Progress of SLC

October, 2004
  As we approach the 2004-2005 school year, Improving Student Achievement and Performance Through Smaller Learning Communities remains our central focus. The 2003-2004 school year can best be described as a year of change, improvement, and progress for the Smaller Learning Communities Project.

  Program Manager Teams (PMT) completed structural improvements in SLC schools to establish configurations more conducive to sustaining smaller learning environments. These configurations succeeded in housing academic classrooms in dedicated sections of the schools for SLC grade levels. SLC staffs were able to refine instructional strategies (i.e., corrective reading, Carnegie Mathematics, interdisciplinary curricular planning, project-based learning, team teaching, technology integration) to make a greater impact on academic achievement levels. Additionally, SLC's engaged in a variety of professional development endeavors from coaching to Blackboard Configuration to team building. Overall, the 2003-2004 school year saw: an increase in the number of schools involved in the SLC initiative from ten (10) to fifteen (15); improved communication and shared efforts among SLC schools; greater rigor infused into curriculum offerings with an increase in the number of advanced placement classes. The Summer Transition Academies implemented in fourteen (14) of the fifteen (15) SLC's offered opportunities for incoming ninth graders to improve academic skills in reading comprehension, writing, and algebra to get a jump start in critical skills needed to be successful in high school. At year's end, the SLC's were able to report improved retention, improved achievement levels, and improved test scores for ninth grade students, as well as greater teacher satisfaction with the instruction - learning continuum.

  During the 2003-2004 school year, the SLC Project acquired much-needed staff to better assist the project schools. Two teacher coach-facilitators were hired to serve as consultant liaisons for the instructional and administrative staff of the SLC's. To further enhance the SLC's ability to collect/disburse data and information, complete critical reports and to provide consistent monitoring of SLC schools, a project director has been acquired. Ms. Deborah V. Lewis, former SLC facilitator at Denby Technical and Preparatory High School, has been assigned as the SLC Project Director. Presently, Ms. Lewis will be housed at the Albert Kahn Building, Third Floor.

  Change, improvement and progress were the operative terms for the 2003-2004 school year. We look forward to 2004-2005 as an opportunity to build upon our successes and create greater opportunities for growth, improvement and even more progress.

- Dr. Beverly Gray

February, 2005
  Schools in the Smaller Learning Communities — “High S.C.O.R.E” and “One Great School” grants—were involved in college visits during the fall semester. The goal was to expose 9th grade students to colleges and universities at the beginning of their high school experience so that they could begin now to prepare for life after high school. Students had the opportunity to visit Wayne State University, U of DMercy, Eastern Michigan University, Michigan State University, and Oakland University.

  The Annual Smaller Learning Community Institute was huge success. Mr. Ako Kambon from Visionary Leaders, Incorporated provided an inspiring and informative keynote address. The concurrent sessions provided a wealth of information ranging from Project Based Learning to Using a PDA/Handheld Device to Planning for High School and College. Ms. Deborah Lewis, SLC Project Director, did a fantastic job in organizing and planning the 3rd Annual Smaller Learning Communities Institute.

  Congratulations to all schools in the “One Great School” project for getting the required information to our outside evaluator. Our report was prepared and submitted by the December 31, 2004 deadline.

  Smaller Learning Communities remain committed to providing quality instructional experiences in small nurturing environments which result in improved student achievement.

  The Smaller Learning Communities site visit for “One Great School” will be on Tuesday and Wednesday, February 15 and 16, 2005. The evaluators will be visiting Mumford High School and Western International High Schools. We know all of the SLC schools are doing extremely well and we look forward to hosting the site visit team.

- Dr. Beverly Gray

May, 2005
As we are approaching the end of second year of the grant for “One Great School” Schools (Central, Mackenize, Mumford, Southeastern and Western), I would like to reflect on some of the positive attributes that have made this year a successful year.

  After the evaluators, Dr. Cal Stone and Dr. Stephen Kalin from the University of Wisconsin, completed a site visit at Mumford High School and Western International High School, they confirmed that these schools were on target with the goals of the grant. The Smaller Learning Communities remain committed to providing quality instruction, a nurturing environment and developing more responsible students.

  The introduction of Personal Digital Assistants (PDAs) /Palm Zire 72 has become a huge success among staff and students. As part of the grant, to increase technology, teacher additional workshops on using PDAs with our current curriculum guides and pacing charts.

  Part of the ongoing improvement for Smaller Learning Communities is professional development. Schools chose to use the services of the Visionary Leaders Institute to in-service staff, parents, and students. Mr. Ako Kambon and his team of consultants provided: direction for improved leadership; suggestions for different teaching methods; advice for improved parenting skills and academic motivation for students. The schools have responded positively and are planning to continue to use the services of Visionary Leader Institute.

  This summer, “One Great School” Schools’ teachers and administrators will be attending Redesigning American High Schools at Harvard University to examine teaching methods geared toward adolescents and to explore various high school models. Also during the summer, SLC teachers will be designing and crafting lessons that include the use of the PDA in the four core subjects.

  I understand and recognize how busy your school day may become. I want to thank and congratulate all schools for the fantastic job you have done in meeting the expectations of the SLC grant and for your commitment to increasing student achievement and performance.

  I look forward to Fall 2005 as we will begin the final phase of our grant.