Wooden bike builderProgram design
The Small Learning Community (SLC) Model
The Design Team of BIHS researched models for both small schools and small learning communities to devise a structure that best supports all students to be successful in this rigorous program. The result is a Small Learning Community (SLC) model. The SLC is similar to a small school, but has some key distinctions. A typical small school is a largely autonomous entity with fewer than 400 students who take most or all of their classes within that school. A small learning community as envisaged here, on the other hand, is a larger program of 800 or more students, who take some courses within the SLC and select their other courses from outside the program. The SLC design allows a shared curriculum to be developed and used across the program and provides structures for teachers and students to operate as a community in the ways that best serve students, while at the same time allowing more elective choices than does a small school.
Houses
Each BIHS student is assigned to a house. A house consists of collaborating teachers working with approximately 125 students at each grade level. Students in the same house take classes together with the same two or three core class teachers. These houses are maintained vertically as far as possible throughout students’ four years at Berkeley High School. The house model allows students to build a small community identity within a large program, so that a smaller group of students, teachers, parents, and support staff can build an intimate and manageable community through shared experience, learning, community activities and collaboration time – all social phenomena that encourage students’ growth and success. The students’ house assignments allows them to build constructive relationships with various house members throughout their years in the program – a vital experience and practice for success in high school, college, and career. House student community members are encouraged to collaborate with other housemates on creative projects and public service activities, just as they will in their futures as scholars, members of the workforce, and most importantly, as citizens in their communities.
Program Evaluation
The BIHS Advisory Council is an elected body consisting of two students, two parents, two lead teachers, a teacher-at-large, and an administrator, providing a forum for the different constituencies of the BIHS community. The Advisory Council will develop a plan of action that culminates in a detailed written evaluation of all aspects of the BIHS program, including an analysis of data such as:
- Student assessment data
- IB and SAT-II scores
- Drop-out, attendance and discipline data
- College and career admissions evaluation
- CSU and UC eligibility data
- Surveys of students, parents and teachers about the BIHS program
- Diversity data and results of minority outreach efforts.
The Advisory Council is responsible for ensurinaprice@berkeley.k12.ca.usg completion of the evaluation, preparing a report to the BIHS community, the principal, the Superintendent and Board of Education. Parent contacts for '08 are Amanda Berger (aberger93@gmail.com) and Angela Price (). The BIHS AC meets twice a month.