1. Leading the Conversion Process Lessons Learned and Recommendations for Converting to Small Learning Communities Fouts & Associates, L.L.C. December 7, 2006

2. Introduction A synthesis of evaluation findings from over 60 high schools in Washington State, North Carolina, Oregon, and Missouri. Important lessons and recommendations for current and future efforts for converting to small learning communities.

3. Lesson #1 The schools most successful at converting to SLCs focused considerable attention on the “moral imperative” to change their practices to better serve their students. Relied on data Instrumental in bringing to surface teachers’ attitudes and beliefs about their students and the goals of schooling. Focused on beliefs

4. Lesson #2 Structural changes leading to SLCs do not necessarily result in improved instruction or increased student outcomes. For the changes to be truly meaningful, educators must always view the SLCs as a means to an end, and not an end unto itself. In successful schools, educators gave continual efforts to the reasons to change to a new educational philosophy, and to instructional improvements.

5. Lesson #3 The implementation of SLCs affects teachers at least as much as it does students. SLCs require changes in the working environment and can affect teachers’ careers, both of which must be planned for and dealt with carefully. Changes in the Work Environment Strong teacher collaboration Threats to careers

6. Lesson #4 Successful conversion to SLCs requires a sustained commitment by the school district. Board members and district administrators must understand and support not only the structural changes being attempted but also must believe in the type of educational experience the structural changes are meant to create. Many “signed off” on the grant but did not “sign on” to the philosophy of SLCs. Budgeting Hiring Course Offerings (electives & Advanced Placement)

7. Lesson #5 Successful conversion requires an ongoing effort to ensure community awareness and support. Without these, the conversion process will be very difficult if not impossible. Parents and community members must understand the reasons for change and be involved in the planning process. Sports Music Advanced Placement Courses Foreign Language

8. Lesson #6 Specific, common issues emerged across schools that require special planning and consideration as schools move through the conversion process. Phase-in approach vs. Full Implementation Thematic SLCs vs. Generic SLCs International Baccalaureate and Advanced Placement Courses Contiguous Space Student Crossovers

9. Lesson #6 Phase-in Approach AdvantagesDisadvantages  Allows for trial and error  Allows teachers to participate at varying degrees  Allows students to continue their education in the system they started  Supportive teachers are in the initial SLCs, and more resistant teachers are scheduled for later implementation  Reluctant teachers may view this as a lack of total commitment  If the phase-in approach lasts too long, may lose the excitement and momentum  Running two programs as once creates difficulties with the budget, facilities planning, scheduling, and teacher assignments

10. Lesson #6 Full Implementation Approach AdvantagesDisadvantages  Involves all teachers and staff in the change  Signals a commitment to SLCs  Less complicated for facilities planning, budgeting, curriculum development, and staffing  Takes a longer planning period  Forces staff members into the conversion, without the moral commitment  Creates opposition by juniors, seniors, and their parents

11. Lesson #6 Thematic SLCs AdvantagesDisadvantages  Stimulates teacher, student, and parent interest  Stimulates partnerships with community groups and local businesses  Attracts teachers who want to move away from the tradition curriculum  Strongest teachers, or those most excited, join to form an SLC  Some SLCs require more resources  Difficulties replacing teachers  Some students may not like the options or may not receive their first choice  May lead to inequity in student ability, gender, and ethnicity.

12. Lesson #6 Generic SLCs AdvantagesDisadvantages  Assign teachers to obtain more equity on teacher enthusiasm and popularity  Budget is equal across SLCs  Teacher replacements are easier  Student assignment is less problematic  May not generate as much excitement and community support.

13. Recommendation #1 School leaders must focus their efforts on the human and organizational dynamics and barriers and on becoming change agents. Built the case for change Anticipated and planned for the human reactions Made the difficult decisions when necessary Kept the final product in clear site

14. Recommendation #2 Begin with the moral imperative of why the school must change, and keep that message in from of the educators and public throughout the process.

15. Recommendation #3 Once leaders have established the moral imperative to change, they must focus their efforts on ensuring that teachers view SLCs as a means to an end and on professional development activities for teachers that enable them to take advantage of the opportunities that SLCs provide. Increased collaboration Increased personalization Increased rigor Improved instruction

16. Recommendation #4 Leadership must make a careful assessment of the degree of support the conversion has among teachers, district administrators, and board members and plan and act accordingly. Employ an inclusive and transparent planning process

17. Recommendation #5 Leaders in the conversion process must anticipate and plan for the human factors that will impede conversion to SLCs and other changes. Leaders should anticipate and be proactive in the planning, rather than reactive Developed understandings with district administration, the school board, and unions

18. Recommendation #6 Leaders must anticipate and plan for the potential problems with the phase-in and full- implementation approaches, with the thematic and generic models, with contiguous space, and with student fidelity to the SLC.

19. Year 5 Benchmarks  Fiscal plan complete to support sustainability of change  SLC structures solidified and modifications made based on evaluation feedback  A common language & consistent practice around instruction in place based on instructional framework  Use of data to make decisions at all levels is standard practice  Curricula and instruction reflects rigor and college readiness  Student retention in early grades begins to improve  The district has realigned fiscal services to support small schools  Community and parents support the move to SLCs Barriers  Teacher and administrator turnover  Loss of grant funding and reduction of resources needed for sustainability  Potential increase in costs for running multiple SLCs instead of one comprehensive high school  Inability to satisfy parents and students around course offerings resulting in large numbers of crossovers  District office refusal to function in a way that supports SLC instead of the large school Year 4 Benchmarks  Initial fiscal plan in place to support sustainability of change  Systemic structures school (e.g. budgets, governance, small school improvement plans, scheduling, contiguous space) implemented to support SLC autonomy  Staff and students identify with one SLC with limited student crossovers  A clear college-ready focus exists for each of the SLCs  A clear and intentional instructional focus is emerging  District office personnel change support services to support SLCs individually Barriers  Limited attention and resource allocation to the effective use of teacher collaboration time  Limited attention and resource allocation to instructional professional development  Inability to deal effectively with in-school special interest groups, such as AP or vocational education staff  Continuing adult beliefs about the limited abilities of their students  Failure to enforce a limited student crossover policy  Changes in administration or teacher leadership  Large shifts in student population requiring the sudden addition or elimination of an SLC  Teacher union resistance Year 3 Benchmarks  If phase-in, all staff members and at least grades 9 – 10 are in SLCs  If full implementation, all staff and students are working in SLCs.  Governance structures and decision-making procedures in place for each SLC  Teacher leadership within each SLC being developed  District and school board support exists to address parent and student resistance  An instructional framework identified and being implemented in each SLC  A developing understanding of rigor, relevance, relationships is present in the SLCs Barriers  Inability to deal with continued resistance among staff, parents, and students  Inability of leadership to mandate change, such as to agree to plan for one more year  Lack of adult beliefs about students’ abilities to be college ready  Changes in district or school board membership, thus threatening the support for conversion.  Teacher union resistance to advisories, teaching assignments, transfers, etc.  Central office personnel prevent reassignment of resistant staff  Active parent groups or individuals who oppose the changes Year 2 Benchmarks  If phase-in, implementation of the house structure for 9 th grade students completed  All staff members (9-12) assigned to the SLCs, whether or not they teach within the 9 th grade house  Collaboration time used effectively by teachers in SLCs  If full implementation, complete agreement on structure and curriculum for SLCs  Open support and involvement by school board, district personnel, and community members  Adult issues and factors addressed and resolved  Teacher professional development activities around instruction in place for implementation Barriers  Failure to maintain focus on moral imperative to change  Failure to address and resolve adult issues and concerns  Failure to continue to involve district, school board and community  Little to no collaboration time allocated to working out issues  Phase-in of SLCs seen as a “pilot” project  Major focus on structural changes to the exclusion of improved classroom instruction Year 1 Benchmarks Moral imperative to change is understood  A common vision driven by rigor, relevance, and relationships is shared by teachers and administrators  District office, school board, and community support in place  Strong internal school leadership identified  Potential barriers and resistance to change identified and planned for  Transparent decision-making process in place  Year 2 structural implementation plans approved  Plans for teacher instructional professional development completed Barriers  No moral imperative for change  Lack of strong leadership  Lack of acceptance of conversion among staff  Failure to require participation of all teachers and staff in the process  Failure to plan and deal with adult issues  Maintenance of elite or special existing programs with strong advocacy groups resisting changes