building effective smaller learning communities across disciplines april 29, 2009 new performing...
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Building Effective Smaller Learning Communities Across Disciplines
April 29, 2009New Performing Arts High School
“Tips for Building A Master Schedule to Meet the Needs of Small Learning
Communities”
Presenter: Shelley Loftus School Improvement Facilitator, District 2 [email protected]
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Today’s Objectives
• Determine needs of small schools and prioritize goals / actions.
• Identify issues impacting the building of a master schedule for small schools / SLC/s and discuss strategies for addressing concerns.
• Discuss tasks and timelines associated with building the master schedule.
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SLC/ Small School Dreams and Nightmares
Reflecting on today’s objectives, take a few moments to write down your:
• Small School master nightmare
• Dream come true master schedule success
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Smallness and Beyond
• How do we maintain “smallness” while adhering to the District Guidelines and requirements?
• How do you balance personalization, academic rigor and pragmatism?
• How and where do we compromise”
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SLC Attributes – Summer 2004
LAUSD has a history of “SLC’s”
“School Within a School” programs – Humanitas, Perkins Programs, Magnets, Academies, and others
Goal for these programs was and is rigorous, personalized, thematic and interdisciplinary instruction
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Bulletin 1600 and “The 8”• October 2004 LAUSD Board of Education approved Bulletin 1600
to address the size and constraints of large high school campus life.
• All High Schools were to create SLC’s.• Eight attributes were guidelines:
1. Unifying Vision2. SLC Identity3. Rigorous, Standards-Based Curriculum, Instruction and Assessment4. Professional Development5. Equity and Access6. Personalization7. Accountability & Distributed Leadership8. Collaboration, Parent & Community Engagement
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What do we need to know to create a master?
• Who are our students and what are their needs?
• What classes must / can we offer?
• What are our staffing and credential needs?
• What are the issues at our school?
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Who are your students?
• Use of data will help identify and analyze needs.
• SLC Identification• Special Education• EL Learners• ESL• Intervention Needs• Honors & AP
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What classes are needed?
• SLC Vision • Personalization (9th grade house, advisories)
• A – G ( Default Curriculum)
• Career Pathways – CTE
• Electives
• Who determines what classes & electives will be offered?
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A-G Curriculum
• History: 2 years
• English: 4 years• Mathematics: 3 yrs required, 4 recommended
• Laboratory Science: 2 yrs req., 3 recommended
• Foreign Language: 2 yrs req., 3 recommended
• Visual & Performing Arts: 1 year required• College Prep Elective: 1 year required
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A - G LAUSD Board Resolution June 2005
• Adopted June 2005
• 2006 2007 - access
• Fall 2008 - must enroll
• Fall 2012 - Entering 9th graders must complete to
graduate in June 2016
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Staffing Small Schools
• What credentials are needed?English Foreign Language
Math Health
Social Studies P.E.
Science Visual and Performing Arts
Technical/Business
Issues: PE requires 400 minutes every 10 days
Fitnessgram required
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NCLB
• Federal legislation requires all teachers to be “highly qualified” in core subjects
• Core subjects are: English Reading/ Language Arts Mathematics Science Foreign Languages Arts (includes dance, music, art) Social Sciences (includes economics, history, geography,
and civic/ government)
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• How do you staff small schools to assure equity and meet the diverse student needs?
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Staffing ConfigurationsMiddle Schools – PLE’s
Cores For Multiple Subj. Teachers (6th)
Teams Teachers w/secondary credentials teaching students in their PLE
Help! Middle School Authorizations Prob or Permanent teachers may apply to teach a designated subject gr. 9 or below; must verify 12 units in the subject; good for 1 year; is renewable (see www.teachinla.com)
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Staffing Configurations High School – SLC’s
Subject Area Credentials
Help! Board Permits- allow prob. and perm. teachers to teach a designated subject; must verify 18 semester units; valid for 1 year; no cost. Committee on Assignments – for elective courses; verify special skills; valid 1
year; no cost. ( 2 per. prob, any perm) One Period Coach – to coach one period of a competitive sport
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Demands on the Master Program
• Equal access to all graduation requirements
• Students with special needs, including gifted, have additional instructional needs.
• Class size - balance A-G with electives
• Common Conferences
• Teacher Preferences / Strengths
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Other Requirements
• Intervention classes
• Teacher credentials
• Double block English & Math support
• Support for English Learners
• Multiple Pathways for technical arts
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What to do?!
• Remember...the jobs our students will have in the future don’t even exist yet!
• Goal: College and Career ready
• Requires thoughtful discussion & planning
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Compromise Solutions
• Passport classes
• Partner with local community colleges to provide high level academic classes
• Differentiate instruction using SDAIE
• Explore 7-period day, 4x4, “zero” periods
• Analyze data to build programs (ex: honors)
• Encourage multiple credentials
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Additional Scheduling Options
• Regional Occupational Program (ROP)
• Community College and University Partnerships
• Adult School
• LAUSD Virtual Academy (LAVA)
• Independent Study
• Skills Centers
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The Balancing ActPrioritizing small school benefits
What compromises are acceptable?
What are you not willing to give up?
How do you ensure academic rigor?
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Middle School Sample Schedule
Personalized Learning Environments
Cores and Teams
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High School Sample Schedule
Small Schools, Magnets,
Small Learning Communities (SLC’s)
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Tasks and Timelines
• Determine needs and priorities
• Determine participants to build the master
• Agree on timeline and publicize
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The dream revisited…
What have your heard today that will help you to build a master schedule for small
schools?
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Additional Questions
What questions, clarifications or concerns do you have?