Data Driven Small Learning Communities

1. Data Driven Small LearningCommunities Richard D. Jones Senior Consultant

2. Personality

3. Data Driven Small LearningCommunities Richard D. Jones Senior Consultant

4. Bigger isn’t always better!

6. “Learning is about constructing relationships in which students connect with teachers or subjects. Small schools foster the personalization strategies to support those relationships. ” Tom VanderArk

7. Why Consider Small Learning Communities? • Academic Achievement • Social Benefits • Attendance and Graduation Rates • Safety and Discipline • Preparation for High Education • Extracurricular Participation • Financial Benefits

8. Bringing Best Practices to Scale • Small Learning Communities 2. High Expectations 3. 9th Grade 4. 12th Grade 5. Data 6. Curriculum 7. Relationships / Reflective Thought 8. Professional Development 9. Leadership

9. Do Small Learning Communities Make a Difference? • Increased Attendance • Increased Student Achievement • Increased Student Participation • Increased Student and Parent Satisfaction • Increased Positive Student Behavior • Greater Focus on Students’ Interests and Aptitudes • Relevancy Leads to High Achievement

10. Smaller Strategies Elementary • Reduced Class Size • Looping • Multi-age Groupings • Expanded Use of Adults • Learning Centers • Differentiated Instruction

11. Smaller StrategiesSecondary • Schools-within-Schools • House Plans • Freshman Academy • Magnet Schools • Career Academies

12. Characteristics • Improved Knowledge of Student Needs • Longer Term Relationships • Personalization of Learning • Stronger Instructional Focus • Shared Sense of Accountability

13. Rigorous and RelevantLearning

14. Rigor

15. Relevance My only skill is taking tests.

16. All Students

17. Creating Small Learning Communities Driven by Data

18. Improving Student Achievement What are the biggest issues for teachers?

19. Work Smarter? Work Harder ?

20. Why?

21. Why ? Changing Nature of Work

22. Accelerating Technology

23. Employment 1970’s High Skill Low Skill

24. Employment 1990’s High Skill Semi Skill Low Skill

25. Employment 2010 High Skill Semi Skill Low Skill

26. 1970’s1990’s2010

29. Why? Translating Standards Into Teaching and Learning

30. Standards Destination vs.Routevs. Vehicle

31. Standards Standards vs.Curriculumvs. Student Work

32. Why? An Overcrowded Curriculum

33. McREL Needed Time 15,465 Hours Available Time 9,042 Hours

34. Teachers struggling to teach an overloaded curriculum!

35. Why? Focus on Student Learning

36. Teaching VS. Learning

37. Why ? Tool For School Alignment

38. Language Arts

39. Language Arts

40. Language Arts

41. Instruction Instructional Resources Standards Assessment Teacher Materials Content Accountability State Requirements Courses and Programs Alignment for Improving Instruction

42. Alignment for Improving Instruction Instruction Instructional Resources Standards Assessment Teacher Materials Content Accountability State Requirements Courses and Programs

43. Why ? Explaining What’s Important

44. Ask Me..... “How will I ever use what I’m learning today?”

45. In schools the status quo persists!

46. Why ? Prepare for THE test?

47. New SAT - 2005 • More Application • New Writing Section • Expand Critical Reading for Information • More Achievement • Base on three years of Math • Higher Level Math Skills • Less Aptitude • Eliminate analogies • Eliminate simple math reasoning

48. NYS Math A Question June 2003

49. NYS Math A Question June 2002

50. Why ? Increase Student Motivation