In alignment with Local District 4’s BELMONT ZONE OF CHOICE Secondary Restructuring Plan, the following Belmont High School Small Learning Communities Design Teams hereby submit their proposals to the General Superintendent of the Los Angeles Unified School District and are requesting approval as set forth in the Policies and Procedures Governing the Development and Implementation of Small Learning Communities in Middle Schools and High Schools – Policy Bulletin 1600.
CONVERSION ASSUMPTIONS AT BELMONT HIGH SCHOOL
The Small Learning Communities and small autonomous school will be assigned a local location code to enable each SLC and small school to move from a “program” status into a truly SLC with a unique identity, and ability to disaggregate data for accountability purposes, budgetary matters, data analysis, and related functions.
The SLCs have the option of using compacts and/or commitment letters as approved by both UTLA and LAUSD.
The SLCs have the option of requesting waivers to the UTLA/LAUSD contract as approved by both UTLA and LAUSD.
The SLCs must be expected to be “un-comprehensive” high school so long as every student has equal access, made welcome, and given the opportunity to attend their chosen (1st, 2nd, or 3rd choice) SLC. If de facto exclusion occurs, the SLC will recruit targeted students to ensure that the SLCs reflects the student composition at Belmont HS.
If SLCs will co-exist with other small schools in one building, SLC Lead Teachers will be involved in defining the role, scope of responsibility, and relationship of the SLC Leads, building principal, and principal of the autonomous small school.
Through the Building Council, SLCs and small autonomous schools will resolve issues regarding the use of buildings to include common shared spaces—library, cafeteria, auditorium, art rooms, parent center, sports facilities, etc.
SLCs and small autonomous small school along with the building principal will determine how district supplies and services will be provided.
SLCs and small autonomous school along with the building principal will determine the use of professional development funds.
Building principal and the SLC Teacher Leads will be the advocates for the advancement of the mission and vision of each SLC.
SLCs and autonomous small school will develop processes to resolve differences among themselves.
It is incumbent to the success of the SLC endeavor that good working relationships between school leadership be developed. Following are key characteristics of strong relationships:
Genuine Relationships – The relationship between the building Principal and Teacher Leads of the SLCs sharing the facility must be a genuine relationship of commitment. The building Principal and Teacher Leads of the SLCs must have a philosophical commitment and investment in the concept of small learning community reform. This commitment lays the groundwork for the critical communication that must occur among the building Principal and the SLC Teacher Leaders.
Equal Standing Between Principals – In order to ensure that the decisions regarding shared facilities between the principals (Building Principal and SLC Teacher Leaders) are egalitarian and provide equal access to the facilities for all students in the building, the principals should negotiate from equal positions.
Building Council – To ensure regular, ongoing communication between principals sharing a building, a Building Council will be created with the following membership:
The Teacher Leader from each SLC and Small Autonomous School
Through regular meetings and communication, the principals can anticipate possible issues and resolve them before they lead to conflicts. By meeting on a regular basis to work through these issues, a team environment is created within the school building and between the various SLC and small autonomous schools. In these weekly meetings, various issues can be covered, such as: scheduling use of space, security issues, janitorial and maintenenace issues, arrival and departure times of students, shared staff, and equipment use. Weekly meetings allow for flexibility and the ability to change with the changing needs of the students and the schools.