For example, at Hillside High School — a large, comprehensive high school in San Mateo, Calif. — students are grouped
into small learning communities (SLCs) where they meet with teacher advisers daily to participate in activities focusing on community building, tolerance, equity, and social - emotional learning.
About 10 years ago, many large high schools were separated
into small learning communities, which are considered separate schools and 2.)
The first phase, dividing
into small learning communities without the autonomy and full distinctiveness of a small school, has gone well at Manual, supporting their positive view.
Other high - performing / high - poverty schools provide additional protective factors, such as restructuring
into small learning communities and removing economic barriers to participation in various extracurricular activities.
Additionally principals should identify emerging leaders for the principalship.School Organization Schools should be organized
into small learning communities that establish a personalized learning environment for each student.
The article presents a profile of the efforts by Guy Sconzo, the superintendent of Texas» Humble Independent School District (HISD), to increase student performance on standardized tests by dividing the large student population
into small learning communities (SLCs) to better provide personalized learning opportunities.
The article discusses the reorganization of large high schools
into small learning communities (SLCs) under the U.S. federal Smaller Learning Community Program and provides five lessons from schools» transitions.
In 2007 and 2008, the research summarized in this article added to this body of work by determining expenditures associated with a variety of services in high schools in three districts: District 1 is a small western district with one comprehensive high school; District 2 is a midsize eastern district with 10 comprehensive high schools; and District 3 is a midsize western district with six high schools, each divided
into small learning communities.
Many successful high - poverty schools provide additional protective factors, such as restructuring
into small learning communities.
That's why districts throughout the country are working to personalize learning by creating small schools or reorganizing large schools
into small learning communities, as part of their strategy for reducing the dropout rate.
Widely affirmed proposals call for the restructure of low - performing schools, more emphasis on the basics, safer classrooms, more rigorous graduation standards, periodic measurement of progress through some kind of standardized tests, longer days and year - round schooling, decentralization
into smaller learning communities and greater freedom for those smaller units, smaller classes, better - qualified teachers and improved salaries, more parental input and more equitable funding.
And we also must work toward turning our large schools
into smaller learning communities.
Breaking down schools
into smaller learning communities, such as teams or «houses,» is one such strategy that allows students and adults to more readily get to know and care about each other.
As more large high schools nationwide break down
into smaller learning communities or schools, many have created «career academies» that organize curricula around themes such as health professions, the law, or the performing arts.
Approaches such as breaking larger schools down
into smaller learning communities and other comprehensive reform approaches, creating alternative school programs, and developing clear linkages to career skills and employment.
Not exact matches
The report, two years in the making, calls on America's high schools to evolve
into smaller communities where students and adults know each other well, the curriculum emphasizes depth over breadth, and a flexible, active
learning process replaces the factory - era model of teachers lecturing to rows of students.
The school is divided
into six houses, or
small learning communities, that allow students and teachers to get to know one another.
To infuse research - based practices
into more classrooms, 150 teachers and leaders in
Small Learning Community schools in the district began taking courses this fall through WIDE World, capitalizing on the advantages of networked technologies to access HGSE research across distance.
Greg Fisher, a teacher at Narbonne High School in the Harbor City area of LA, is one of the leaders of his
Small Learning Community's plan to transform
into a pilot school this year.
Since pioneering educators raised student achievement by creating
small schools in Spanish Harlem in the 1980's,
smaller - is - better has become a national mantra of reform, with New York and other cities, like Baltimore, Boston, Sacramento and San Diego, dividing large schools
into smaller, more personal
learning communities.
For more than 30 years, CEI has been helping large schools restructure
into sets of
smaller learning communities as a means to provide more student - centered
learning environments.
CEI uses a five - phase process to help schools transform
into sets of
smaller learning communities (SLCs) that operate autonomously, but in harmony, with one another inside of a shared school building.
Reorganizing the schools
into a number of self - contained
small learning communities or academies helps teachers
learn each of their students» names, keep the hallways clear and form stronger bonds with students and other teachers.
Some of the most interesting programs are going heavily
into different kinds of academies,
smaller learning communities and career - oriented pathways.
The majority of teacher teams submitted plans that built on the district's trend toward breaking down large struggling schools
into smaller, more manageable
learning communities.
In those cases where
small schools are not feasible, district and school leaders should break down large middle - grades schools
into smaller schools or
small learning communities where teams of teachers share
small groups of students (sometimes called clusters or houses).
In these roles, Rob has been involved in transforming large comprehensive high schools
into small, career - themed schools, career academies, and / or
smaller learning communities.
They watched passively as Deirdre DeAngelis got rid of the bad apples on the staff; won foundation money to break the school
into smaller, more personalized
learning communities; and wooed corporate partners to support after - school programs.
These
small groups could grow
into communities of learners and explore literacy
learning subjects on a deep and meaningful level.
The Locke High transformation dates back to 2008, when Green Dot Public Schools joined with teachers, parents and the
community to transform the school and split it
into several
small, safe, personalized
learning academies.
Reorganizing the schools
into a number of self - contained
small learning communities or academies helps teachers
learn each of their students» names, keep the hallways clear and form stronger bonds with students and other teachers.Interdisciplinary teacher teaming further reinforces the physical organization through common planning time during which teachers develop integrated lesson plans and share information about the performance of their students in different disciplines.
The things I
learned about the women's strong connection to their
community and that they had been planning a wedding before a man broke
into their
small house while they were sleeping — it brought the purpose of this kind of work back
into focus for me.