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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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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 />