SMALL LEARNING COMMUNITIES CHART
REVIEW OF SMALL LEARNING COMMUNITIES - SPECIFIC MODELS
ARTICLE |SOURCE |DATE |CITY |SCHOOL DISTRICT INFO/ POSSIBLE CONTACT |TYPE OF SCHOOL |SCHOOL POPULATION |SLC STRUCTURE / SPECIFIC FEATURES |FUNDING SOURCES / OUTSIDE PARTNERS |NOTES / Use for PD? | |Small HS Proposed to Beat the Achievement Gap |The Seattle Times |October 21, 2002 |Seattle, WA |Eric Benson, Hale HS, Seattle WA |Proposed SLC Leadership High School |300-400 |To be located in a neighborhood of low achieving, crowded schools not presently served by magnets that are mostly located in higher SES areas of the city |District
Seattle Education Association (Booster?)
Cross City Campaign (nonprofit gp advocating small, autonomous schools) |Budget problems - do not want to fund if hurts existing schools
Resegregation
Does the neighborhood want it?
NO | |Santa Monica High School Model |Santa Monica High | |Santa Monica |Redesign of administrative structure required:
Each school led by
One administrator
Two advisers
One teacher leader
Teachers divided up between the schools.
Departments broken up.
Each school self sufficient to provide a complete high school curriculum to the students. |Comphrehensive High School |3600 students
Mixed population
White: 50%
Hispanic: 31%
Af-Amer.: 11% |Purpose of the SLC design:
Foster relationships
Opportunities for teacher collaboration
Direct impact on achievement
Guiding Principles:
Personalization
Intellectual Mission
Community Partnership
Professional Learning Community
Six Characteristics the smaller communities have in common.
1. Structure
2. Instructional Program(UC/CSU)
3. Elective Program
4. Collaborative Time
5. Extra Curricular/Co curricular activities
6. Academic Support | |Barriers to implementation:
Lack of adequate team planning
Lack of time for adequate planning and implementation
Lack of professional development time for staff. | |LAUSD Fact Sheet |LAUSD | |Los Angeles |LAUSD |district |all |Proposed benefits of the redesign:
Eliminate impersonal feelings and disengagement
Allow familiarity and personalization
Forge real connections between teachers and students
Support High Expectations
Seven Characteristics:
Personalization
Vision and leadership
Use of space
Identity
Accountability
Quality teaching
Equity and access
| |Marked by return to 180 day calendar for all schools
Dividing up a large school into houses which exist under a central services structure defeats the purpose and removes the personalization. | |High Schools Think Smaller |SACBEE News | |Sacramento CA |Sacramento City Unified School District – Starting at Sacramento High School and being partially implemented at the district’s other four schools.
Contact: Richard Owen, Associate Superintendent for High School Improvement |High School (Gr. 9 – 12) |1800 |Program known as e21. Program being phased in for ninth graders as SLC for groups of no more than
100 students. Teachers, students stay together as a 2 year core for English, Math, Science. Teachers share a preparation period. When pilot ninth graders reach grades 11-12, they will participate in a themed SLC of students’choice, which could be health care, math science or high-tech. |Carnegie Corporation, planning grant of $250,000. School competing for larger amount of implementation dollars. |4 other high schools may have SLC of up to 250 students | |Small School Learning: Berkeley High School’s Common Ground |.
ecoliteracy.
org/pages/
newsletter1
_common.
html |11-
27-
02 |Berkeley,
California |BHS website = bhs.berkeley.k12.ca.us/
commonground.html |Not identified in article, but according to description in article, this school would be classified as SWAS
Called “Small Schools” locally |Grades 9-12
Total school pop = 3200
SWAS student pop = 400
Current SWAS 9th grade pop = 120
SWAS teacher pop = 14 |Students self-select
Class size = 30 (same as BHS)
Student has 3 classes/semester
60% curriculum = core for grad
40% curriculum = electives
specific to ecology/ecoliteracy
Curriculum includes “outdoor
classroom” experiences and
overseas trips |$ - Center for Ecoliteracy, U.S. Dept of Educ | | |Smaller, Safer, Saner, Successful Schools |Center for School Change | |New York City |El Puente Academy |Shared Facility |Low income |Human service programs on site |Human service program |Student & family access to health care, counseling & literacy training | |
3 Schools-1 Building |csmonitor |10/21/02 |Denver |Principal: Nancy Sutton |HS |Afr-Amer & Hisp 1050 |Science/Match
1. Businnes/Govt
2. Lang & Arts |Gates Found. Grant
$500K-5 years |1st year, communication issues
25 new Teachers
| |Break Up Suburbs | |11/27/02 | Suburb of Cincinnati |West Clermon Local SD |HS - 2 |Ethnic-?
2300 stdts. |7 SLC’s-450 per comty.
Defines “small” as 400-900 |Gates-800k
Corning-800k (matching)
KnowledgeWorks-125k |Teachers visited SLC, not Central Ofc
Board members meet w/ Teachers weekly
References Dallas HS
Very good article | |Revolution at Oakland Unified |East Bay Express |October 23, 2002 |Oakland |Oakland Calif.
Life Academy—
Principal: Laura Flaxman
School of Social Justice—Principal: Wilson Riles, Jr.
Superintendent: Dennis Chaconas (supported these schools)
|Freestanding School |Life Academy: 250 students, School of Social Justice: 400 students |Advisory Period (9:1 student/ teacher ratio three times per week);
➢ Targeting former dropouts and students at risk for dropping out to attend (School of SJ);
➢ Demographics of school population mirrors demographic of local large school (Life Acad);
➢ Goals are for all students to graduate, for the majority of graduates to go on to 4-year colleges;
➢ Long class periods (2 ½ hours);
➢ Students explore their own interests; juniors and seniors have long-term projects to be evaluated by a graduation committee; |Bill and Melinda Gates Foundation,
Bay Area Coalition for Equitable Schools,
Oakland Community Organizations,
Coalition of Essential Schools, Oakland CA
|-Challenge in developing curriculum with focus on critical thinking as well as state and district mandates
-Oakland’s goal is to have 20% of all students attending small schools by end of 2005
-Unclear as to how students are recruited for Life Academy—it seems to be voluntary, but there is no information on how students recruit
-Article mentions sizable start-up costs, says those costs were covered by Gates Foundation | |
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