Logic Model - Communities In Schools



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

• 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

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 non-educational 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.

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 (teacher-counselor-manager) and require commitment to the success of all aspects of the PLC.

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.

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 self-paced, 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 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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