Community learning centers

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Community learning centers (or "schools as centers of community") are a design solution found in the educational facility design and planning professions that challenge the traditional 'school house' concept.

The Community Learning Centers (CLC) model was created by St. Paul-based educational consulting firm Designs for Learning with a $5 million grant from New American Schools, a business-funded initiative to create "break-the mold schools." The CLC model is comprehensive in scope, covering aspects of schools from learning assessment methods to governance structures. The focus is on integration of school and community, and on school responsiveness to all stakeholders.

The project began with a year of research into the best in educational research and practice, followed by two years' work implementing the model on a pilot basis with nine schools in Minnesota. Designs for Learning now manages full implementation of the model in four charter schools, and consults with several other schools which are implementing aspects of the model.

Each CLC school is a public school but different by design, to respond to unique local needs and opportunities. Detailed design specifications have been created to guide implementation; click here to see a brief summary. The following summarizes what makes CLCs distinctive in five areas of school operations.

Students CLCs serve a cross section of students. A CLC student body must be representative of the community it serves (in terms of race, socioeconomic status, and academic ability). Students are seen as resources who will, as part of their studies, contribute to the program and community. Each student will have an individualized learning plan, generated by the student and parent(s), working with a school staff person who acts as an advisor. No student is assigned to this program; families are able to choose the CLC or an alternative. Transportation and food programs are provided on the same basis as the local public school district.

Learning Activities and Program Each CLC adopts specific, measurable goals or outcomes by which the success of the CLC can be judged. To avoid reverting to the status quo, CLCs commit to progress reviews. They use formative data and make data-driven decisions regarding ongoing program improvement. CLCs use the total community as the school campus and curriculum. Curricula include opportunities to help serve others and solve real problems. CLCs promote cultural diversity as an opportunity, not a problem. They integrate perspectives from a variety of cultures into the curriculum. Graduation is based on a demonstration of skills and knowledge.

Personnel and Staffing Personnel must be part of this program by choice; no one is assigned to a CLC. CLCs emphasize the role of the teacher as a facilitator and orchestrator of learning. CLCs use alternative staffing patterns and commit to the concept that staff includes licensed/certified teachers, aides, students and volunteers. CLCs remove ineffective staff from the program. CLCs allocate 20-30 days for staff development for all instructional staff, every year. CLCs actively involve parents as partners in their child's education.

Relationships to Community and Other Organizations Each CLC brings together and gains the support of a variety of community groups, including governmental bodies, school administration, local businesses, agencies, parents and other community members. CLCs strive to integrate and facilitate access to social services, preferably at the school site.

Operational and Financial Each CLC has an explicit contract with a local school board or other legislatively authorized body, with continued operation dependent on achieving school goals or outcomes in student learning. Each CLC has a governing body on which various stakeholder groups (teachers, parents, community members) are represented. The CLC's contract gives the governing body control over program, personnel, and budget. CLC funding is on a par with other comparable public schools. CLCs operate at the same per pupil cost, aside from initial start-up costs, as other schools.

For more information and specifications: www.designlearn.net/index.html and click on CLC Model or a complete article at www.designshare.com/articles/read.asp?apg=1005.