Smaller Learning Communities (SLCs)
A Look at The Essentials

SLC Design	Leadership and Teaming Structure	Instruction
Autonomous schools housed within the larger school (300-500 students) Vision/mission Design based on school performance results 9th and 10th grade houses or academies 9th grade academies and vertical SLCs Grades 9-12 vertical SLCs Shared leadership and decision-making based on data and research Career and/or academic focus Parent and communitry involvement	Integrated teaching teams (Math, Science, English, Social Studies Self-selection of teachers and students based on interests Teachers share common group of students Random assignment of students to teams (heterogeneous groupings of students) SLC Leadership Administrator Counselor Coordinator Leadership team across all SLCs	Shared responsibility for curriculum, instruction and assessment - integrated teaching teams Students expected to meet common, high standards in course-taking Common course syllabi Common assessments and grading practices A system of challenging projects and assignments assessed by a rubric (Basic Proficient, Advanced levels) Reading, writing and numeracy across the curriculum Career development connections to academic content Work-based learning tied to student's major Professional development and collaboration
Program Sequences	Common Planning	Schedule
Academic core and concentration that is college-preparatory for every student Career clusters/pathways Science Mthematics Humanities Postsecondary options (i.e., dual enrollment; articulated, transcripted credit, certification, licensure)	Integrated teaching teams Content area teams Agenda and meeting summary Assessing student progress Curriculum and instruction Motivation and recognition activities Team management	Shared reponsibility to develop by SLC High percentage of time spent by teachers and students in each SLC Inclusion of: Common planning time for integrated teaching teams and contet area teams Advisement system Tiers of extra help Double close/catch-up reading and mathematics Dual enrollment with postsecondary education Courses for a mojor/pathway shown as a sequence
Extra Help	Advisement	Accountability
Use of data to determine: Students two or more levels behind Students who fall below a "C" Frequent and regular (90 minues per wek per subject needed) to impact student achievement Tiers of specific strategies identified Built into schedule Involvement of parents	12-15 students mentored by each staff person throughout student's years in high school Curriculum for each grade level Clearly defined purpose supported by community Training, resources and support for advisors Advisement leadership team Assessment of system	Detailed planning involving internal and external stakeholders Ongoing data collection and analysis of student progress Plan amended based on an evaluation of student progress Multiple forms of assessment Thorough implementation Networking with other SLCs

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