Avoiding problems with small learning communities. Small learning community failures: converting high schools into small learning communities: starting small learning communities where student achievement is an outgrowth of second order change in the high school. Converting high schools into high performance small learning communities.

<BODY> <P><B><FONT SIZE=5 COLOR=#000000>                              <U>Small Learning Community FAQ's</FONT></U></B></P> <P><B><FONT SIZE=5 COLOR=#008080>                 <EM><U>How can large high schools be converted into small learning communities?</FONT></U></EM></B></P> <P></P> <DIV ALIGN="center"><TABLE WIDTH=80% BORDER=0 CELLPADDING=0 CELLSPACING=0><TBODY> <TR VALIGN="top"> <TD> <P><B><UL><FONT SIZE=4 COLOR=#000000>Converting large high schools into small learning communities is a decision making process. Forward thinking <U>parents</U>, <U>teachers</U>, <U>Board Members</U> and <U>administrators</U> all have the ability to propose <U>small learning communities</U> within their school districts. Converting large public high schools into small learning communities requires second order change. Breaking up large high schools into small learning communities for student achievement: successful high school conversions into small learning communities requires change of the second order: success of the high school conversion depends upon small learning community curriculum and program design. Converting high schools into small learning communities is not about creating themes or gathering small groups of teachers and students together. High school conversions into small learning communities must involve second order change. Sometimes a theme based <U>school within a school</U> might be desirable; in other cases, and especially if the District has a building available because of a decline in student population</B></P></UL></TD></TR> </TBODY> </TABLE> </DIV> <P></P> <DIV ALIGN="center"><TABLE WIDTH=80% BORDER=0 CELLPADDING=0 CELLSPACING=0><TBODY> <TR VALIGN="top"> <TD> <P><B><FONT SIZE=5 COLOR=#008080>        <U><EM>What are the advantages of starting a new</U></EM></B> </FONT></B><B><FONT SIZE=5 COLOR=#008080>             <U><EM>small learning community with a new identity?</FONT></U></EM></B></P> <P><B><UL><FONT SIZE=4>Converting large public high schools into small learning communities requires second order change. Breaking up large high schools into small learning communities for student achievement: successful high school conversions into small learning communities requires change of the second order: success of the high school conversion depends upon small learning community curriculum and program design. Converting high schools into small learning communities is not about creating themes or gathering small groups of teachers and students together. High school conversions into small learning communities must involve second order change.The first advantage is that a new small learning community and its philosophy can serve as a "charter" or "choice" option <U>within </U>the school or school district.  Parents, students and teachers can <U>self-select</U> to participate in the program, and in so doing, commit to program goals and philosophy in ways that neighborhood schools often can't emulate.  <U>This commitment of the participants is the first step that must be taken</U> if school practices are to be transformed.</FONT></B></UL></P> <P><B><FONT SIZE=5 COLOR=#008080>      <U><EM>Does the start-up of a new program create</B></U></EM> <B><FONT SIZE=5 COLOR=#008080>            <U><EM>problems for other schools in the district?</FONT></EM></U></B></P> <P><B><UL><FONT SIZE=4 COLOR=#000000>Whenever a small learning community attracts notice because it is doing something right, it can serve as a catalyst and motivator for other schools to examine their own practices and, if necessary, take steps to create the same kind of commitment and support for their own programs.</FONT></B></UL></P> <P><B><FONT SIZE=5 COLOR=#008080>      <U><EM>What are some of the issues associated with</FONT></EM></U></B> <B><FONT SIZE=5 COLOR=#008080>          <U><EM>starting a small learning community at a new site?</FONT></U></EM></B></P> <P><B><UL><FONT SIZE=4 COLOR=#000000>There are may challenges that must be faced in starting a small learning community. These not only have to do with establishing a physical site, but also with threading one's way (without losing one's way) through stake-holder expectations and values in order to arrive at a quality end-product. Converting large public high schools into small learning communities requires second order change. Breaking up large high schools into small learning communities for student achievement: successful high school conversions into small learning communities requires change of the second order: success of the high school conversion depends upon small learning community curriculum and program design. Converting high schools into small learning communities is not about creating themes or gathering small groups of teachers and students together. High school conversions into small learning communities must involve second order change.</FONT></B></UL></P> <P><B><UL></U><FONT SIZE=4 COLOR=#000000>Long-term relationships and continuity of curriculum are crucial to the success of the kind of Charter School we are talking about.  Ideally, locating the Charter School program in one building can accomplish this most easily--the Bellevue School, for instance, housed grades 6-12 together in an old elementary school, until it moved to its new site, an unused junior high.  If a separate building is not available for the proposed Charter School, then </FONT><U><FONT SIZE=4 COLOR=#FF0000>schools within schools</FONT></U><FONT SIZE=4 COLOR=#000000> should range from the junior high up to the high school.  New Charter Schools that utilized elements of the International Model would then exist on two campuses:  a lower school and an upper school.  Expert instructors would be identified who would pick up a class of 7th graders and move with them up to the high school.  High school teachers who graduated their seniors might move back to the junior high to pick up an incoming class.</UL></B></P> <P><B><UL><U><EM><FONT SIZE=5 COLOR=#008080>Is teacher quality the most important concern?</FONT></UL></EM></U></B></P> <P><B><UL></U><FONT SIZE=4 COLOR=#000000>Absolutely. Converting large public high schools into small learning communities requires second order change. Breaking up large high schools into small learning communities for student achievement: successful high school conversions into small learning communities requires change of the second order: success of the high school conversion depends upon small learning community curriculum and program design. Converting high schools into small learning communities is not about creating themes or gathering small groups of teachers and students together. High school conversions into small learning communities must involve second order change.The quality and unity of the staff is paramount if a new Charter School program is to deliver on its promises and succeed.  Charter School initiators should endeavor to establish a new <U>academic culture</U>--not merely a new collection of teachers and courses, loosely organized under a vaguely defined thematic or philosophical rubric. One of our tasks as your consulting service might be to assist you with the screening of qualified staff who had indicated a willingness to participate in the new program. Another on-going task might have to do with staff development and training--ensuring that the conversation about standards and curricular focus is fully participated in, and that the new school's policies and procedures are supported by all members of the teaching and administrative team.  If this doesn't happen, then there is really no point in creating a "new" program.</FONT></B></P></UL></TD></TR> </TBODY> </TABLE> </DIV> <P><A HREF="InternationalModel.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>Teachers Design High Powered Schools: Bellevue International School 1991, Lake Washington International School 1997, Marysville Arts & Technology 2003</U></FONT></B></A> <P><A HREF="Writing.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>Mastery Learning Writing Curriculum for Student Achievement </U></FONT></B></A></U> <P><A HREF="StartUpFAQ.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>SLC Myths: Making it Better vs. Making it New</STRONG></B></A> </U> <P><A HREF="Retention.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>Social Promotion...or Program Accountability?</U></FONT></B></A> <P><A HREF="Home.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>Transform the Instructional Culture</FONT></STRONG></B></A> <P><A HREF="Articulated.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>Thematic 9-12 Humanities & Literature Curriculum</U></FONT></STRONG></B></A> <P><A HREF="TestScores.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>Test Scores</I></U></FONT></STRONG></B></A> <P><A HREF="Academics.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>Essential Curriculum</FONT></B></A> </U> <P><A HREF="AdvancedPlacement.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>Articulated Curriculum</FONT></STRONG></B></A> </U></FONT> <P><A HREF="Products.htm" TARGET="_top"><font face=papyrus><FONT SIZE=3><B>Improving Instructional Effectiveness</FONT></B></A> <P><FONT SIZE=2><A HREF="BruceSaariCV.htm" TARGET="_top">Saari CV</A> </FONT></B></P> <P><FONT SIZE=2 COLOR=#000000>E mail address: saari@topschools.com</FONT></A></P> <P><A HREF="index.htm" TARGET="_top"><B><font face=papyrus><FONT SIZE=2 COLOR=#0000FF>HOME</FONT></B></A></P> </BODY>