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Smaller Learning Communities SLCs:

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Smaller Learning Communities SLCs:

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    1. 1 Smaller Learning Communities (SLCs): Implementing Maryland Career Clusters

    2. 2 SLC: Elements Autonomy Identity Personalization Instructional focus Accountability

    3. 3 SLC: Common Features 300-500 students in a heterogeneous mix A non-exclusive admissions policy A consistent educational experience for students over an extended period of time A coherent focus with an aligned curriculum

    4. 4 SLC: Common Features A cohesive group of teachers that collaborates and discusses the needs of their students A sense of shared leadership and investment Involvement of families, business, and postsecondary education.

    5. 5 SLC: Design Configurations 9-12 Vertical SLCs All grade 9-12 students grouped into SLCs 9th Grade academy 9th Grade students and selected teachers are assigned a contiguous space for intensive academic and social skill building 9th Grade students select vertical SLCs Grade 10-12 Vertical SLCs Grade 9-10 houses Grade 11-12 Vertical SLCs

    6. 6 Factors to Consider in SLC Design Selection Academic Readiness at Time of Transition MSA Performance of Entering 9th Grade NRT Performance of Entering 9th Grade % Taking and Passing Algebra and Geometry in Middle School

    7. 7 Factors to Consider in SLC Design Selection Effectiveness of Current HS Academic Program MSA (Geometry) Performance HSA Performance

    8. 8 Factors to Consider in SLC Design Selection Enrollment – Overall and By Grade Total HS Enrollment 9th Grade Enrollment Mobility Existing programs and resources CTE Magnet

    9. 9 Factors to Consider in SLC Design Selection Guidance and Advisement Admissions Requirements (e.g. Magnet or Signature School) ? Well Developed Career Development Program Completed by Grade 8? Number of Sending Middle Schools

    10. 10 Teacher-student ratio College/University programs and partnerships Interest – Teacher and Student Surveys Space Factors to Consider in SLC Design Selection

    11. 11 SLC Guidelines for Organizing People, Space and Time Divide students and faculty Determine function of leaders Determine location Schedule Central Office/BOE Support a must

    12. 12 SLC Identity

    13. 13 Career Clusters Arts, Media and Communication Business Management and Finance Construction and Development Consumer Service, Hospitality and Tourism Environmental, Agricultural and Natural Resources Health and Biosciences Human Resource Services Information Technology Manufacturing, Engineering and Technology Transportation Technologies

    14. 14 SLC Identity Career Clusters and Pathways- overlapping features using career pathway definitions, cross-cluster skills and cluster content. Humanities

    15. 15 Essential #1 300-500 students per small learning community Helps keep teacher preparations to 1 or 2 subjects Small enough for all teachers to know all students Large enough for teachers to be able to plan together in groups Typical ratio of administrators and counselors to students in a school

    16. 16 SLC Example: Design #3 Grade 9-10 Lower Houses of Excellence Grade 9 (387 students) Grade 10 (362 students) 3 MESS Teams each Looping or new teams in grade 10? Grade 11-12 Upper Houses of Excellence 3 vertical SLCs organized around career clusters with 2 or more pathways

    17. 17 Essential #2 Academic core and concentration 4 credits in college prep/honors English 4 mathematics credits – Algebra I, Geometry, Algebra II and above 3 science credits at the college prep level; four courses with block schedule Three credits of social studies; four credits with a block schedule Mathematics in the senior year

    18. 18 Essential # 2 Sample Concentrations Mathematics and science concentration – four credits in each field, with at least one at the Advanced Placement level Humanities concentration – four credits each in college-prep-level language arts and social studies, with at least one at the Advanced Placement level and four additional credits from foreign language, fine arts, journalism, debate, etc. Career Technology Education– four credits in a planned sequence of courses within a career cluster pathway

    19. 19 Essential # 2 Model Program Sequences - K-16 Include postsecondary options: Dual enrollment Tech Prep UM Program of Professional and Technical Studies (BS Degree) Advanced training Articulated credit

    20. 20 Essential #3 Transition program, make sure all students get to a certain point by grade 10, including: 2 credits of college preparatory English 2 out of 3 math courses of geometry, algebra, and algebra II 2 lab-based college preparatory science classes

    21. 21 Student and Staff Placement Cohort Groups Interdisciplinary Teacher Teams Essential # 4

    22. 22 Common Planning Time Time for subject area, across subject areas and career cluster teachers to align curriculum, instruction and assessment Consistent place on schedule and location Agenda and summary – always! Rules of operation Parking lot Essential # 5

    23. 23 The School Schedule Core pathway courses and cross-cluster electives (I.e. program sequences) “Double Dose” instruction Advisement system Structured system of extra help Common Planning Computer Lab usage Essential #6

    24. 24 A Structured System of Extra Help Tiers of extra help for students with different levels of need Two or more grade levels behind At middle school level Fall below a “C” in a core subject Voluntarily seek assistance Involvement of parents Essential # 7

    25. 25 A Structured System of Extra Help Offer help early Tied to work student doing as a normal part of the school routine Supplement; don’t repeat Frequent and regular Easy to access; sometimes required Goal setting important (school level, teacher level, student level) Relationships over time Volunteers and technology help Avoid pull out programs Essential #7

    26. 26 A Structured System of Extra Help: Types Peer Tutoring On-line Tutoring and Computer-Assisted Instruction After School Programs (and Morning and Saturday Programs) Mentoring In-Class Programs Summer School/intersession   Essential #7

    27. 27 The Advisement System A system in which each teacher in the school is assigned to mentor a group of students throughout the years they are at the school. Essential #8

    28. 28 Purpose of Advisories Help students, with support of parents, set school goals, select courses, review progress, and make adjustments as necessary Services may include: One-on-one advice Regular progress reviews Annual meetings with the student and parents to review progress and select courses for the next year Ongoing communication with parents Periodic classes in which a series of guidance activities is conducted Additional services and resources for students as needed. Essential #8

    29. 29 Essential #8 Five Key Dimensions for Advisories A Clearly Defined Purpose supported by the community Organization Advisory Program Content Assessment Leadership

    30. 30 Engaging instruction Emphasis on literacy Emphasis on numeracy Emphasis on Science Concepts and Processes Common Course Syllabi Integration of subject matter/Mapping courses Challenging assignments and projects/system of projects Common assessment methods and grading practices Related Work-based learning opportunities Essential #9

    31. 31 Essential #10 Data driven Student Achievement Student Participation Program Completion Post High School Success

    32. 32 7 Steps Define outcomes Identify SLC design, select staff and build cohort teams Create a distributed leadership and decision-making structure. Each SLC Building Leadership Team System of Teams: Advisement Professional Development Business Advisory Data/Evaluation Content- Dept. and MESS/Career Cluster

    33. 33 7 Steps 4. Establish a challenging curriculum. Provide a structured system of extra help to support student success. Design a guidance and advisement system. Develop a plan for collecting and analyzing data.

    34. 34 How to Deal with the Impact of SLCs Leadership and decision-making structure School schedule Location of classrooms and physical space Personalized services – guidance, attendance, discipline Transition from one SLC to another

    35. 35

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