Given…

1. Creating and Sustaining Small Learning Communities (SLC)Building a culture focused on continuous improvement

2. Given… • Anabsolute commitment to promoting academic excellence and the personal development of all studentsand • A belief that our district must create learning environments based on a commitment to continuous improvement and

3. 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.

4. 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

5. 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.

6. 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

7. 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…

8. To ensure this for eachchild,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

9. 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

10. 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

11. To ensure this for eachchild,we commit to the following educational experience:

12. 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

13. 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

14. 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

15. 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

16. An academic program that will… • 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

17. 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

18. 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

19. The structure that supports student and school success:Small Learning Communities……structure and instruction focused on personalized, high-achieving teaching and learning environments

20. 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

21. 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

22. 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 SLC continuum…

23. 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

24. 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

25. 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

26. 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

27. Benefits to Communities • Prepared graduates • Improved graduation rates • Better employees • Responsible citizens • Improved workforce

28. Why do they yield RESULTS? • Engaging curriculum • Sense of belonging • Caring adults • Continuity and connections • Focus on interests and aptitudes • Rigor, Relevance, and Relationships

29. Build the school you dream…Build the school you need!SLC Design Options…

30. One way to “build” it…

31. An absolute commitment to QUALITY instruction in each classroom MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

32. An absolute commitment to QUALITY instruction in each classroom Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

33. An absolute commitment to QUALITY instruction in each classroom Ninth grade team of 260 Ninth grade team of 260 Ninth grade team of 260 Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

34. 9-10 High Expectations Center An absolute commitment to QUALITY instruction in each classroom Ninth grade team of 260 Ninth grade team of 260 Ninth grade team of 260 Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

35. Five Small Learning Communities Tenth through twelfth grades Themed by career clusters or individualized instruction 9-10 High Expectations Center 314 314 314 314 314 An absolute commitment to QUALITY instruction in each classroom data-driven extra help and support strategies Ninth grade team of 260 Ninth grade team of 260 Ninth grade team of 260 Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

36. Integrated Options 11-12 Perhaps ala “The Met,” RI Five Small Learning Communities Tenth through twelfth grades Themed by career clusters or individualized instruction 9-10 High Expectations Center Non-new 9th grade students 314 314 314 314 314 An absolute commitment to QUALITY instruction in each classroom data-driven extra help and support strategies Ninth grade team of 260 Ninth grade team of 260 Ninth grade team of 260 Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

37. Creating College AND Career Ready Graduates Integrated Options 11-12 Perhaps ala “The Met,” RI Five Small Learning Communities Tenth through twelfth grades Themed by career clusters or individualized instruction 9-10 High Expectations Center Non-new 9th grade students 314 314 314 314 314 An absolute commitment to QUALITY instruction in each classroom data-driven extra help and support strategies Ninth grade team of 260 Ninth grade team of 260 Ninth grade team of 260 Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

38. And yet another…

39. An absolute commitment to QUALITY instruction in each classroom MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

40. An absolute commitment to QUALITY instruction in each classroom Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

41. Small Learning Communities Ninth through twelfth grades Themed by career clusters or individualized instruction An absolute commitment to QUALITY instruction in each classroom 361 361 361 361 361 361 361 Data-driven extra help and support strategies Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

42. Creating College AND Career Ready Graduates Small Learning Communities Ninth through twelfth grades Themed by career clusters or individualized instruction An absolute commitment to QUALITY instruction in each classroom 361 361 361 361 361 361 361 Data-driven extra help and support strategies Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

43. And yet another…

44. Tenth grade team of 200 Tenth grade team of 200 Tenth grade team of 200 An absolute commitment to QUALITY instruction in each classroom Ninth grade team of 260 Ninth grade team of 260 Ninth grade team of 260 Data-driven extra help and support strategies Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

45. Three Small Learning Communities Eleventh through twelfth grades 380/SLC Themed by career clusters or individualized instruction Tenth grade team of 200 Tenth grade team of 200 Tenth grade team of 200 An absolute commitment to QUALITY instruction in each classroom Ninth grade team of 260 Ninth grade team of 260 Ninth grade team of 260 Data-driven extra help and support strategies Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

46. Creating College AND Career Ready Graduates Three Small Learning Communities Eleventh through twelfth grades 380/SLC Themed by career clusters or individualized instruction Tenth grade team of 200 Tenth grade team of 200 Tenth grade team of 200 An absolute commitment to QUALITY instruction in each classroom Ninth grade team of 260 Ninth grade team of 260 Ninth grade team of 260 Data-driven extra help and support strategies Summer Bridge to Success MS Creating "HS Ready" Eighth Graders An absolute commitment to QUALITY instruction in each classroom

47. We know the whyand what… Now, for the how…

48. 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

49. 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…

50. 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!