Dcps nep presentation


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This presentations provides an overview of the basic elements of Smaller Learning Communities Design and Implementation.

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  • The School-Within-a-School model breaks the larger structure into individual schools which are multiage and may be theme-oriented. It is a separate, autonomous unit with its own personnel, budget, and unique programs.Career Academies are one type of school-within-a-school. They organize curricula around one or more careers or occupations, integrating academic and career / technical education classes.Freshman Academies are designed as a bridge from middle to high school, targeting theunique needs of 9th graders in transition.Magnet Schools have a core focus (Math and Science, The Arts) and usually draw their students from the entire district.Community or House Plans are composed of students assembled across all grades or by grade level. Each house / community maintains its own disciplinary policy, student activity program, student government, and social activities.
  • No Bluebirds and Buzzards
  • These meetings occur during pre-planning and throughout the first quarter of the school year. Ideally, teams will have an opportunity to meet during the summer for long-term planning and team building.
  • Second through Third Quarter
  • 4th Quarter through post-planningInterventions during the beginning and middle of the year reduce the need for excessive meetings at the end of the year.May include planning for Summer Bridge
  • Example of a sticking point: grading
  • Provide an example
  • Role: The facilitator notifies members prior to each meeting, coordinates the agenda, handles logistics, collects data, monitors meeting flow, and ensures compliance withground rules.The recorder takes minutes on the discussions occurring during meetings. These written notes are then shared with all members of the team.The timekeeper ensures the meeting runs on schedule and makes certain everyone has ample time to participate.
  • FCHS – preventionLee and Forrest – RtIParker – Interdisciplinary curriculum
  • Video
  • Do we need other examples here?
  • Dcps nep presentation

    1. 1. Smaller Learning Communities<br />Duval County Public Schools<br />Jacksonville, Florida<br />
    2. 2. Overview and Structure<br />Smaller Learning Communities<br />
    3. 3. What is an SLC?<br />A Smaller Learning Community (SLC) is a smaller division within the large high school where groups of students are assigned to a dedicated administrator, guidance counselor, teacher team, and support staff.<br />
    4. 4. What is an SLC?<br />The primary purpose of an SLC is to create a <br />personalized learning environment to meet the <br />individual needs of students.<br />Each SLC should have grade level interdisciplinary<br />teacher teams (Math, ELA, Science, Social <br />Studies, Elective) that share the same students.<br />
    5. 5. SLC Structures<br /><ul><li>Career Academies
    6. 6. Freshman Academies or Ninth Grade Academies
    7. 7. Community Plan or House Plan
    8. 8. Schools-Within-a-School
    9. 9. Magnet Schools</li></li></ul><li>SLC Structure<br />
    10. 10. Student Placement in Smaller Learning Communities<br />Career pathways or Interest-based curriculum <br />determine placement in an SLC. <br />Special interest programs reside within each SLC:<br /><ul><li>Acceleration programs (AICE, I.B., Early College)
    11. 11. Career Academies (Medicine, Finance, Logistics)
    12. 12. Interest based programs (ROTC ,The Arts)</li></ul>Each SLC has the required curriculum, rigor, and <br />relevance for student achievement and promotion.<br />
    13. 13. SLC vs. PLC<br />Small Learning Communities<br />Professional Learning Communities<br /><ul><li>Team members represent all disciplines and fill gaps in teacher/student relationships
    14. 14. Discussions focus on student success
    15. 15. All about “what works with shared students”
    16. 16. Data discussions focus on academics, attendance, and discipline of shared students
    17. 17. Team members represent subject area and fill gaps in subject area knowledge
    18. 18. Discussions focus on curriculum
    19. 19. All about “lesson studies”
    20. 20. Data discussions focus on benchmarks</li></li></ul><li>SLC vs. PLC<br />Small Learning Communities<br />Professional Learning Communities<br /><ul><li>Discuss testing schedules and work loads
    21. 21. Discuss relationship building
    22. 22. Modeling teaching behaviors around classroom management
    23. 23. Based on student schedules with shared students
    24. 24. Create common assessments and common lesson plans based on learning schedules
    25. 25. Discuss data from common assessments
    26. 26. Modeling teaching behaviors around subject area
    27. 27. Based on subject (all grades)</li></li></ul><li>SLC Grant Goals and Objectives<br />Goal 1 : To provide all high school students with a<br />personalized learning environment.<br />OBJECTIVES<br /><ul><li>Enroll all students in a smaller learning community
    28. 28. Ensure that all teachers and administrators will participate in staff development
    29. 29. Translate in-service concepts into classroom practice
    30. 30. Increase parent and community involvement</li></li></ul><li>SLC Grant Goals and Objectives <br />Goal 2: All students will become invested in their education, achieve academic success, and reach their full potential. <br />OBJECTIVES<br /><ul><li>Enable students to read at or above proficiency level
    31. 31. Increase proficiency in mathematics
    32. 32. Increase the 9th grade promotion rate
    33. 33. Increase the graduation rate
    34. 34. Increase enrollment in postsecondary education
    35. 35. Increase enrollment in AP courses
    36. 36. Increase scores of 3 or higher on AP examinations
    37. 37. Increase percentage of dual enrollment students
    38. 38. Increase satisfaction with target schools’ SLC structures and strategies</li></li></ul><li>Scheduling and Configuration<br />Smaller Learning Communities<br />
    39. 39. SLC Configuration<br />All upper division students will have access to all accelerated courses. Schools will differentiate based on career focus/major area of interest.<br />Early College High School<br />Engineering Career Academy<br />Math/Science School<br />Humanities School<br />Upper Division<br />Career Connection College Level Work Transition Program Capstone Course/Project<br />Grades 11-12<br />Grades 11-12<br />Grades 10-12<br />Grades 10-12<br />Lower Division<br />Keystone Course/Project<br /> Electives and Physical Education Shared by All Schools<br />Lower division focus will be on core academics.<br />Grade 9<br />Grade 9<br />Grades 9-10<br />Grades 9-10<br />
    40. 40. Schools Within Schools<br />All students will have access to acceleration courses. <br />Career Academies within a Community<br />Omega Community<br />Math/Science Community<br />Humanities Community<br />Grades <br />11-12<br />IB program<br />AP courses, standard courses<br />Grades 10-12<br />Grades 9-12<br />Grades 10-12<br />Upper Division<br />Career Connection College Level Work Capstone Project for Career Academy students<br />JROTC, AICE Scholars programs<br />Lower Division<br />Keystone Course/Project<br /> Electives Shared by all Communities, but can be associated with one Community<br />Grades 9-10<br />Pre IB, Standard, Honors, Keystone<br />9th grade academy prep<br />9th Grade Program<br />Lower division focus will be on core academics, personalization, and identifying with the community. Proposed Staffing: Assistant Principal, Guidance Counselor<br />
    41. 41. Structural Design Schools – within – Schools<br />15<br />Gr 11-12<br />Upper Division – 300 to 400 students<br /><ul><li>Career Connections
    42. 42. College-level course work
    43. 43. Differentiate on basic career focus</li></ul>Gr 9-10<br />Lower Division – 400 to 500 students<br /><ul><li>Focus on core academics
    44. 44. Share electives</li></li></ul><li>Scheduling Points for Consideration<br /><ul><li>Team size and class size
    45. 45. Teacher teams built around core academic courses by grade level
    46. 46. Teacher certification
    47. 47. Limit course preps where possible
    48. 48. Teacher adjuncts where necessary</li></li></ul><li>Scheduling Points for Consideration<br /><ul><li>Equitable mix of students with varying ability levels and special needs in each SLC
    49. 49. Availability of intensive courses in each SLC
    50. 50. Open access to accelerated and enrichment courses in each SLC (honors, AP, AVID)
    51. 51. Themed electives driven by the SLC focus
    52. 52. Scheduling requirements unique to academies</li></li></ul><li>Team Meeting Frequency and Protocols<br />Smaller Learning Communities<br />
    53. 53. SLC Meetings<br />When At least twice monthly<br />Who All members of the Smaller <br /> Learning Community <br />Where House Administrator designates<br /> according to meeting goals<br />
    54. 54. SLC Grade Level Team Meetings<br />When Formal weekly meeting <br /> Additional informal meetings as <br /> needed<br />Who Grade Level Interdisciplinary <br /> Team Members<br />Where Consistent location determined <br /> by the grade level team <br />
    55. 55. Grade Level Teacher Team MeetingsBeginning of the Year<br /><ul><li>Formal weekly meetings
    56. 56. Teams often meet more often on an informal basis during this time
    57. 57. Establish team expectations
    58. 58. Acclimate new members
    59. 59. Develop an awareness of shared students
    60. 60. Identify Early Warning students </li></li></ul><li>Grade Level Teacher Team MeetingsMid- Year<br /><ul><li>Formal weekly meetings continue
    61. 61. Promotion rate becomes the grade level team’s main focus
    62. 62. Interventions to meet student needs are established
    63. 63. Academic performance, discipline, and attendance are frequently discussed
    64. 64. Incentives and recognition </li></li></ul><li>Grade Level Teacher Team MeetingsEnd of Year<br /><ul><li>Formal weekly meetings continue
    65. 65. Bubble students become main focus
    66. 66. Closely monitor promotion rate
    67. 67. Closely monitor progress toward grade level team SMART goal
    68. 68. Incentives and Recognition
    69. 69. Teacher teams begin planning for next year</li></li></ul><li>Team ProtocolsSetting Expectations<br />Classroom Expectations<br />What expectations will your <br />group set to encourage <br />positive behaviors?<br />Meeting Expectations<br />What expectations will your <br />group set to foster a <br />collaborative, collegial <br />environment?<br />
    70. 70. Setting Expectations<br />Classroom Expectations<br /><ul><li>Safe and civil behavior
    71. 71. Respecting one another
    72. 72. On-time
    73. 73. Prepared
    74. 74. Parent contact rules
    75. 75. Grading expectations</li></ul>Meeting Expectations<br /><ul><li>Professional, collegial behavior
    76. 76. Conversations stay solution-focused
    77. 77. Open sharing of best practices</li></li></ul><li>Team Meeting Evaluation<br />Areas of easiest agreement: <br />What was decided upon swiftly and why?<br />Perceived sticking points: <br />Areas that could result in some conflict?<br />Questions and concerns: <br />What remains unclear? <br />
    78. 78. Team Meetings -RtI and Shared Expectations<br />Teachers agree to the RtI process as a team and<br /> set a shared course of action:<br /><ul><li> When do teachers intervene?
    79. 79. Is there a standard procedure, or is each </li></ul> approach unique?<br /><ul><li> Assessments</li></ul>Each teacher has his own responsibility in the RtI<br />process – how are those responsibilities distributed?<br />
    80. 80. Team Meetings -RtI and Shared Expectations<br />Is there a set end based on attainable student goals, or is <br />the RtI process vertically integrated for students <br />throughout their schooling?<br />Beyond the team teachers, what other community <br />members are involved?<br /><ul><li> Parents
    81. 81. Counselors
    82. 82. Administrators
    83. 83. Mentors</li></li></ul><li>Team MeetingsRtI Next Steps<br /><ul><li>Find out your shared students
    84. 84. Monitor progress: academics, attendance, discipline
    85. 85. Encourage students to be aware of their promotion status
    86. 86. Solidify relationships with students
    87. 87. Be proactive in offering assistance and seeking solutions</li></li></ul><li>S.M.A.R.T. Goals<br />SMART Goals are:<br /><ul><li>Specific
    88. 88. Measurable
    89. 89. Attainable
    90. 90. Relevant
    91. 91. Timely</li></li></ul><li>SMART Goals<br />Which SMART goals would you set as a team?<br /><ul><li>Use the data
    92. 92. Adjust for your own learning curve
    93. 93. Compare your goals to the school, district, and state goals
    94. 94. How will your goals be measured?
    95. 95. Qualitative/Quantitative? </li></li></ul><li>Q & A<br />Question <br />&<br />Answer Session<br />
    96. 96. Thank You<br />
    97. 97. Smaller Learning Communities<br />Duval County Public Schools<br />Jacksonville, Florida<br />
    98. 98. Participants and Their Roles<br />SLC Team Meetings<br />
    99. 99. Participants and Their Roles<br />All roles may be permanent or may rotate among team members:<br /><ul><li>Facilitator
    100. 100. Recorder
    101. 101. Timekeeper</li></li></ul><li>Participants and Their Roles<br /><ul><li>teacher members form the grade level,</li></ul>interdisciplinary, instructional team, sharing at <br />least 80% of the same students.<br />Role: All Teacher Members should attend <br />regularly and actively contribute to team<br />meetings. They may also assume more <br />specific roles, including facilitator, recorder, <br />or time keeper.<br />
    102. 102. Participants and Their Roles<br /><ul><li>SLC Specialist acts as the facilitator </li></ul>for the grade level team. As the team develops, <br />the specialist’s role evolves to a support function, <br />providing additional resources and expertise as <br />needed. <br /><ul><li>SLC guidance counselor adds additional</li></ul>insight concerning shared students and should be <br />available for team meetings upon request. <br />
    103. 103. Participants and Their Roles<br /><ul><li>SLC administrator provides information, </li></ul>direction, and support for the team as needed <br />or requested. The SLC administrator also acts <br />as a liaison between the team and the <br />administration of the school. <br /><ul><li>Instructional Coaches provide information </li></ul>and support to Teacher Members as requested.<br />
    104. 104. Topics of Discussion<br />SLC Team Meetings<br />
    105. 105. Topics of Discussion <br />A successful grade level team meeting focus is <br />student-based. Topics of discussion include:<br /><ul><li>Status of students: Academic performance, Attendance, and Discipline
    106. 106. Interventions and RtI
    107. 107. Collective team responsibility for student success
    108. 108. Relationship building activities</li></li></ul><li>Topics of Discussion <br />1st& 2ndMeetings<br /><ul><li>Establish day and time for meetings
    109. 109. Agenda
    110. 110. Meeting Expectations
    111. 111. Team’s Expectations</li></li></ul><li>Topics of Discussion<br />3rd Meeting Through Mid-Year<br /><ul><li>Student Status
    112. 112. Decision Making/Consensus
    113. 113. Support staff </li></li></ul><li>Topics of Discussion<br />Mid-Year to End-of-Year<br /><ul><li>Student Status
    114. 114. Decision Making/Consensus
    115. 115. Promotion/Retention
    116. 116. Support Staff</li></li></ul><li>Data<br />SLC Grade Level Teams <br />
    117. 117. Use of Data <br />Data is used to assist interdisciplinary grade <br />level teams in meeting the needs of their <br />shared students. <br />SLC Specialists, SLC Administrators, SLC<br /> Guidance Counselors, and Instructional <br />Coaches play a vital role in supplying data not <br />readily accessible to grade level teacher team <br />members.<br />
    118. 118. Types of Data <br />Typical student data required for teams include:<br /><ul><li>GPA
    119. 119. Standardized Test Scores / Cluster Breakdowns
    120. 120. Demographic Profiles
    121. 121. Discipline Records
    122. 122. Attendance Records
    123. 123. ESE Status
    124. 124. ELL / ESL Status
    125. 125. Free and Reduced Lunch Status
    126. 126. Grades
    127. 127. Retention Status</li></li></ul><li>Types of Data <br />Additional data useful to teams include:<br /><ul><li>Class and Team Profiles
    128. 128. NCLB classifications, including lowest performance quartile designations
    129. 129. Bubble students</li></li></ul><li>Sigma 9th Grade Bubble Students Math<br />Find your bubble students. Have you had a data chat with these students?<br />Sigma 9th Grade Bubble Students Math<br />Find your bubble students. Have you had a data chat with these students?<br />
    130. 130. Sigma 9th Grade Bubble Students Reading<br />Find your bubble students. Have you had a data <br />chat with these students?<br />Sigma 9th Grade Bubble Students Reading<br />
    131. 131. STUDENT DATA: ADS<br />
    132. 132. Uses of Data byInterdisciplinary Grade Level Teams <br /><ul><li>Setting the team SMART Goal
    133. 133. Designing approaches to meet the SMART Goal
    134. 134. Evaluate effectiveness of instruction
    135. 135. Differentiate instruction
    136. 136. RtI
    137. 137. Set individual student academic, disciplinary, and performance goals
    138. 138. Define measurable standards for awarding performance incentives</li></li></ul><li>Uses of Data byInterdisciplinary Grade Level Teams<br />Breakout Session with Interdisciplinary Team<br />Members from Duval County Public Schools:<br />First Coast High School<br />Forrest High School<br />Lee High School<br />Terry Parker High School<br />
    139. 139. Session Activity<br />Using Data as a Grade Level Team to <br />Design Student Interventions<br />
    140. 140. Student Meetings<br />SLC Grade Level Teams <br />
    141. 141. Student Meeting Protocol<br /><ul><li>Five individual students per meeting date
    142. 142. 10-12 minutes per student
    143. 143. The team provides suggestions for student goals and incentives
    144. 144. Students complete and sign student success plans
    145. 145. The team sets a follow-up date with the student in which data is analyzed and an exit from the plan is afforded if goals are reached.</li></li></ul><li>Student Success Plan for Robert E. Lee High School<br />On _9/15/11_________________ ____XXXXXXX XXXXXXXX_____________________________ will begin this contract that will ensure her success<br /> at Robert E Lee High School. This contract will be used to chart the progress of the aforementioned student. <br />By signing this contract all parties agree to the stipulations in the document and will following accordingly. <br />The following contract will be reviewed on (date) __________.<br />__________________________________________________________<br />Printed Student Name Student Signature/Date<br />__________________________________________________________<br />Printed Teacher Name Teacher Signature/Date<br />
    146. 146. Benefits <br /><ul><li>Consistency for Students
    147. 147. Clear expectations
    148. 148. Opportunities to build relationships</li></li></ul><li>Factors for Success<br /><ul><li>Open communication
    149. 149. Proficiency in coordinating Success Plan Meetings
    150. 150. Having a common vision
    151. 151. Commitment to success for all students and each other</li></li></ul><li>Interdisciplinary Team Factors for Success<br /><ul><li>Balance academic challenge with support and intervention.
    152. 152. Encourage students to take ownershipfor their education.
    153. 153. Meet the cognitive, social, and affective needs of each student.
    154. 154. Encourage students to develop healthy relationships.</li></li></ul><li>Student Response<br />SLC Grade Level Teams <br />
    155. 155. A Process That Works<br />SLC Grade Level Teams <br />
    156. 156. Outcome Data<br />Tardies: Sigma 9 for 2010-2011<br />Q1<br />Q2<br />Q3<br />
    157. 157. Outcome Data<br />First Coast High School Disciplinary Record Since Implementation of SLCs<br />
    158. 158. Outcome Data<br />Sigma 9 Attendance Compared to other IT at FCHS (2010/11)<br />
    159. 159. Outcome Data<br /> There is an increased promotion rate on interdisciplinary teams that meet and discuss students on a regular basis. <br />Evidence: Retention Rate/Promotion Rate<br /> Sigma 9: 1.4% 9thgrade retention rate for the 2010/2011 school year.<br />
    160. 160. Final Q & A<br />Question <br />&<br />Answer Session<br />
    161. 161. Thank You<br />