are Focused on 9th graders • Many Have a 9th Grade Academy or Freshmen House • Students Lacking Adequate Academic Skills are Enrolled in Enrichment Courses Designed Around Student’s Interest Rather Than Remediation • Dramatic Improvement by End of 9th Grade • Students Indoctrinated into the Culture of High Expectations and Caring Adults Small Learning Communities From Successful Practices Study • 12th Grade – Motivation Same—Poor/Performing Students – Transition 9th– Out, 12th – Senior Projects – Community Service Programs – Work-based Programs – Articulation Programs with Postsecondary Small Learning Communities From Successful Practices Study—12th Gr. –12th Graders Receive Special Attention –Students Who Are Adequately Prepared May Collapse Four-year Program into Three Years –Strong Articulation with Higher Education Allows Students to Earn up to 30 College Credits –Senior Projects PLANNING Planning Checklist SLC Resource Kit Table of Contents Aspirations, Issues and Opportunities Staff, Students and Stakeholders Teaching and Learning Logistics Learning from Others SLC Resource Kit Checklists Forms Handouts Q’s and A’s Resources/Networks “Experience and research make it very clear that school size does matter-but they also make it clear that ‘small’ is no silver bullet.” Michelle Fine and Janice Somerville