This report is designed to support well-planned, school wide reorganization into small learning communities. The report devises five domains of research-based SLC practice: interdisciplinary teaching and learning teams; rigorous, relevant curriculum and instruction; inclusive program and practices; continuous program improvement; and building/district-level support for SLCs. The report also outlines a seven-step, cyclical process of improvement as a framework for organizing staff members’ efforts, as well as tools for following the steps. This report aims to provide guidance to school reform leaders in rethinking their current practice, developing new structures and routines, and sustaining long-term efforts to implement fully functioning and effective learning communities.
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Background and Context
One key approach to improving instruction for high school students is redesigning the environment and structure in which they learn. Creating smaller learning communities is one way schools are fundamentally reshaping that environment. Guided by a belief that student achievement will improve in a more personalized environment, advocates of smaller learning communities hope that smaller class sizes, increased teacher collaboration, comprehensive advisory systems, and a more relevant and rigorous curriculum will reap substantial gains in academic achievement.
