small learning community fall kick off august 25, 2011
TRANSCRIPT
Leadership:SLCs promote distributive leadership that inspires
EVERY adult in the building to support student growth.
Teachers:SLCs empower
interdisciplinary, vertically aligned teams of teachers to
be change agents in students’ lives.
Students:SLCs are inclusive of ALL
students, providing comprehensive support that dissolves barriers; promotes academic, social & emotional
growth; and engages students in realizing their
dreams.
How does it happen?
Curriculum Map - Map to Teaching
same as
Logic Model – Map to Implementing SLCs
Share Your Learning in Break out Session
-Currently Implementing-Rank from 1 – 5 how well it is being implemented
Implementation Strategies you would like to employ but have not
Discuss your stars, how you ranked them, and strategies you want to employ
Well-Implemented SLCs – 7 min
Personalized Focus – 10 min
1) Choose one of the four indicators of personalized focus that your school does really
well
2) With a shoulder partner, share the evidence that supports the indicator you chose
3) Brainstorm ideas of how to take it to the next level of personalization
Culture, Climate, and Academic Press
Think TimeHow is the climate and culture of your school
affecting the academic press?
Share with your school team how you would like the climate and culture to sharpen your school’s
academic press.
Will this logic model be helpful to your school
towards sustainability?
How would you use it?
Stretch Break! Get the Oxygen Flowing
Scheduling Focus on Fidelity
• 4 Year Course Sequence Specific to each SLC that creates identity
• Stable teacher/student membership of SLCs Year to year ensuring continuity of Care
• Early Release/Late Start to support common plan & ensure sustainability
Scheduling Support by your SLC Team• Collaborate with District Scheduling• SIM • Scheduler’s Clinic• Consultation
• Support Scheduling at School Level to increase SLC Fidelity
• SLC Scheduling Tools
SEG/8/15/11
New Student Programming Decision Tree
Incoming 9th Grader
Start of School
Incoming 10th – 12th Grader
Start of School
New Student
With an IEP
New Student
ESL - Non-English Speaking
Service Provider assists in giving SLC Choice Survey to
student
Service Provider & SLC Team Lead assist in
creating student schedule
Designated Service Provider has ongoing
conversation w/parent regarding student support
Report directly to Bilingual Coordinator to complete Home Language Survey
w/Counselor
Complete SLC Choice Survey w/Bilingual
Coordinator
Note: Each SLC will have a limited number of seats for
each grade level. Although each strand of the decision matrix calls for student choice, the choice will be based on what is available. The later in the year a student enrolls the less likely it will be that all SLCs that are available to
him or her.
Bilingual Coordinator & SLC Team Lead assist in
creating student schedule
Student completes SLC Choice Survey
Based on student transcript schedule as many in-community classes as
possible
Before placing student in out-of-community classes, communicate with out-of-
community teacher
6 out of 7 classes should be in-community, recognizing
that this becomes increasingly difficult the
later in the year a student enrolls
Student completes SLC Choice Survey
Collaborate with SLC Team Lead or designate
regarding student schedule
Notify SLC Team Lead of new students on a daily
basis, so they can immediately connect with
the student
Counselor
Before placing student in out-of-community classes, communicate with out-of-community teacher & SLC
Team Lead
Consistent, Effective SLC Meetings• Driven by Student Data, Disaggregated by SLC
• Solution Focused
• Supports the culture of learning to enhance professional practice
• All members are engaged in the growth and success of the SLC
SLC Meeting Support by your SLC Team• Collaborate with
Coaches/Coordinators on data disaggregation
• Visits to every SLC Meeting
• Article Bank via cps.edu • Receive a link through SLC website by
Sept. 12th
• SLC Self Evaluation Rubric• Rubric Protocol
SLC Self Evaluation Rubric
Completed Twice: Week of December 11 – 17 and May 20 – 26thDOMAIN PURPOSE AUTONOMY MASTERY
Lead
ersh
ip
There is a shared sense of responsibility among all school leaders and other school staff to drive the building vision through the SLC structure. School leaders function as facilitators and thought partners.
School leaders feel a strong sense of trust of school staff that further promotes school-wide innovation and teacher empowerment. Relationships between school leaders and staff are reciprocal.
Leaders are seen by SLCs as trusted and engaged thought partners. As a building, there is a common purpose and shared sense of pride around student achievement.
SLCs are empowered to engage multiple resources to support student needs both academic & social/emotional.
Circle One: Beginning Developing Deepening Sustainable
Evidence:
SLCs
SLCs function as teams of knowledge seekers & collaborators to support the success of the community.
SLC identity is self-defined; shaped by and responsive to students’ individual needs.
The SLC feels a sense of unity and trust that allows for innovation in addressing student challenges. SLCs take pride in collectively driving student growth.
SLC Team members support one another in problem solving and celebration of successes.
Circle One: Beginning Developing Deepening Sustainable Evidence:
(over)
DOMAIN PURPOSE AUTONOMY MASTERY
Teac
hers
Purposeful development of relationships with students allows teachers to facilitate student engagement and achievement.
Teachers take ownership for student achievement by improving their professional practice and pursuing opportunities for professional growth to meet their students’ needs.
Teachers are engaged and trusted thought partners within their SLCs. By personalizing students’ education and building relationships, teachers enjoy seeing consistent growth in student achievement.
Every SLC Team member accepts ownership & responsibility for improving student achievement.
Circle One: Beginning Developing Deepening Sustainable Evidence:
Stud
ents
Students feel supported and challenged, and they care about their own learning and success.
Through reciprocal student-teacher relationships, students are empowered to self-advocate for the tools and supports they need to succeed.
Students experience pride in their personal and academic growth and feel prepared to overcome future challenges.
SLC team members understand individual students’ stories & aspirations.
Circle One: Beginning Developing Deepening Sustainable Evidence:
Thinking Beyond the Classroom• Partnering with Parents/Guardians• Parent Portal• Parent University/Labs
• Academic /Postsecondary Supports• Parenting Supports
• Parent Ice Cream Socials/Activities• Open House• Report Card Pick-Up• Movie Night
• Parent Focused College Tours• Parent Engagement Specialist
Thinking Beyond the Classroom• Creating college going culture in each SLC
• Expect that all underserved students are capable of being prepared to enroll and succeed in college
Thinking Beyond the Classroom• Creating college going culture in each SLC
• Provide a range of high quality, college preparatory tools for students and families.• Parent Focused College Tours• College Tours• Summer Transition Counseling• Advisory• College and Career Coaching• What’s Next Illinois• Naviance• AP Opportunities (Partnership with AP
Department)
Thinking Beyond the Classroom• Creating college going culture in each SLC
• Embrace social, cultural, and varied learning styles when developing the environment and activities at the school.
• Involve leaders at all levels in establishing programs and practices.• SLC Post Secondary Lead • Align Academic Counselor by SLC
Thinking Beyond the Classroom
Partnering with CBOs and Higher Ed
• Dual Credit /College Essential Pilot• City Colleges of Chicago
• City Year Chicago• Freshman Supports and After-School
• Community-Based RFP
• Dual Enrollment• City Colleges of Chicago• Chicago State University• DePaul University• The University of Chicago