Smaller Learning Communities

Questions and Responses

 

Compiled by:

Ed Yeager

Robyn Spear

Maggie Karlin

Jim Phipps

Ryan Bombick

Rebecca Sobel

Anthony Stavenski

Jeff Wynne

Venetsana Levin

Sandra Waltz

Scott Smiley

Michelle Dunleavy

Maria Schwab

Rich Kaskey

Nan Odenthal

Carolyn Marchetti

Troy Czukoski

Craig Parkinson

Amber Gentile

David Noyes

History

Question: How did we decide to implement Smaller Learning Communities? Why is this the best way? Were other models considered? What are the results of the research done over the past two years?

Response:

The PAHS High School of the Future Committee, which first met in the spring of 2006, identified a set of common “themes” across research to improve our school. Among these themes were the following:

•         Connections with Students: Increase the quantity and improve the quality of interactions between students, teachers, and other school personnel by reducing the number of students for which any adult or group of adults is responsible.

1.      After school tutoring and remediation programs.

2.      Attempt to decrease teacher-student ratio to guide students or advise students about their future.

3.      Address the increasing number of students in special education.

4.      An organizational structure in which learners are organized into smaller units.

 

•         Personalized Planning: Implement a comprehensive advisory program that ensures each student has frequent and meaningful opportunities to plan and assess his or her academic and social progress with a faculty member.

1.      Address career pathways and options beginning in 9th grade.

2.      Elective courses should be geared toward career pathways.

3.      Continue to develop the internship and work study programs.

4.      Personalized student-adult relationships (advisory periods)

 

•         Flexible Use of Time: Implement schedules flexible enough to accommodate teaching strategies consistent with the ways students learn most effectively and that allow for effective teacher teaming and lesson planning.

1.      A reorganization of the school day that provides creative scheduling options, such as block scheduling and the 8-period day.

2.      A period solely devoted to departments for working on building initiatives such as curriculum maps, formative assessments, summative assessments, data analysis, etc.

 

In 2006 the High School Social Studies Department made the decision to eliminate all standard level classes in order to raise expectations and allow all students to reach their full potential. Since we made this change, we have not had any concerns or complaints about the elimination of the standard level in Social Studies.

In 2006 the High School Social Studies Department and English Department made the decision to pilot a Freshman Academy in their subject areas. Six teachers, three from each department, shared a common group of students which allowed them to do interdepartmental projects. Susan Krenicky, High School Librarian, worked with these teachers to stress information literacy skills and research based strategies.

In 2007 Dr. Maria Schwab and Mr. Richard Kaskey began working with the CCIU and other Chester County Administrators in a group known as the High School Reform Group. The group’s goal was to collectively answer the following questions:

  1. What are school districts doing to re-conceptualize high schools in Chester County, the state, and the nation?
  2. What are the skills needed for the 21st century and what would they look like in terms of student performance, curriculum, and assessment?
  3. What information have local reform committees already gathered?
  4. What input could be obtained from key players in community colleges, colleges/universities, and industry regarding the skills students need?
  5. Where can we visit to see innovative practices/programs already in place?
  6. How can we support each other in this effort? Can our collaborative work help all our communities understand the purpose and need for change in our current high school structure?
  7. Are there any regulatory barriers from PDE that may limit implementing reform models?
  8. How can we promote the positive impact on students?
  9. How does/should HS reform impact middle schools?
  10. Can we work with local papers on regular articles?
  11. How can we get teachers to have conversations around these issues?  How do we engage them?  How do we deal with union issues and get their buy-in?
  12. What would an action plan for this group be at the end of the year?

Alternatives to a 9th Grade Academy:

·         Block Scheduling or an 8-period day – Bell schedule restricted by the CBA

·         Theme-Based or Focus Schools are usually formed around a specific curricular theme  - would require significant curriculum changes.

·         Houses may be themed or non-themed or separated by grade levels – would require significant curriculum changes.

·         Career Academies are generally a three or four year structure developed around a career theme – focus is on 9th grade  only at this time – may develop into a career academy.

·         Magnet Schools are career-themed SLCs that include accelerated course-work for Gifted & Talented students – restricted to gifted students – does not address achievement of all students.

·         Looping – Insufficient research in the secondary forum.

 

Visitations

Question: What school districts have instituted the SLC concept and what sort of communities do they have?

Response:

Springfield Delco – similar demographics, all inclusive academy, teachers restricted to the academy, clustered in one wing, two tracks of students, mixed gym classes (9th and 10th grades), focused on the transition into high school, students felt part of a team and had close relationships with the teachers, two special education teachers on the team, three reading specialists, advisory homeroom teachers, writing and research class (with librarian), working on increasing the rigor, SSR – 15 minutes of reading per day, CFF grant went to the 9th grade academy, etc.

 

Ridley – two academies (honors and remedial), multiple programs support the academies, different bell schedules, some coursework is taught outside the academies, honors academy in 9th and 10th grade, 30 minute support period per day, teacher assignments can be outside the academy, honors academy has an application process, all together in one wing (proximity), SSR – 15 minutes of reading per day, etc.

 

Haverford – two levels for the entire 9th grade, no standard level classes, 4 x 4 block (AB), 11th and 12th grade go back to standard level classes – teachers didn’t know why, freshman orientation with teachers

 

Question: What were their reasons for using SLCs and what were their goals? Have they met these goals?

 

Response:

 

Springfield Delco – to ease the transition from 8th to 9th grade

 

Ridley – to enhance the honors level (more AP classes) and to assist remedial students.

 

Haverford – to ease the transition from 8th to 9th grade, reduce discipline referrals and tardiness, and close the achievement gap

 

All districts indicated that goals were met.

 

Question: How long have these SLCs been in place?

 

Response:

 

Springfield Delco – two years

 

Ridley – 4 years for the honors students and 2 years for the remedial students

 

Haverford – 3 years

 

Question: What does their data show?

 

Response:

 

Springfield Delco – too early to have any data (two years) / fewer failures in 10th grade

 

Ridley – reading levels were up on the Medi test (75% of the students in the remediation academy were reading two levels higher) / the honors academy doubled the amount of students in Advanced Placement classes

 

Haverford – still analyzing data; however failures have decreased from grade to grade, fewer disciplinary problems reported, in-school suspension was replaced by Community Service Saturday

 

Question: Did they completely eliminate a level of instruction when they began their use of SLCs? If so, how many levels of instruction did they have previous to their use of SLCs and how many do they currently have?

Response:

Springfield Delco – only has two academic levels; removed a track in the debut year

 

Ridley – four tracks outside the academy; two tracks within the academy

 

Haverford – eliminated standard level instruction prior to SLC implementation

 

PAHS main priority (goals) – (1) to ease the transition from 8th to 9th grade – came out of the High School of the Future Committee work and (2) to close the achievement gap by identifying struggling students and providing them with the instruction needed to master standards and meet AYP.

 

Question: How long did these districts plan before they put SLC in place?

 

Response:

 

Springfield Delco – half year (no pilot)

 

Ridley – one year (pilot)

 

 

Additional questions posed during visitations:

·         How long has your school been in an academy setting?

Springfield Delco – two years

Ridley – 4 years for the honors students and 2 years for the remedial students

Haverford – 3 years

·         Did you pilot a smaller program prior to implementation of the full academy?

Springfield Delco – no

Ridley – yes (honors academy)

Haverford – no

·        Did you have staff development sessions prior to implementation; and if so, what types?

Springfield Delco – yes (summer and school year) (reading strategies, note taking skills, team building)

Ridley – yes (summer and school year) (reading strategies, note taking skills, team building)

Haverford – yes (Marzano’s dimensions of learning) (differentiated instruction) (small class training) (“Go” personal development – advisory program for all students – through Premier Agenda) (Restorative Practices) (technology training – CFF grant)

·        Did you utilize an outside consultant in developing the academy; and if so, in what capacity?

Springfield Delco – yes (Tom Stecher – communication and team building)

Ridley – no consultants; visited other schools

Haverford – no

·         Do you have advisory or mentoring periods in the academy?

Springfield Delco – yes (25 minutes – homeroom teacher)

Ridley – yes (success in high school period /reading remediation)

Haverford – yes (extended homeroom on certain days)

·         What staff members oversee the academy?

Springfield Delco – No head of academy.

Ridley – A principal and guidance counselor for each academy.

Haverford – A ninth grade principal (stays with the 9th grade)

·         What is the Guidance Department’s role in the academy?

Springfield Delco – 1 counselor with these students since 6th grade

Ridley – 2 counselors (100 students in 9th and 10th grade); they taught lessons

Haverford – no counselor assigned

·         Do you run support groups for students struggling emotionally, socially, or behaviorally?

Springfield Delco – no need / academy meets the need

Ridley – no need / academy meets the need

Haverford – need to work on this aspect (have more safety nets), audit students academically every three weeks

 

Student Issues:

·         Is every student part of the 9th grade academy?

Springfield Delco – yes

Ridley – no

Haverford – yes

·         Are mainstreamable special education and English language learner students included in the academy?

Springfield Delco – yes

Ridley – no

Haverford – yes

·         How do you handle your special education students who need to be in learning support / direct instruction classes?

Springfield Delco – pulled out

Ridley – pulled out

Haverford – pulled out

·         What do you do for students in the academy setting who fall behind?

Springfield Delco – Homework Help Club (Required) / Before School Tutoring

Ridley – Success in High School period /

Haverford – 35 minute after school tutoring period, reading/writing and math lab (Read 180)

·         Do you have remediation classes for students who do not score proficient on the 8th and/or 11th grade PSSA exam?

Springfield Delco – no

Ridley – no

Haverford – yes – the reading/writing and math lab (Read 180)

 

Scheduling Issues:

·         Do your academy teachers have a common planning period?

Springfield Delco – yes

Ridley – yes

Haverford – yes

·         Are the academy teacher’s classrooms near each other, if so, how did you arrange this and how did your staff react?

Springfield Delco – yes

Ridley – yes

Haverford – yes – some share rooms

·        How do you handle mid-year student drops, additions, and schedule changes?

Springfield Delco – everyone is in the academy

Ridley – locked into the honors and remedial academy (only additions)

Haverford –

·         Is there a student late arrival or early dismissal system in place to allow for professional development?

Springfield Delco – no

Ridley – no

Haverford – no

·         If advisory periods exist in the high school, how have they been included in the schedule?

Springfield Delco – no

Ridley – no

Haverford – homeroom (20 minutes - extended on some days for advisory)

·        Do you have co-taught classes, if so, how are they incorporated into the academy?

Springfield Delco – yes and no (teacher assistants)

Ridley – no

Haverford – no


Resource Issues:

·        Did your overall high school budget have to increase in order to successfully implement the academy?

Springfield Delco – CFF grant went towards the academy

Ridley –  all budgetary requests were funded

Haverford – received the SLC grant and PDE professional development

·        Did you have to hire any staff in order to successfully implement the academy?

Springfield Delco – yes (reading specialist)

Ridley – no

Haverford – no (because they would have to keep them)

·         Do you have a reading specialist?

Springfield Delco – yes

Ridley – yes

Haverford – yes (also testing coordinator)

·         Do you have a math specialist?

Springfield Delco – no

Ridley – no

Haverford – no

·         Do you have theme readers?

Springfield Delco – no (a writing class)

Ridley – no

Haverford – no

 

Evaluation Questions:

·        Has the academy been a success since implementation?

Springfield Delco – yes

Ridley – yes

Haverford – yes (data will be analyzed next year after PSSA)

·         What are some of the cons of having an academy?

Springfield Delco – buy in from stakeholders / isolation / more work for teachers / restrictive schedule / kids are pressured to stay in group / 9th grade lunch was problematic / students get annoyed with each other

Ridley – buy in from stakeholders / isolation / more work for teachers / restrictive schedule / kids are pressured to stay in group / 9th grade lunch was problematic / students get annoyed with each other

Haverford – problems with scheduling (AB Block)

·         Do you have any data on the academy’s effect on student achievement and behavior?

Springfield Delco – too early to have any data (two years) / number of failures decreased in 10th grade

Ridley – reading levels were up on the Medi test (75% of the students in the remediation academy were reading two levels higher) / the honors academy doubled the amount of students in Advanced Placement classes

Haverford – data will be analyzed next year after PSSA, disciplinary referrals have decreased

·         What obstacles did you have in implementing the academy and how did you overcome them?

Springfield Delco – community buy in (a demonstrated commitment by administration and academy teachers for increased student achievement)

Ridley – community buy in (a demonstrated commitment by administration and academy teachers for increased student achievement)

Haverford – community, teachers, students, higher level parents, etc. in opposition

 

What professional development did their teachers need?

·         Reading strategies – Reading Apprenticeship (John Collins and Joe Ginotti)

·        Cornell Note Taking (look into) - (to help teachers teach students)

·         Technology (CFF in-servicing through PDE)

·         Interdisciplinary techniques / strategies

·         “How to be a good mentor” in-servicing

·        Communication (Intrapersonal and Interpersonal) - (to help teachers teach students)

·         Study Skills - (to help teachers teach students)

·         Pre-AP workshops - (to help teachers teach students)

·         Team building