Benjamin Banneker High...

2010-2011

Benjamin Banneker High School

Smaller Learning Communities Handbook

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The Smaller Learning Communities Program

“The Smaller Learning Communities program (SLCP) awards discretionary grants for up to 60 months to local educational agencies (LEAs) to support the implementation of smaller learning communities (SLCs) and activities to improve student academic achievement in large public high schools with enrollments of 1,000 or more students. SLCs include structures such as freshman academies, multi-grade academies organized around career interests or other themes, “houses” in which small groups of students remain together throughout high school, and autonomous schools-within-a-school, as well as personalization strategies, such as student advisories, family advocate systems, and mentoring programs.

In May 2007, the U.S. Department of Education established a new absolute priority for SLCP that focuses grant assistance on projects that are part of a larger, comprehensive effort to prepare all students to succeed in postsecondary education and careers without need for remediation. This new absolute priority is binding on all grants that were made from 2007 on.

Creating a more personalized learning experience for students has been a prominent part of high school improvement efforts in recent years. Several evaluations have found, generally, that the implementation of SLCs and complementary personalization strategies can reduce disruptive behavior, create a more orderly environment for learning, and increase student attendance and graduation rates (Lee and Smith 1995; Wasley et al., 2000; McMullan, Sipe, and Wolf, 1994; Quint, 2006; National Research Council, 2004). Dropout Prevention: A Practice Guide, published in 2008 by the Institute of Education Sciences’ What Works Clearinghouse, recommended that schools implement SLCs and other personalization strategies as part of a comprehensive approach to reducing the dropout rate (Institute of Education Sciences, 2008).

However, evaluation data have not shown that these structural changes and personalization strategies, by themselves, improve student academic achievement and readiness for postsecondary education and careers. Student learning gains have been seen only in those schools that also have made considerable changes in curriculum and instruction (Bernstein, et al., 2005; Kahne, Sporte, et al., 2006; Quint, 2006; Rhodes, Smerdon, 2005). Similarly, some large comprehensive high schools that have not implemented SLCs have significantly increased student achievement in reading or mathematics and narrowed achievement gaps by implementing more rigorous courses, providing extra support to struggling students, and systematically using data to improve instruction (ACT, Inc. and the Education Trust, 2005; Billig, Jaime, et al., 2005; National Center for Educational Accountability, 2005; Robinson, et al., 2005).

Yet too many young people do not receive the academic preparation, guidance, and support they need to achieve these ambitious aspirations. Many students lack a clear understanding of the academic requirements for entrance to postsecondary education, how to apply for postsecondary education, or options for financial aid (Roderick, Melissa, et. al. 2008; Horn and Chen, 2003; Horn and Nunez, 2000; and Kirst and Venezia, 2004). Most importantly, considerable numbers of young people are graduating from high school without the academic foundation needed to succeed in postsecondary education. According to the National Assessment of Educational Progress (NAEP), more than one-third of all high school seniors, and the majority of minority and low-income seniors, scored “below basic” in mathematics in 2000. Just 17 percent scored proficient or higher. Similarly, on the NAEP reading

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assessment in 2002, only about one-third of 12th graders demonstrated proficient or advanced reading skills, while the reading skills of one-quarter of high school seniors were “below basic.” Fewer than 22 percent of the high school graduates who took the ACT college-entrance examination in 2004 demonstrated readiness to do college-level work in core subjects such as mathematics, English, and science (ACT, Inc., 2005).

For these reasons, the SLCP program has changed its absolute priority and other priorities over the years to focus more intensely on college readiness and success and to promote the close integration of SLC implementation with systematic efforts to improve curriculum and instruction.” (http://slcp.ed.gov/about/vision-history/)

Academies of Banneker High School

1. Leadership, Liberal Arts & Early College Academy (LAECA) [SLC-A] a. Upperclassmen who study art, music, foreign language, journalism, interior design

and leadership via Army JROTC are housed together and share the same teachers in literature, math, and social studies.

b. Students who pursue college classes in high school by taking rigorous courses and Advanced Placement (AP) courses beginning in the tenth grade are placed in this academy.

c. Students in this Academy are prepared for and encouraged to meet the admission requirements of neighboring colleges/universities in the Metro-Atlanta while still in high school.

d. Specific majors for this academy: Business, Nursing, Web Page Design and Food & Nutrition; the focus of the academy is to prepare students for early career opportunities while still in high school.

e. See Appendix B for course sequencing of each major and for goals of the academy. 2. Public & Professional Services with Early Career Planning Academy (PSECPA) [SLC-B]

a. Students who are pursuing a career in business management, web page design, engineering, food, nutrition and wellness, and nursing are housed together and share the same teachers in literature, math and social studies.

b. Students are given the opportunity to earn industry-level certifications in their designated career pathway that will enable them to enter the work force beyond entry-level positions.

c. Students in this Academy are prepared for and encouraged to meet the admission requirements of neighboring technical and career-based colleges/universities while still in high school.

d. Specific majors for this academy: Journalism (Newspaper, Yearbook), JROTC, 2D or 3D Art, Music, World Language and Interior Design.

e. See Appendix A for course sequencing of each major and for goals of the academy. 3. Freshman Academy (FA) [SLC-C]

a. 9th graders are housed in academically collaborative teams consisting of 9th Lit/Comp, Integrated Advanced Algebra, Biology, and American Government. Additionally, all freshmen take health and depending on their CRCT scores in reading and math, some students take reading, Freshman Focus (a one-semester study skills class, and/or Integrated Advanced Algebra Support. There are three (3) interdisciplinary teams for the 2010-2011 school year.

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b. Teachers work collaboratively to develop genuine relationships with students that will encourage them to perform and behave at their highest level of potential.

c. While course teams collaboratively plan lessons and review weekly formative & summative assessment data, interdisciplinary teams meet bi-monthly to review students’ overall academic performance and behavioral challenges.

d. Interdisciplinary teams will develop Behavior Modification Plans for students who find it challenging to act responsibly, indicated by accruing three (3) discipline referrals other than reporting tardy to class and skipping.

Scheduling For the 2010-2011 school year the core classes have been assembled into interdisciplinary teams (math, social studies, & literature) by grade level. Due to the need for lab space, science classes weren’t placed in the groups; however they will have a corresponding team. This will allow for collaborative efforts that will improve student achievement, student management, and instructional delivery. Classes were assigned to academies based on the number of sections being offered for each class. If only one section of a class was being offered or if a class was only being taught by one teacher that class or classes were not assigned to an academy. This would allow for students across academies to take AP courses and/or Honors courses, Foreign Languages, Band, Orchestra, or Chorus. A complete list of courses offered in each academy is illustrated in Appendix E. If a student requested a class that caused a scheduling conflict, the student will be placed in the class that best prepares them for their desired post-secondary option.

Registering Students for an SLC Students may take courses across academies for the 2010-2011 school year. Students are registered for Academies based on their course requests. Use the following guidelines to make the appropriate academy placement:

1. 3 out of 6 honors/AP classes registers students for SLC-A despite being on track to complete a CTAE pathway.

2. Any JROTC class puts students in SLC-A, unless a student is on schedule to complete a CTAE pathway (completing 3 courses in the same pathway major is eminent).

3. If a student is registered for a CTAE course AND a liberal arts or JROTC course, and both courses are on the same level within the program’s sequence, the student will be placed in SLC-A. For example, if a student is registered for Intro to Healthcare Science and Intro to Art, the art class will designate the student for SLC-A.

4. If a student is registered for a CTAE course AND a liberal arts or JROTC course, but one class is further along in the program’s sequence, that course will determine the SLC. For example, if a student is registered for Applied Therapeutic Services and Intro to Art, the nursing course will designate the student for SLC-B because the student is further along in the sequence for nursing than for art.

5. If a student is registered for a combination of courses in both SLCs, the course that is further along in the sequence will determine the SLC. For example, if a 10th grader is registered for Applied Therapeutic Services, Accelerated Integrated Geometry H,

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Chemistry H and Intermediate Chorus, the student will be placed in SLC-B to complete the nursing program.

6. Students who are registered for CTAE courses but will not complete the pathway and are registered for liberal arts courses will be placed in SLC-A.

Administrative Structure Each academy will be governed by an Assistant Principal and a Counselor. This team will support teachers in helping to maintain a learning environment that is conducive to learning and high achievement. The team will also support students and help to ensure that they are aware of all of their current and post-secondary options, as well as the best routes to take in order to achieve their goals. See Appendix C

Academy Roles Assistant Principal Each assistant principal will be responsible for teacher evaluations, student management, curriculum, instruction (rigor) and for the implementation of academy goals. SLC Coordinator This person will ensure that each academy meets the requirements of the grant and follows the best practices set forth by the High Schools That Works (HSTW) division of the Southern Regional Education Board (SREB). Counselor The counselor assigned to the academy will be responsible for his/her regular duties as outlined by local and district entities. Additionally, counselors will focus their current and post-secondary guidance according to the appropriate academy. Supporting Roles Academic Liaison – one teacher with an extra planning period will work with teachers to develop interdisciplinary lessons that incorporate post-secondary strands (relevance). Interdisciplinary academy teams will attempt one interdisciplinary project for the 2010-2011 school year. Academy Coordinator – one teacher will work with administrators to develop a clear understanding of our school’s SLC structure to all stakeholders. Parents, students and teachers must know, understand and participate in the positive promotion of each academy’s goals and overall purpose. This person will also work with interdisciplinary teams to improve the relationship between teachers and students.

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APPENDIXES Appendix A Public & Professional Services and Early Career Partnership

Academy Chart and Goals Appendix B Liberal Arts, Leadership and Early College Academy Chart and

Goals Appendix C Smaller Learning Community Administrative Structure Appendix D Academy Instructors Appendix E Academy Courses

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CAREER ACADEMY: PUBLIC & PROFESSIONAL SERVICES AND EARLY CAREER PARTNERSHIPS Majors: Business, Nursing, Web Page, Food Nutrition, Engineering

Grade Level

Business Nursing Web Page Food Nutrition Engineering

9 Computer Apps Intro to Healthcare Computing in the

Modern World Food Nutrition &

Wellness Foundations of Engineering &

Technology

10 Business

Essentials

Applied Therapeutic

Services Web Page Design

Food Nutrition Through Lifespan

Engineering Concepts

11 Legal

Environment of Business

Nursing Essentials Advanced Web

Page Design Food Science Engineering Applications

12 Entrepreneurial

Ventures Medical Internship Internship Opportunities Research, Design & Project Management

FY11 Goals: Increase the number of CTAE Pathway Completers to 65. Increase the number of Work Ready Platinum certifications to 25. Increase the number of ECP participants to 10. Increase the number of “exceeds” on all EOCTs to 15%. Improve the personal relationships between teachers and students. Advisory Board Members (11)

Teachers from math, science, CTAE (3) [not chairs] Tiffany Frasier (ECP) Sophomore Parent Sophomore and Senior student on track to complete a CTAE pathway (2) Nicolas Kemp Jason Ross, Chair Erick Lawrence or Ava Butler Community Rep

Resources for SLCs

Career Academy Support Network, http://casn.berkeley,edu

The national Academy Foundation (NAF), New York City, www.naf.org

The National Career Academy Coalition *NCAC), Philadelphia, PA, www.ncacinc.org

Appendix A

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CAREER ACADEMY: LEADERSHIP, LIBERAL ARTS & EARLY COLLEGE Majors: Print Journalism, Interior Design, JROTC, World Language, Fine Arts

Grade Level

Print Journalism Interior Design JROTC World Language Fine Arts

9 9

th Lit/Comp

9th

Lit/Comp H Foundations of Interior Design JROTC 1 Spanish or French 1

Intro to Art AND Design Fundamentals Band, Chorus, Orchestra

(Schedule outside of the academy)

10 Journalism 1

Annual or Newspaper Interior Design, Furnishing, Materials & Components

JROTC 2 Spanish or French 2 2D or 3D Art

Band, Chorus, Orchestra (Schedule outside of the academy)

11 Journalism 2

Annual or Newspaper Textile Science JROTC 3 Spanish or French 3

2D or 3D Art Music Theory

12 Journalism 3

Annual or Newspaper Internship JROTC 4

Spanish or French 4 or

AP Spanish

AP Studio Art AP Music Theory

FY11 Goals: Increase the number of students in each academy major. Increase the number of students selected for All-State Band, Chorus and Orchestra to 2 each. (approved by Ogletree) Earn Honorable Mention status in national Yearbook competition. Increase the number of students taking college classes to 5 (review) Increase the number the number of “exceeds” on various EOCTs to 25% (higher?) Increase the number of scores of 3 or higher on all AP exams to 5 in each subject. Improve the personal relationships between students and teachers. Committee Members (12)

5 teachers from [not chairs] Junior parent Sophomore and junior student committed to a major (2) Macquelyn Brown, Chair Geralyn Harper Community Rep (1 business rep; 1 higher education; BHS graduate)

Appendix B

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SLC Leadership Organizational Chart Administrators would govern the curriculum, instruction and discipline of students in their assigned academies with an Academy Coordinator for each. Students in the class of 2011 who are not participants in an academy will be randomly assigned and balanced between both career academies for supervisory purposes.

SLC Coordinator: Kimesha White

Appendix C

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Academy Instructors # Freshman Academy Liberal Arts & Early College Public & Professional Services

Name Subject Name Subject Name Subject

1 Goggins, Yolanda IAA King, Brian AP Lang/11th

Am Lit Kinlaw, Marscida 11th

Lit/Comp

2 Moreland, Caryl IAA/IAAH Glenzer, Chris TAG 9th

/AP Lit Truitt, Pamela 12th

Lit/Comp

3 Vacancy 9th

Lit/Comp Jackson, Yolanda 12th

Lit/Newspaper Vacant 10th

Lit/Comp

4 Vacancy 9th

Lit/Comp Smith, Shetera US History/AP Sinclair, Sheana Int. Geo

5 Brinck, Tanya Reading Oliver, Raynard Int.Alg 2/AP Calculus McDonald, Deborah Algebra 3, Math 3H

6 Scott, Victor IAA/IAA Support Meddin, Mona Int Geo H/AP Calculus Ofili, Joseph AAT, Algebra 2

7 Darden, Tyikeylia Biology Vacancy Phys. Sci/ Anatomy Ponder, Frederick Int. Alg 2/IAA Support

8 New Hire Biology Patterson, Matthew 10th

Lit/Comp/H Russell, Valerie Environ. Sci

9 Scretchen, Melody Biology Rozier, Michael Phys Sci H/Chem Mays, Tiffany Physical Science

10 Dawson, Kimberly Am. Govt/Focus Joyner, Tracy TAG Bio/Physics Woll, Sandra World History

11 Robinson, Jenna Am. Govt/Focus Peeples, Dana Chemistry/H Conethan, Dewana US History

12 Wheeler, Rodney Am. Govt/Focus Wentz, Angela World History/AP Goodman, Freda Econ/Int’l Affairs

13 Hopping, Michael Health/Pers. Fit. Axtell, Laurence Econ/Int’l Affairs Buffington, Joseph Engineering

14 Andrews, Ryan Health/Pers. Fit Ensmann, Lana 2D & 3D Art Conley-Jordan Food & Nutrition

15 Bright, Bonita Biology Flannery, Donna Intro/Design Chester-Burton Interior Design/OFCS

16 Hairston, Laditra IAA Ogletree, Don Chorus Cobb-Brown Business

17 Adili, Zuri 9th

Lit/Comp Warner, Thomas Band/Orch/Theory Fulton, Eugenia Business

18 Slaton, Marquis Biology Parks, Jacqueline Spanish 2 Thomas, Leila Business

19 Bazzell, Anthony IAA Jobson, Elaine Spanish 1 Daniel, Kevin IT

20 Springer, Shirley IAA Support Adams, Darryl Spanish 2/AP McGhee, Brenda Nursing

21 Stein, Sandra Health/Pers. Fit Gossou, Komlanste French Hallingquest, Leon Environ Sci

22 Hendricks, Elizabeth 9th

Lit/Comp Briggs, Monte JROTC 1 Henderson, Kanethia Alg 2 & 3

23 Powell, Will JROTC 2 Windmon, Tiershondria Int Alg 2

24 Flournoy, Deborah JROTC ¾ Oduwole, Stella Physical Science

25 Tremble, Jacqueline 11th

Lit/Comp Coaxum-Young, Angela US History

26 Harrell, Shamona Am Govt Hogan, Jonathan World History

27 Jackson, Regina Chem/Anatomy Farr-Cannon 10th

Lit/Comp

28 Gosa, Ed Econ/Int’l Affairs Scott, Anitra World History

29 Hill, Shelia 10th

Lit/Yearbook Durden, Ruby Int Geo

30 Thomas, William 9th

Lit/Spanish

Appendix D

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Only the courses listed below are scheduled on teams (Freshman Academy) or in academies. Use the teachers’ names to search for the desired section when creating new students’ schedules.

# Freshman Academy (SLC-C) Liberal Arts & Early College (SLC-A) Public & Professional Services (SLC-B)

Name Subject Name Subject Name Subject

1 Goggins, Yolanda IAA King, Brian 11th Lit/Comp Kinlaw, Marscida 11th Lit/Comp

2 Moreland, Caryl IAA Jackson, Yolanda 12th Lit/Comp Truitt, Pamela 12th Lit/Comp

3 Scott, Victor IAA Patterson, Matthew 10th Lit/Comp Vacant 10th Lit/Comp

4 Vacant 9th Lit/Comp Meddin, Mona Int. Geo Sinclair, Sheana Int. Geo

5 Vacant 9th Lit/Comp Oliver, Raynard Int. Alg. 2 Ponder, Frederick Int. Alg. 2

6 Scretchen, Melody Biology TBD Physical Science Mays, Tiffany Physical Science

7 Darden, Tyikeylia Biology Wentz, Angela World History Woll, Sandra World History

8 Russell, Valerie Biology Smith, Shetera US History Conethan, Dewana US History

9 Wheeler, Rodney Am. Govt/Focus Axtell, Laurence Econ/Int’l Affairs Goodman, Freda Econ/Int’l Affairs

10 Dawson, Kimberly Am. Govt/Focus

11 Robinson, Jenna Am. Govt/Focus

Appendix E