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Small Learning Communities and AVID: Perfect Together. Presented by Chad Soleo Locke High: Phone (323) 757-9381 / Email: cfs8905@lausd.k12.ca.us. AVID: Schoolwide Support. Our overarching goal when considering AVID’s role in the implementation of Locke’s small learning community model:

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small learning communities and avid perfect together

Small Learning Communities and AVID: Perfect Together

Presented by Chad SoleoLocke High: Phone (323) 757-9381 / Email: cfs8905@lausd.k12.ca.us

avid schoolwide support

AVID: Schoolwide Support

Our overarching goal when considering AVID’s role in the implementation of Locke’s small learning community model:

Continue to utilize the AVID program as a catalyst and vehicle for schoolwide improvement, specifically in the continued development of Locke’s college culture and continued impact upon the academic achievement of all students.

AVID had to remain in a position to support all small learning communities within the greater Locke High School community, which didn’t allow for its transformation into one academy that inequitably served a select group of students.

attributes of slcs in lausd
Attributes of SLCs in LAUSD
  • “LAUSD’s ‘Small School Learning Communities’ will have the following core of common characteristics or attributes guided by Board policy and the Superintendent’s priorities as referenced in Closing the Achievement Gap: Improving Educational Outcomes for Under-Achieving Students.”
    • Unifying Vision/Identity
    • Rigorous Standards-Based Curriculum, Instruction & Assessment
    • Equity & Access
    • Personalization
    • Accountability and Distributed Leadership
    • Collaboration/ Parent and Community Engagement
    • Professional Development
attribute implications
Attribute Implications
  • Each SLC must consider “equity and access” with regard to meeting the needs of its entire student body.
  • Plans/ Proposals should address the unique needs of special education students, English language development students, students requiring intervention in math and/or English language arts, and advanced students.
  • AVID, a program designed and proven successful for meeting the needs of “middle” students, cannot become an SLC and meet the expectation of “equity and access.”
  • AVID utilized as a “shared program” or adopted by an SLC is a vehicle for many students to access more rigorous coursework and ultimately college.
attribute implications5
Attribute Implications
  • The process begins with a “Unifying Vision.” The structure and everything else follows the vision.
  • Each emerging SLC must identify its students, assess need and build a vision to meet the needs of its student clients.
  • If the vision is to give our students access to a college education, and AVID has data behind it to that end, then the design of the SLC should include the program from the beginning.
locke high school 2005 2006
Locke High School 2005-2006

Technical & Professional Careers Academy

Liberal Arts Academy

Ninth Grade House One

AVID

10

AVID 9

AVID 9

AVID

10

AVID

11

Visual & Performing Arts Academy

AVID

12

AVID

10

The School of Social Empowerment

AVID 9

AVID 9

Perkins Business Careers Academy

Ninth Grade House Two

AVID

10

AVID

12

AVID

11

AVID

10

challenges
Master Scheduling:

SLCs create more rigid master schedules: more singletons/ doubletons.

With fewer teacher options per content area, it becomes more difficult to accommodate students’ scheduling conflicts.

Content area teachers volunteering for the AVID elective are impacting the core/elective offerings more intensely in an SLC.

Teachers have more preps within content areas, making it even more difficult for them to take an AVID elective.

Conflicting SLC Bell Schedules

If each or any of the SLCs has its own bell schedule, “shared services and programs” become difficult to coordinate.

Physical Separation:

Without one section of AVID at each grade level in each of the academies, student and teacher transport is inevitable.

Challenges
challenges8
Student Programs

With thematic communities emerging, students are encouraged to take a series of electives, making it difficult to complete core requirements, SLC electives and AVID without considering extending the day or changing the bell schedule to accommodate additional periods.

Expansion

The number of small schools and their accelerated implementation demands faster expansion for the AVID program – faster than we’re ready for.

Distributed Leadership

The roles of SLC Coordinators and other school leadership positions are being redefined and may include things like creating master schedules which require additional training.

The AVID Counselor

Each small learning community has its own counselor, so every counselor has to be an AVID counselor.

Challenges
successes avid slcs
Collaboration Around Student Need

Common playing time and scheduled meetings are filled with dialogue about individual students that teachers have in common.

Students feel apart of the community. They know all of our teachers and our teachers, AVID coordinator and counselors know our students.

A “guidance class” (Advisory) modeled after AVID serves all students meeting personal, social, career and academic needs, and establishing the expectation that all of our students will apply to a four-year college in their senior year.

Literacy and math support conferences (in addition to a planning conference) to assist in English 10 and algebra classes, in effect cutting teacher-student ratio in half.

Schoolwide Adoption of any strategy, methodology, philosophy is difficult with 120 teachers. SLC adoption is more manageable with 12-15 teachers. Strategies like Cornell Notes, tutorials, WICR strategies are embraced by individual small schools.

AVID Parent and Student Support and participation in the proposal process gives emerging SLCs momentum from the start.

Successes: AVID & SLCs