Process of SLC Implementation

The Talent Development High School Model utilizes SLC strategies such as career academies, freshman academies, and block scheduling. Although highly prescriptive, the model does allow some flexibility for "localization." To the district, that meant the reform process used by Rhodes could serve as the "localized" reform model for Glenville and South.

Often, schools in crisis are overwhelmed with simply managing day-to-day operations and do not take time to thoughtfully implement newly introduced reform models. However, the administrators and staff members at Glenville took time to study, reflect, and obtain buy-in from stakeholders as they implemented their SLCs. They invited Rhodes High School to provide inservice sessions and brought in Johns Hopkins University to present its Talent Development High School Model. They also attended SLC institutes on block scheduling, instructional strategies, and teaming. After staff members considered potential changes, they voted on adoption of SLC strategies. For example, the vote to implement a block schedule took place only after all of Glenville's approximately 90 teachers were provided an opportunity to visit schools using such schedules. This gradual approach contributed to the successful implementation of SLCs at Glenville.

The 2000-2001 school year opened with the implementation of four career academies, designed mainly for juniors and seniors. Glenville also introduced its first grade-based academy, the ninth-grade Success Academy. An academy for at-risk students was introduced during the winter of 2000-2001. The 10th-grade Motivation Academy was created in the 2002-2003 school year.

In 2000-2001, Glenville also converted to a 4 x 4 block schedule. Throughout the year, professional development was offered on instructional strategies for teaching in the block. Two-day trainings were presented on school professional days by Louis Mangione, through the Bureau of Education and Research, and by the Center for Leadership in Education. Additionally, J.F. Rhodes staff offered after-school and summer trainings for teaching in the block in specific content areas.

In 2000-2001, to increase cross-departmental collaboration, Glenville completed the time-consuming, but unifying, task of curriculum mapping. The curriculum map, which is aligned with district and state standards, forms a basis for cross-curriculum collaboration. Teachers reported that the process itself of creating the curriculum map was beneficial for improving collaboration.

Throughout this process, Glenville has taken a decisively incremental approach. Each year, new SLC strategies are introduced, while professional development is offered to prepare the staff for strategies adopted for the following year. Their approach reflects the presence of a long-term plan and the philosophy of continuous improvement. Administrators give staff members time to learn about and reflect on each of the new strategies, obtaining their buy-in prior to strategy implementation. This ensures a high degree of staff commitment and a thoughtful, well-planned implementation process.

Glenville's SLC strategies started to show positive results as early as the second year of implementation. Violence, alcohol/drug incidents, and suspensions/expulsions declined. The grade promotion rate increased. The first cohort of Success Academy ninth-graders showed better academic performance than the previous cohorts. The improvements brought about through Glenville's SLC strategies have even been recognized by the school's harshest critics: former dropouts. Many of these dropouts are now coming back to Glenville in order to get the kind of educational experience they did not get previously.