Performance Learning Center Overview
Table of Contents
GENERAL INFORMATION ............................................................................................ 2
PURPOSE ....................................................................................................................... 2
FRAMEWORK .................................................................................................................. 2
PLAN ............................................................................................................................. 2
STAFFING ...................................................................................................................... 3
BENEFITS....................................................................................................................... 3
BACKGROUND .............................................................................................................. 4
PHILOSOPHY AND PRINCIPLES.................................................................................. 5
STUDENT PERSONAL DEVELOPMENT ...................................................................... 6
LOGIC MODEL ............................................................................................................... 7
SCHOOL ENVIRONMENT .................................................................................................. 7
LEARNING ENVIRONMENT ................................................................................................ 7
PARENT AND COMMUNITY ENGAGEMENT .......................................................................... 7
STUDENT PERSONAL AND SOCIAL NEEDS ........................................................................ 7
General Information
Performance Learning Centers® (PLCs) are a unique, nontraditional learning
environment for high school students who are not succeeding in traditional schools for
various reasons other than ability. In a small academic setting, the PLCs create
business-like learning environments where students learn at an accelerated pace and
are challenged and supported to meet their academic goals. Students complete
coursework using an integrated online and project-based curriculum, with the
assistance of certified teachers, who act as learning facilitators. In addition, PLC
students are matched up with a mentor and have the opportunity to participate in
internships with local businesses and dual enrollment in technical programs and local
colleges.
Purpose
The purpose is to enable students to stay in school, excel in their academic studies and
graduate with a marketable skill. Beyond a diploma, the goal for each student is a
successful transition to advanced training, college (including community or technical
colleges) or gainful employment in the military or the workforce.
Framework
Five pillars form the framework of the PLC and guide all school activities. These form
the universal distinguishers evident in the design framework and assessment of all
Association for High School Innovation schools, of which CIS’ Performance Learning
Centers are a member. Each pillar serves as a standard that must be met to maintain
the integrity and quality of the PLC:
 Authentic Learning, Teaching, and Performance Assessment – rigor and
relevance produce results
 Personalized School Culture – respect fosters pride and motivation
 Shared Leadership & Responsibility – building leadership on all levels
 Supportive Partnerships – the PLC and students are seen as assets
 Future Focus – college and career transition planning
Plan
Teachers, counselors, school administrators and/or parents/guardians refer students to
the PLC who exhibit the following characteristics:
 Poor attendance – absences from school have impeded the child’s education
 Excessive tardiness – frequently late for school or classes
 Academic failure – deficient in Carnegie units of credit but eager to complete school
 Apathy toward or inability to cope with structured school environment – no interest in
or does not like school
 Academically capable but lacks motivation
 Social Issues – student exhibits poor self esteem, does not interact well with peers
and/or needs a more intensely supportive environment
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
Face non-academic challenges to success (pregnancy, poverty, lack of health care,
etc)
Staffing




Academic Coordinator (Principal)
CIS Services Coordinator
Five Learning Facilitators (Certified Teachers)
Administrative Assistant
Benefits

All students assigned to the PLC:
- Achieve basic grade level competencies before advancing
- Catch up academically or move ahead at an accelerated pace
- Develop an individual plan designed to help them succeed in school and in life

All students can use PLC resources for:
- Advanced study
- Credit recovery
- Research
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Background
As an initiative of CIS, the PLC incorporates the mission of CIS to champion the
connection between needed community resources with schools to help students
successfully learn, stay in school, and prepare for life. The PLC is funded through a
combination of monies from Communities In Schools, the local CIS program and the
local education agency (LEA).
In fall 2002, CIS of GA launched the first two Performance Learning Centers. These
PLCs were in partnership with Lowndes County Schools in Valdosta and Atlanta Public
Schools. CIS of GA implemented 30 PLC’s around the state of Georgia. Additionally,
the CIS national network has expanded PLC’s outside of Georgia beginning with one
site in Charlotte, North Carolina, that opened in fall 2006. By the 2008-09 school year,
there will be PLCs operating in each of the following states: North Carolina, New Jersey,
Pennsylvania, Virginia and Washington.
The PLC model builds on decades of CIS experience. The model addresses the needs
of students who have the potential to thrive in a supportive learning environment but are
in danger of dropping out because they are unmotivated by traditional instructional
methods or facing social barriers to success.
PLCs incorporate individualized
instruction, a computer-based curriculum, a business-like learning environment,
internships, post-graduation preparation, and connections to colleges and careers. The
self-paced curriculum and low teacher-student ratio (1 to 15) helps ensure individual
student success. Traditional “seat-time” requirements are waived, which provide
increased opportunities for dual enrollment with colleges, vocational internships, and
service learning. The services coordinator works with local colleges, businesses, and
parents to create such opportunities, as well as to secure mentors and tutors from the
community for each student.
The PLC represents a true partnership between the LEA, the local CIS program, and
CIS. The LEA, after receiving approval from its board of education, provides learning
facilitators (certified teachers) and commits funds toward the operational costs of the
program. The local CIS program provides a link to the community, helps deliver noneducational resources and supervises the services coordinator at the PLC. By
developing relationships in the community, the local CIS program is able to provide
support for families, volunteers to serve as tutors and mentors, and opportunities for
internships, career exploration and service learning.
CIS sets common standards for design and operation of the PLCs. It also provides
initial support, staff training and ongoing technical assistance. All parties must work
together and fulfill their responsibilities in order to ensure the success of the PLC.
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Philosophy and Principles
The goal of CIS is to assist communities throughout the network to develop, implement
and support locally-defined, comprehensive educational programs that enable students
to graduate from high school, continue learning and become contributing citizens. CIS
programs result in an increase in the number of students who continue their education
and are able to take their place in the workforce and in their communities. One of the
strategies that CIS uses to accomplish this goal is the PLC.
The following are fundamental principles of the Performance Learning Centers:

The PLC staff will provide appropriate academic, technical and social support
services to help students overcome barriers that impede their progress.

Each student will demonstrate knowledge and marketable skills that prepare him/her
for success in college, technical college or employment.

Teaching and learning will be challenging, relevant and individualized.

The environment of the PLC will stress a professional training atmosphere. The PLC
emphasizes values of caring, respect, high expectations, trust and dignity.

A guiding principle of the school will be student-as-worker and teacher-as-facilitator.
This will enable each student to take ownership of his/her own education.

Learning is assessed based on mastered skills and performance-based outcomes.

Parents and local community members will be essential collaborators and vital
members of the school community.

The learning facilitators will meet and maintain “highly qualified teacher”
requirements as stated in the Implementation Guidelines of the No Child Left
Behind Act of 2001, Title II, Part A.

Learning facilitators will not only serve as subject matter specialists for all PLC
students but also as advocates for their group of 15 students in their advisory
groups.

They will work on all aspects of the social and academic needs of their primary
group.
Staff performance expectations include multiple obligations (teachercounselor-manager) and require commitment to the success of all aspects of the
PLC.
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Student Personal Development
It is the job of the education program to ensure that certain characteristics and abilities
are developed and attained by all students prior to graduation. Specifically, students
need to graduate and emerge from the PLC experience able to move to a higher level of
personal, educational, and vocational development. These necessary characteristics
and abilities include:

Internal belief – An internal belief that one can and should succeed.

Basic skills – Command of the basic skills of reading and math, including the ability
to construct and write an essay of 300-500 words on any topic with proper grammar
and syntax.

Problem solving – An ability to problem solve through the use of thinking skills,
including assessment and analysis of situations or problems and the articulation of
strategies, next steps and approaches toward a solution or action plan.

Social graces – An understanding of the social graces; being able to be appreciative
of others (“Gratitude is the mother of all virtues.” G. K. Chesterton); the grace and
skill to interact effectively with a diverse range of individuals and groups, including
knowing how to be a part of a team and to function productively therein.

Tolerance – An ability to be tolerant and respectful of others and their property and
of situations and circumstances encountered; self-control is of primary importance.
(“Lack of respect is the root of all evil.” Michael Pritchard)

Self-starter – An ability to move forward and not wait until everything is explained or
authorized; a strong sense of personal responsibility to get things done. (“Fear is the
polio of the soul that prevents us from walking by faith.” Clarence Jordan)

Communicator – An effective communicator of one’s ideas and feelings.

Honesty – Honest with one’s self and with others; trusting and trustworthy.

Time management – Respectful of time, ability to manage time and to prioritize
responsibilities.

Perspective – Practicing the perception of situations and ideas from others’
perspectives.

Authority – Respectful of others’ authority and responsibility.
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Logic Model
There are four major components to the PLC model that make it different from the
traditional high school: 1) the school environment, 2) the learning environment, 3)
parent and community engagement, and 4) the approach to the personal and social
needs of the students.
School Environment
The school environment of the PLC differs significantly from the traditional school model
currently used in mainstream and alternative education settings. All aspects of the PLC
combine to create a professional business-like atmosphere. Special emphasis is placed
on creating a physical space that signifies high expectations and acknowledges the
potential of the students. The PLC's organizational structure also differs from traditional
school models. The usual roles of teacher and student are transformed to create a
community of learners sharing time, talent, and energy to help each other. The selfpaced, individualized curriculum and low teacher-student ratio (1 to 15 initially) allows
teachers to become learning facilitators and students to have more control and
responsibility over their learning.
Learning Environment
The learning environment is characterized by high expectations underpinned by strong
teacher support, individualized assistance for students in need of remediation, flexible
scheduling, concept mastery learning, enrichment/community integration activities, and
a high degree of subject matter relevance for the student. Students will have
opportunities for dual enrollment with technical colleges, vocational internships,
academic service learning, and field trips. By incorporating these elements with CIS'
historic emphasis on caring relationships, the PLC will tap into students' desire to learn
and grow.
Parent and Community Engagement
In the PLC, parent and community engagement helps assure student success. Parents
and PLC staff sign contractual agreements. Parents remain informed and involved in
their students’ progress. Each PLC has a services coordinator who is responsible for
coordinating the parent and community involvement. Volunteers provide tutoring,
training and enrichment activities. Local businesses and community organizations
provide job shadowing/internships, and service learning opportunities.
Student Personal and Social Needs
CIS has a long history of success in helping students overcome social and personal
challenges. Students enrolled in the PLC may be dealing with pregnancy, alcohol/drug
abuse, poverty, hunger, depression or a variety of other challenges. The services
coordinator, in cooperation with the local CIS program, will engage community
resources, agencies, local programs, and volunteers. The services coordinator will also
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work to provide social services, health/mental health care services, prevention activities,
life skills training and enrichment activities to promote each student's success.
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