Many school districts are faced with an alarming high school drop out rate and find that a large proportion of those students who do graduate are ill-equipped for college or technical training. Districts have undertaken various methods of high school restructuring to address these problems. One such effort is the creation of Smaller Learning Communities (SLCs). SLCs provide an environment in which teachers can work collaboratively with a small group of students and with each other to teach and learn in ways that improve personalization and academic achievement. This type of environment can be created through the implementation of various structures and strategies, including:

• Schools within a school
• Semi-autonomous themed academies or Career academies
• 9th grade academies that help students adjust to the demands of high school and explore educational interests
• Advisory or advocacy systems that provide each student with at least one adult that knows them well and provides mentoring/guidance/support.
• Collaboration with parents and community partners
• Remediation initiatives that address the needs of students performing below grade level
• Freshman transitions -- Freshman Seminar course, peer mentoring, summer orientations
• Post –high school transitions -- job shadowing, internships, dual credit college work

The U.S. Department of Education, Office of Vocational and Adult Education (OVAE) provides funds through its Smaller Learning Communities Program to assist large high schools in implementing and expanding SLCs [ http://www.ed.gov/programs/slcp ]. The Laboratory for Student Success is one of eight Regional Centers throughout the U.S. that work as representatives of OVAE providing information, guidance, and technical assistance to SLC grantees in collaboration with the other members of the Serving Smaller Learning Communities Partnership [ http://www.nwrel.org/scpd/sslc ]. The Partnership offers support through:

• Institutes developed to arm districts and school with the knowledge and strategies needed to meet their SLC project goals;
• Design studios, which give schools and opportunity to see successful SLC implementation in action and to receive help in planning their own structures and strategies [ http://www.nwrel.org/scd/sslc/dstudio/ ]
• Site visits followed by recommendations to help identify strengths and over come challenges in SLC planning and implementation;
• Phone and email consultations with district and school SLC team members throughout the planning and implementation process.